“Self-Efficacy Towards Academic Excellence of Siaton Science High School Students”

Benjie S. Petil

Liela Rose M. Diaz

Shekaena S. Gadiane

Harriet Keane G. Garcia

Grant Emmanuel K. Macias

Submitted in Partial Fulfillment of the Requirements in Research Project Senior High Department, Siaton
Science High School, Mantuyop, Siaton, Negros Oriental

November 26, 2018

 APPROVAL SHEET

The research paper attached hereto, entitled “SELF-EFFICACY TOWARDS ACADEMIC EXCELLENCE OF
SIATON SCIENCE HIGH SCHOOL STUDENTS,” prepared and submitted by BENJIE S. PETIL, LIELA ROSE
M. DIAZ, SHEKAENA S. GADIANE, HARRIET KEANE G. GARCIA, and GRANT EMMANUEL K. MACIAS in
partial fulfillment of the requirements in Research Project is hereby accepted.

MR. EUFRATES G. ANSOK

Adviser

MS. ESTHERIA J. MACAJELOS

Subject Teacher
 Acknowledgment

The researchers would like to give their heartfelt gratitude to our Almighty God who have been
there, guiding and giving them strength and knowledge while doing the entire research project, and so
to their teachers, Ms. Estheria J. Macajelos and Mr. Eufrates G. Ansok who gave additional information
and ideas on conducting the research project. The researchers thank their family and friends for their
support and encouragement with which her research project would not be possible.
Lastly, the researchers would also like to thank the respondents who answered their
questionnaire honestly. The researchers are grateful for their cooperation and participation.

B.S.P.

L.R.M.D.

S.S.G.

H.K.G.G.

G.E.K.M.
 Abstract

The study entitled “Self-Efficacy Towards Academic Excellence of Siaton Science High
School Students” was to test the students of Siaton Science High School if they are capable in identifying
their strengths and weaknesses in accordance with their academic excellence. The study involves
questionnaires that are given to randomly selected students through fish-bowl technique, 11
respondents from the Grade 7 Newton and Grade 10 Einstein, 12 respondents from Grade 8 Darwin and
Grade 9 Lavoisier, 9 respondents from Grade 11 Zaitsev and Leibniz, and 8 respondents from the Grade
12 Heisenberg and Schrodinger, a total of 80 respondents from the overall population of 262. The study
was then formulated by the researchers according to the answers of the respondents associated with
the above mentioned sample size. The study used a correlational type of research as it determines the
relationship between the variables. Based on the results from the conducted study, the factor that
affects the student’s self-efficacy towards their academic excellence is the enactive mastery experience.
But intervened with confusion and the lack of concentration. The results showed that students should
focus on identifying their strengths and weaknesses. These factors will serve as the basis of helping the
students improve their self-efficacy towards academic excellence. The results indicated that possibility
of factors obstructing the student’s efficacy must be reduced in order to excel in academic
performances. The study was a way to understand and identify the student’s strengths and weaknesses
in order for their knowledge and performance grow even much better.
 TABLE OF CONTENTS

Contents Page
Approval Sheet …………………………………………………………………………………………………………………… ii
Acknowledgment Sheet ………………………………………………………………………………………………………. iii
Abstract ……………………………………………………………………………………………………………………………… iv
Table of Contents ………………………………………………………………………………………………………………. v
List of Tables …………………………………………………………………………………………………………………….. vi
List of Figures …………………………………………………………………………………………………………………… vii

Chapter I
Introduction …………………………………………………………………………………………………………...
Statement of the Problem ………………………………………………………………………………………
Significance of the Study …………………………………………………………………………………………
Scope and Delimitation of the Study ……………………………………………………………………….

Chapter II. Review of Related Literature and Conceptual Framework

Review of Related Literature …………………………………………………………………………………..
Conceptual Framework …………………………………………………………………………………………..
Hypothesis ………………………………………………………………………………………………………………
Definition of Terms …………………………………………………………………………………………………

Chapter III. Research Methodology ……………………………………………………………………………………..

A. Research Design ……………………………………………………………………………………………………..
B. Sample ……………………………………………………………………………………………………………………
C. Data Collection Procedure………………………………………………………………………………………..
D. Instruments ……………………………………………………………………………………………………………
E. Data Analysis Procedure …………………………………………………………………………………………

Chapter IV. Presentation and Analysis of Data …………………………………………………………………….

Chapter V. Summary and Conclusions ………………………………………………………………………………….

Chapter VI. Recommendations ……………………………………………………………………………………………

Bibliography ………………………………………………………………………………………………………………………..

Appendixes ………………………………………………………………………………………………………………………….
LIST OF TABLES
LIST OF FIGURES
 Chapter I. Introduction

Background of the Study

One of the problems of being a student is how one can excel in academic works, or on how they
present themselves in accordance of the school’s order and on how they pay attention to their own
actions. In lined with that, we can’t deny the fact that there are also some students who are timid and
that is the most common factor that affects one’s academic results, them having lack of self-confidence
result them to be unable to participate in any activities well, failing can be its aftermath.
According to Bandura, there are Four factors determine self-efficacy: enactive mastery
experience, vicarious experience, verbal persuasion, and physiological and emotional. The most
influential of these factors is enactive mastery experience, which refers to individuals’ experiences with
success or failure in past situations. With this the researcher determined to find the factors that affect
senior high school student’s self-efficacy towards academic excellence. This factor will serve as a guide,
inspiration, importance and reference for the students having self-efficacy to be a better person so that
they will know what their capacity and strengths in order for them to have an excellent academic
record.
Academic self-efficacy is defined as the ability of students to complete assignments, regulating
learning activities, and meet the achievement expectations and goals (Zare & Mobarakeh, 2011).
According Ortactepe (2006), Bandura stated that the confidence of individuals towards their efficacy can
affect all actions, choices, initiatives, efforts, persistence, pressure, and their experiences in dealing with
environmental demands and achievements. Therefore, the level of an individual efficacy must be
studied as a determinant of educational excellence. Self-confidence determines the way humans think,
feel, act, and carry out their respective roles (Bandura, 1994)

Statement of the Problem

The purpose of this study is to determine the student’s self-confidence if they are able to live up
to their own standards which they have set for themselves in different academic fields. The target of this
study is to find out the range of their confidence.
1. What are the most common factors that has affected one’s performance in their academic
performance?
2. Is there any student that thinks that they will not excel here in Siaton Science High School?
3. In times of group activities are most student confident that the assign task given will be a
success if the teacher assigns them to be the leader?
4. If a student is being bullied or has problems at home and financially how are these factors affect
the student’s self-efficacy?
5. What is the relationship between self-efficacy and academic achievement in the senior high
school students?
Significance of the Study

The significance of our study determines on the optimistic belief of students’ confidence to
achieve on complicated goal in lined with discipline. Individuals that has higher self-efficacy shows that
they are more active, able to understand and able to think critically compared to students who has low
self-efficacy. In lined with that, self-efficacy affects the student behaviour to strive enabling them to
critic anything. Thus, the school's application of discipline obliged the students to strive more to reach
academic excellence the school requires, which is for the best for them in order for they could be
prepared for the upcoming battle they would have to encounter for the future. In order for this
behaviour to happen, students should know their very owns capability and put in trial their competence
to perform which the schools order to put in practice.

Scope and Delimitations of the Study

The study focused on the factors that influence the self-efficacy towards the academic
excellence of the Siaton Science High School students situated in Brgy. Mantuyop, Siaton Negros
oriental. The researchers sampled 80 respondents from the students as the reference population
through random sampling method using Fish-bowl technique. The study is limited both, senior high and
junior high class, Particularly the SSHS students. Validity of the survey has relied on the students’ honest
and sincere response. However, incorrect and untruthful answer may still be expected from the
students- respondents. Students’ background and academic achievement should be included as factors-
but were considered exquisite questions. Factors associated with its level of conviction to self-efficacy
towards the academic excellence to the students might change their performance. Thus, the efficiency
of this factors is only significant to the students’ self-efficacy leading to academic excellence.
 Chapter II. Review of Related Literature and Conceptual Framework

A. Review of Related Literature

I. SELF EFFICACY
Self-efficacy generally refers to the trust an individual has towards himself to produce certain
tasks or responsibilities properly and effectively (Bandura, 1977; Lee & Mendlinger, 2011). Self efficacy is
an evaluation of the ability to perform a certain behavior in certain circumstances (Pajares, 1994).
Academic self-efficacy refers to students’ assessment towards their own ability to organize and
implement learning behavior to achieve the chosen level of academic. Achievement; for example, to
pass the exam (Bandura, 1986, 1997). Yusuf (2011), on the other hand, argues that academic self-
efficacy makes students to always think about the most effective ways to accomplish each task. It refers
to the level of confidence and self-belief of a student to complete a task and to produce something at its
best according to their respective capabilities. Self-efficacy is also a crucial aspect in achieving an
outstanding achievement in all fields explored by students; including academic.

A. High Self-efficacy
Individuals who have high self-efficacy will exert sufficient effort that if well executed it leads to
successful outcomes. Students with high self-efficacy had confidence to perform assigned work, they
believed to accomplish experimental tasks more. A high degree of self-efficacy leads people to work
hard and persist in the face of setbacks. In a dynamic work context, where ongoing learning and
performance improvement is needed, high self-efficacy helps individuals to react less defensively when
they receive negative feedback. High self-efficacy describes on how people effectively perform a given
task than either their self-confidence or their self-esteem.

B. Low Self-efficacy
An individual who has a low sense of efficacy is associated with depression, anxiety and
helplessness. Such individuals also have low self-esteem and harbor pessimistic thoughts about their
accomplishments and personal development. Students with low self-efficacy wouldn’t be able to
succeed what they’re aiming of because they have lack of self-confidence.

C. Academic Optimism
Academic optimism or academic self-efficacy is defined as the ability of students to complete
assignments, regulating learning activities, and meet the achievement expectations and goals. Academic
optimism is the heart in the model of achievement and school success. This concept is in lined with the
three essential components of a school’s success which are efficacy, confidence and academic emphasis.
The concept of self-efficacy is also considered to be one of the factors that make a huge impact on the
teaching and learning process. According Ortactepe (2006), Bandura stated that the confidence of
individuals towards their efficacy can affect all actions, choices, initiatives, efforts, persistence, pressure,
and their experiences in dealing with environmental demands and achievements. Therefore, the level of
an individual efficacy must be studied as a determinant of educational excellence. Self-confidence
determines the way humans think, feel, act, and carry out their respective roles (Bandura, 1994).
Hence, in order to ensure the efforts in achieving academic excellence, optimism component should not
be underestimated or trivialized. Students should have a solid foundation of self-confidence so that
every challenge and obstacle in the quest of gaining knowledge can be faced successfully. Being
optimistic towards self-ability is the basis of success in any field that one wants to endeavor.
 D. Self-Efficacy and Academic Achievement
Self-efficacy predicts intellectual performance better than skills alone, and it directly
Influences the academic performances through cognition, and also it indirectly affects the perseverance of
the individual. Although past achievement raises self-efficacy, it is the student’s interpretation of past
successes and failures that may be responsible for subsequent success. Perceived self-efficacy predicts
future achievement better than past performance. Self-efficacy beliefs also contribute to performance
since they influence how thoughts are processed and motivation also its behavior. Individuals high in self-
efficacy attempt challenging tasks more often, persist longer at them, and exert more effort. If there are
failures, highly efficacious individuals attribute it to a lack of effort or an adverse environment. When they
succeed, they credit their achievement to their abilities. What perceptions that their abilities is caused the
achievement affects the outcome rather than their actual abilities. “Those who regard themselves as
inefficacious shy away from difficult tasks, slacken their efforts and give up readily in the face of difficulties,
dwell on their personal deficiencies, lower their aspirations, and suffer much anxiety and stress. Such self-
misgivings undermine performance.

E. Self-Efficacy and Health Behavior

According to Social Cognitive Theory (SCT; Bandura, 1997), a personal sense of control facilitates
a change of health behavior. Self-efficacy pertains to a sense of control over one’s environment and
behavior. Self-efficacy beliefs are cognitions that determine whether health behavior change will be
initiated, how much effort will be expended, and how long it will be sustained in the face of obstacles
and failures. Self-efficacy influences the effort one puts forth to change risk behavior and the
persistence to continue striving despite barriers and setbacks that may undermine motivation. Self-
efficacy is directly related to health behavior, but it also affects health behaviors indirectly through its
impact on goals. According to Schwarzer (1997), people need to have a healthy sense of personal
efficacy to sustain the perseverant effort needed to succeed. An affirmative sense of efficacy contributes
to psychological well being as well as to performance accomplishments. Furthermore, a person who
believes in being able to cause an event can carry out a more active and self-determined life course
(Schwarzer, 1997).
 B. Conceptual Framework

Self-Efficacy Towards Academic Excellence of Siaton Science High School

(Independent Variable) (Intervening Variable) (Dependent Variable)

Factors Influencing Self- Factors Obstructing Self-

Efficacy Towards Academic Efficacy Towards The Level of Conviction
Excellence Academic Excellence of the Factors of
Self-Efficacy towards
A. Enactive Mastery A. Stress
Academic Excellence to
Experience B. Doubts
the Students
B. Vicarious C. Confusion
Experience D. Laziness
C. Verbal Persuasion
D. Physiological
E. Emotional ‘

Hypothesis:
 Enactive Mastery Experience is the most influencing factors academic excellence in terms of
its level of conviction to SSHS Students.
 HYPOTHESIS

Factors Vs. Year Level

Alternative Hypothesis
 There is a significant difference between the levels of conviction of the factors among the Junior
and Senior High School students.

Null Hypothesis

 There is no significant difference between the levels of conviction of the factors among the
Junior and Senior High School students.

Factors Vs. Academic Excellence

Alternative Hypothesis

 There is a significant relationship between the levels of conviction of the factors among the
Junior and Senior High School students.

Null Hypothesis

 There is no significant relationship between the levels of conviction of the factors among the
Junior and Senior High School students.
 DEFINITION OF TERMS

Terms Technical Definition

Reflects confidence in the ability to exert control
Self-Efficacy over one’s own motivation, behavior, and social
environment.
Defined as the ability of students to complete
Academic Self-Efficacy assignments, regulating learning activities, and
meet the achievement expectations and goals (Zare
& Mobarakeh, 2011).
Demonstrated ability to perform, achieve, and/or
Academic Excellence excel in scholastic activities.

Refers to individuals’ experiences with success or

Enactive Mastery Experience
Vicarious Experience
Verbal Persuasion
failure in past situations. To have a resilient sense
of self-efficacy requires experience in overcoming
obstacles through effort and perseverance.
Experienced as a result of watching, listening to, or
reading about the activities of other people, rather
than by doing the activities yourself.
Act to telling or convincing a person to perform a
task or action to change behavior or put into action
a set of events to achieve an objective.
 Chapter III. Research Methodology

A. Research Design

In the study to be conducted, correlational type of research will be applied as a method

to be used as it determines the relationship between the variables. Correlation research
discovers if the variables are associated in some way using statistical analysis.

B. The Sample

The sample of this study are senior high school students of Siaton Science High School.
The sample size for a population of 106 is 40. The sampling procedure used was random
sampling technique where every respondent has an equal chance to be included in the sample
through fish bowl technique. Moreover, the researcher took 10 respondents in each sections of
Grade 11 and Grade 12 in order to strengthen the values obtained from their self-efficacy
survey sheets.

C. Data Collection Procedure

The researcher used draw lots as a method to be conducted in which stars were drawn to
the paper and students who picked them will automatically be included in the sample size. The
respondents were given enough time to answer the given survey sheets or questionnaires with
a deep understanding and honesty in answering. The researcher used this method because it is
not time-consuming and easier to distribute the questionnaires with which it may not affect
their schedule.

D. The Instruments

The instruments used in collecting the data are questionnaires. The researcher come up
with different questions that can relate to the study. Before the researcher distributes the
questionnaires, permission will be sought and granted by teachers to improvise or correct some
errors. The researcher makes sure that the respondents answer the questionnaire honestly for
an effective study.

E. Data Analysis Procedure

Chi-Square is the tool used in testing the hypothesis of this study. A chi-square test is
used to determine whether there are significant differences between the expected frequencies
and the observed frequencies in one or more categories. When conducting a statistical test
between the variables, using Chi-Square in finding or determining the solidity of the relationship
between the variables.
 Chapter IV. Presentation and Analysis of Data

Among the respondents from each year level, there was an overall population of 80
respondents. 46 of those are from the Junior High School, 4 are 12 years old, 11 are 13 years old, 12 are
14 years old, 15 are 15 years old, 2 are 16 years old, and 2 are 17 years old. While the remaining number
of respondents which is 34 are coming from the Senior High School, 3 are 16 years old, 22 are 17 years
old, 8 are 18 years old, and lastly 1 is 20 years old.

Among the respondents from Senior High School students, 41.25% of the distribution are
confident in performing their tasks well while 1.25% are not (see Figure 1).

1.25%

41.25%

YES NO

Figure 1. Percentage of Senior High School Students-Respondents Who Are Confident in Performing Tasks Well

Also, among the respondents of the Junior High School students, 86.96% of the
distribution are confident in performing thetaskwell, while
 13.0
4%

86.96%

YES NO

In the sample taken (as shown in Figure 3), Senior High School students who are
confident in performing tasks well rated their performance. All respondents in Grade 11-Leibniz rated
their performance as Good. In Grade 11-Zaitzev, 2 rated Excellent and 7 rated Good. In Grade 12-
Heisenberg, 6 rated Good and 1 rated Tolerable. Lastly, 2 rated Excellent and 6 respondents rated Good
in Grade 12-Schrodinger.

10
9
8
7
6
5
4
3
2
1
0
GRADE 11-LEIBNIZ GRADE 11-ZAITSEV GRADE 12- HEISENBERG GRADE 12-SCHRODINGER

EXCELLENT GOOD TOLERABLE POOR

 Figure 2. Frequency of Senior High School Students-Respondents Who Rated Their Confidence in Performing
Tasks Well

Among the respondents of Senior High School, 35% of the distribution are confident in
performing academic tasks well. While 7.50% are not (see Figure 5). This shows that most of the
students-respondent of the Senior High Department are capable in performing academic tasks well.
Therefore, their self-efficacy might improve as well.

7.50%

35%

YES NO

Figure 5. Percentage of Senior High School Student-Respondents Who Are Confident in Performing
Academic Tasks Well

As shown in Figure 7, Senior High School respondents who are confident in performing
academic tasks well rated their performance. 6 respondents in Grade 11-Leibniz rated their performance
as Good. In Grade 11-Zaitzev, 1 rated Excellent and 8 rated Good. In Grade 12-Heisenberg, 5 rated Good
and 1 rated Tolerable. Lastly, 2 rated Excellent and 5 respondents rated Good in Grade 12-Schrodinger.

9
8
7
6
5
4
3
2
1
0
 Figure 7. Frequency of Senior High School Students-Respondents Who Has Confidence in Performing
Academic Tasks Well

QUESTION 2
2.5

1.5

0.5

0
GRADE 11-LEIBNIZ GRADE 11-ZAITSEV GRADE 12-HEISENBERG GRADE 12-SCHRODINGER

DOUBTS CONFUSION LACK OF CONCENTRATION

Figure 9. Frequency of Senior High School Students-Respondents Who Stated the Factors that Affects Their
Confidence in Performing Academic Tasks Well.

Chapter V. Summary and Conclusions

Based on the data gathered the self-efficacy of the students are confident enough to perform
well on a given situation or task. In terms of other obstructing factors like stress, confusions, lack of
concentration, timidness, laziness and doubts are the top contributors that the student cannot perform
well in the class. When dealing with self-efficacy, the way to know the student on how confident they
are. Individually, the highest response from the students is they have confident enough to perform well
on a given situation or task.
 Then after we gathered the data we asked them “what do you think can boost your self-
confidence and to be effective?” Some of them answered that they got motivated from their parents,
friends, and relatives. Consistent with other trends in research, the current results of this research paper
supports the role of the standards of the students. These findings reveal that self-efficacy has a
significant relationship with the student on how they show their confidence. With the acquired result, it
is noticeable that as the person or student must able to adapt themselves to have self-confidence to
avoid negative outcomes.

Chapter VI. Recommendations

The findings and conclusions of this study can provide insights on determining the possible factors
that can affect the academic excellence to students, the following are recommended:

 To students, must engage in activities which can help them build their self-efficacy
 To parents, must guide their children for them to be motivate in what they want to do.
 To future researchers, conduct further study on the possible factors that would affect the
academic excellence of the students
Bibliography
 Appendixes

Table 1.1

GRADE GRADE GRADE GRADE FREQUENCY PERCENTAGE

11-L 11-Z 12-H 12-S
YES 9 9 7 8 33 41.25%
NO 0 0 1 0 1 1.25%
Table 2.1

GRADE GRADE GRADE GRADE FREQUENCY PERCENTAGE

11-L 11-Z 12-H 12-S
YES 6 9 6 7 28 35%
NO 3 0 2 1 6 7.5%

Table 3.1

GRADE GRADE GRADE GRADE FREQUENCY PERCENTAGE

11-L 11-Z 12-H 12-S
YES 7 9 7 7 30 37.5%
NO 2 0 1 1 4 5%

Table 4.1

GRADE GRADE GRADE GRADE FREQUENCY PERCENTAGE

11-L 11-Z 12-H 12-S
YES 8 9 7 7 31 38.75%
NO 1 0 1 1 3 3.75%

Table 5.1

GRADE GRADE GRADE GRADE FREQUENCY PERCENTAGE

11-L 11-Z 12-H 12-S
YES 6 8 5 4 23 28.75%
NO 3 1 3 4 11 13.75%

Table 6.1

GRADE GRADE GRADE GRADE FREQUENCY PERCENTAGE

11-L 11-Z 12-H 12-S
YES 9 5 6 6 26 32.5%
NO 0 4 2 2 8 1O%

Table 7.1

GRADE GRADE GRADE GRADE FREQUENCY PERCENTAGE

11-L 11-Z 12-H 12-S
MATHEMATICS 1 3 2 3 9 11.25%
PHYSICAL ED 0 0 1 0 1 1.25%
SCIENCE 2 2 0 2 6 7.5%
TLE 1 1 0 0 2 2.5%
ENGLISH 3 3 2 2 10 12.5%
FILIPINO 2 0 3 1 6 7.5%
LIST OF RESPONDENTS:
Grade 7-Newton
 Aeriana Julia Kadusale
 Sheena Mae Bon
 Avigail Kilakiga
 Antonia Margaret Epis
 Shaina Jalandoni
 Marlo Palispis
 Nadine Ragpa
 Jerick Asenas
 Ayessa Caminade
 Joan Macabinguil
 Ylan Sontusidad
Grade 9-Lavoisier
 Dave Fracisco
 Lorrence Libot
 Mark Palispis
 Dorothy Vendiola
 Stephenjhn Futalan
 Karl Luis Santander
 Deneille Jhan Pescuela
 Joseph Jatulan
 Queenie Futalan
 Luigi Macasukit
 Daffrose Cafino
 Renzel Rubio
Grade 11-Leibniz
 Jianne Cabangbang
 Abigail Ragay
 Adrian Jude Caminto
 Mary Joy Ragudo
 Sheina Paispis
 Divine Futalan
Grade 8-Darwin
 Marc Nicole Diocus
 Kyla Paitan
 Harmoy Anque
 Mary Kimberly Escobido
 Haven Gaebrylle Modequillo
 Chelsea Palarpalar
 Shyn Divino
 Julliane Claire Mapagdalita
 Shaun Verances
 Gwynneth Austral
 Xyryl Ferraren
 Joreen Mae Giadiana
Grade 10-Einstein
 Ella Hisoler
 Claire Bendillo
 Kobe Pajaron
 JL Johann Ragay
 Melve John Ege
 Jerry Laranjo
 Dianee Silva
 John Kenneth Jalandoon
 Mark Radoc
 Rialee Hope Raipan
 Carl Ator
Grade 11-Zaitsev
 Khristine Melody Dingal
 Rhea Jean Deposoy
 Allanacyrine Arias
 Rochelle Anne Aido
 John Rey adon
 Ziel Freesiah GerineKirit
QUESTIONNAIRE:
DATE:____________
NAME:______________________ AGE:_____________
GRADE & SECTION:____________ GENDER:__________
Direction: Mark check on the provided space that best corresponds to your honest answer.

1. Are you confident enough that you will perform well on a given situation or task?
_____ Yes _____No

If yes, how would you rate it?

____ Excellent ____Good ____ Tolerable ____Poor

If No, give an explanation.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Academically, are you confident to perform well and be effective?

_____Yes _____No

If yes, how would you rate it?

____ Excellent ____Good ____ Tolerable ____Poor
If no, what are your possible reason?
___Stress ___Confusions
___Poor time management ___Lack of concentration
___Lack of sleep ___Timidness
___No previous knowledge ___No interest
___Doubts ___Laziness

3. Are you confident enough that you will accomplish your task despite of rush due date?
_____Yes _____No

If yes, how frequent?

___ Always ___Often ___Seldom

4. Do you have doubts on your answers or assigned task?

____Yes _____No

If Yes, how frequent?

___ Always ___Often ___Seldom

5. Are you confident enough that you have done well after given a complicated task?
_____Yes _____No

If yes, how frequent?

___ Always ___Often ___Seldom
 6. Say if you fail, does it affect your confidence?
_____Yes _____No

7. Which of the following subjects are you most confident?

___Mathematics ___English ___PE
___Science ___Filipino ___TLE

8. What do you think can boost your self-confidence and to be effective? (Please specify)

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

RESEARCHER’S PROFILE
Benjie S. Petil
17 years old
Shekaena S.Gadiane
17 years old
Group Member
English Club P.I.O.
Group Leader
Surveyor
Encoder

Harriet Keane G. Garcia

18 years old
Group Secretary
SSG Governor
Surveyor
Encoder

Liela Rose M. Diaz

18years old
Group Member
Class P.I.O.
Surveyor
Tabulator