EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION

PREPARATORY ACADEMY

SELF- ESTEEM AND ACADEMIC ACHIEVEMENT: STEM 12.2 STUDENTS,

FOUNDATION PREPARATORY ACADEMY, DUMAGUETE CITY.

Kristell C. Lagarde
Saint Paul University- Dumaguete City

January 2020
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Chapter I

Introduction

One of the most important human traits to achieve objectives is self-esteem. Having a

strong will and self- confidence, decision-making power and originality, creativity, sanity and

mental health is directly related to self-esteem and sense of self-worth. The purpose of self-

esteem is feel and imagine that people nurtured in their mind over time about their self. In simple

words, self- esteem is self-assessment; this perception and evaluation can be positive or negative

and pleasant or unpleasant.

Self-esteem is feel valued, passed the verification, acceptance and valuable feeling in

people about themselves. (Shamloo, 1993) When explained about self-worth, self-esteem or

feelings of the individual members of the group, it is considered to be embodied. The most

disturbing one of the most complex personality problems is feeling of inferiority. Children who

feel incompetence and backwardness, experience less success and doing less efforts.Healthy

growth requires that person is not just to recognize self, but rather work to understand their self.
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Valuable research about the relationship between individual self-knowledge in relation to

the healthy growth and personality adaptations were made and the positive results were reported.

(Parsa, 1997). On the relationship between self-worth and self-esteem and academic

achievement, opinion of educators and teachers and educators is that psychological factors

influence academic success or failure. Many experiments to explore the relationship between

self- esteem and academic achievement has been made.

In 1968, Erickson (as cited by Osborne, 1995) identified that academic achievement

played a crucial role in forming a positive, healthy view of the self. At its highest potential,

academic achievement involves a student’s psychological investment in learning,

comprehending, and mastering knowledge (Suh & Suh, 2006). However, the most overt, public,

visible indicators of academic achievement are school marks or grades. These are greatly valued

as a determinant of one’s success in academics (Rosenberg et al., 1989). The ultimate lowest

measure of academic achievement is that of a “drop-out” (Suh & Suh, 2006).

Learning outcomes have become a phenomenon of interest to all and this account for the

reason why scholars have been working hard to untangle factors that militate against good

academic performance (Aremu&Sokan, 2002). This phenomenon has been variedly referred in

literature as academic achievement, or scholastic functioning.

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Academic achievement of learners has attracted attention of scholars, parents, policy-

makers and planners. Adeyemo (2001) opined that the major goal of the school is to work

towards attainment of academic excellence by students. According to him, the school may have

other peripheral objectives but emphasis is always placed on the achievement of sound

scholarship. Besides, virtually everybody concerned with education places premium on academic

achievement; excellent academic achievement of children is often the expectation of parents

(Osiki, 2001).

Over the years, self-esteem and academic achievement have both been given a more

considerable degree of attention. Self-esteem evolved as an important indicator in how students

develop and value themselves while academic achievement has become a powerful predictor in a

student’s future aspirations. They both have become tools by which people measure who they

have become. Overall, studies over the years suggest that academic achievement and self-esteem

are positively correlated (Freih, 2005), even though a cause-effect relationship has not been

proven (Crocker & Luhtanen, 2003).

Studying and measuring the relationship between self-esteem and academic achievement is

important for several reasons. In looking at young children, it has the possibility of predicting

later school achievement (Bridgeman & Shipman, 1978) as well as identifying discouraged

children with lower self-esteem who can be steered away from delinquency at an early age

(Rosenberg et al., 1989). Sometimes children are motivated

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

to maintain the level of performance in school that is consistent with the positive or negative

judgment of their ability. Knowing what level students are currently functioning

at could be an effective way to prevent them from having lower expectations which can lead to

lower achievement levels.

According to the self-esteem model of Ross and Broh, (2000), adolescents who feel good

about themselves do better in school than do those who have low self-worth (a term commonly

interrelated with self-esteem). If poor performance in academics can lead to a more negative

view of oneself (Osborne, 1995), then knowing this serves as an important motivator in

measuring the relationship between self-esteem and academic achievement. Self-esteem has been

determined to play a major role in learning outcomes (Knightly & Whitelock, 2007) and school

influences the process of developing self-esteem (Pepi et al., 2006). Overall, more successful

academic accomplishments are coupled with higher self-esteem (Knightly & Whitelock).

Because there is such a strong, positive relationship and a continuous interaction between

these two factors (Freih, 2005; Van Laar, 2000), studying them together can serve students,

teachers, counselors and anyone working in the school environment in a beneficial manner.
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Theoretical Framework

Figure 2. Theoretical Framework of the Study

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Theoretical Framework

William James is repeatedly referred to as the creator of the self-esteem movement

(Hewitt, 2005; Kling et al., 1999; Leary et al., 1995; Seligman, 1996) and given his “elementary

endowment of human nature,” (as cited in Leary et al.,1995, p.518) one might hypothesise that it

has existed since the birth of mankind. James’s (1890 as cited in Seligman, 1996, p.30) original

formula of self-esteem appears to be well respected- self esteem is equals to success over

pretensions.

The two elements, feeling good about ourselves (pretensions) and how well we actually do

(success), are inextricably linked; we can feel better about ourselves by succeeding in the world

but also by varying the levels of our hopes and expectations.In Stanley Coopersmith’s Self-

Esteem Theory, contemporary belief is that self-esteem is routed in early childhood with a

foundation of trust, unconditional love and security, impacted on as life progresses by a

combination of positive and negative evaluations. Stanley Coopersmith’s (1967 as cited in

Seligman, 1996, p.32) self evaluation scale measured self-esteem in children and then assessed

the parent’s child rearing practices for those children with high self-esteem and concluded that

the origins of higher self-esteem lay in clear rules and limits enforced by the parents.
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

There are three theories on the function of self-esteem. The theories on the function of

self-esteem converge on the theme that self-esteem is not pursued for its own sake but instead

serves a more significant function. Self-Determination Theory (SDT) states that man is born with

an intrinsic motivation to explore, absorb and master his surroundings and that true high self-

esteem (Deci & Ryan, 1995 as cited in Ryan & Deci, 2004) is reported when the basic

psychological nutrients, or needs, of life (relatedness, competency and autonomy) are in balance

(Ryan & Deci, 2004; Reis, Sheldon, Gable, Roscoe, & Ryan, 2000 as cited in Ryan & Deci,

2004). When social conditions provide support and opportunity to fulfil these basic needs,

personal growth, vitality and well-being are enhanced (Chirkou, Ryan, Kim, & Kaplan, 2003; La

Guardia, Ryan, Couchman, & Deci, 2000 as cited in Ryan & Deci, 2004). Relatedness was an

addition to the original theory to account for people’s inherent ability to make meaning and

connect with others through the internalisation of cultural practices and values (Ryan & Deci,

2004).

Self-esteem appears fragile and unstable when cultural values and needs are introjected

rather than integrated; given the significance of relatedness as a basic need, people will often

forego autonomy and competence to preserve relationships (Assor, Roth, &, Deci, 2004 as cited

in Ryan & Deci, 2004) but with obvious negative effects on well-being.

To thwart any of the psychological needs is to court disconnection, idleness and

psychopathology (Ryan & Deci, 2000a as cited in Ryan & Deci, 2004). In further support of this

particularly significant area, Arnolt & Greenberg (1999 as cited in Pyszczynski et al., 2004)
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

found that artificial boosts to self-esteem did not lower defensiveness to mortality reminders

when threats were made in contingent domains.

One can see why both TMT & SDT find the ST ‘broken sociometer’, a little lightweight

in explaining why in the face of unstable or narcissistic high self-esteem, individuals act

defensively or aggressively, when making amends would have followed the theory (Twenge &

Campbell, 2003 as cited in Pyszczynski et al., 2004) or why those with high self esteem after

being rejected, view themselves more positively (Sommer & Baumeister, 2002 as cited in

Pyszczynski et al., 2004) or why those with low self-esteem tend to shun social contact (Murray,

Rose, Bellavia, Holmes, & Kusche, 2002 as cited in Pyszczynski et al., 2004).
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Conceptual Framework

In this study, the researchers' primary independent variable is the poignant factors affecting

the FPA Senior High School STEM 12.2 students. This includes the students’ anxiety,

personality, socio-economic background, financial burden, parental attitude, and parenting style

that are coming from the four different sources- home, school, teacher and other student factors

affecting their academic achievement. The dependent variable is the students’ acad performance.

Primary Independent Variable Dependent Variable

The Poignant Factors Affecting The Student’s Academic

the FPA Senior High School Performance
STEM 12.2 Students.

A. Home
Anxiety B. School
Personality C. Teacher
Socio-Economic Background D. Other student
Financial Burden factors
Parental Attitude
Parenting Style

Figure 1. Conceptual Framework of the Study

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Review of Related Literature and Studies

The concept of self-esteem has become the topic of much debate in educational and

psychological circles in recent years. It refers to the extent to which individuals value themselves

(Reber & Reber, 2001) or the extent to which a person thinks positively or negatively of the self

(Baumeister, 1993). Much attention has been given to the field of self-esteem for many years, but

why? Why is self-esteem important? Mruk (1999) claims that self-esteem is valuable “…because

it helps psychologist , sociologists, social workers, counselors, and others to integrate the

complex interplay of personal and social factors involved in determining human behavior ” (p.3).

In the Self-Esteem Inventories’ manual, Coopersmith (1990) describes the importance of self-

esteem and its importance in schools: "Children are not born with concerns of being good or bad,

smart or stupid, lovable or unlovable. They develop these ideas. They form self-images –

pictures of themselves- based largely on the way they are treated by the significant people, the

parents, teachers, and peers, in their lives …building self-esteem is not a secondary luxury option

in the schools’ programs, but is more of a basic component of programs geared to motivate

learning…Self-esteem is not something separate from school performance in reading, math, and

social and physical skills. It is an important, integral part of performance" (p. 1). Everyone's self-

esteem is influenced by many factors (Osborne, 1997). Parents, teachers, co-workers, friends,

fellow classmates, and the environment are constantly influencing self-esteem. Self-esteem was

construed as a buffer against deviant behavior and as a facilitator of academic achievement

(Barrish, 1997; Covington, 1992. It is concluded that self-esteem is an effect rather than a cause

of achievement. Teachers are advised that students need to be led to see for themselves the value

of their studies, and the best way to raise students' confidence in their academic ability is to focus
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

directly on developing academic abilities that will justify a sense of confidence. ( Student self-

Esteem and Academic Success. Oregon School Study Council).

There are strategies pursued in order to protect self-esteem when it is threatened by a

negative self-evaluation of school competence. Data were collected using Harter's Self-

Perception Profile for Adolescents, together with a Scale of Attitudes towards School. There are

significant differences between the self-esteem enjoyed by successful and unsuccessful students;

such differences disappear as they step towards another year. It also reveal success-related

differences in domain-specific self-evaluation. Students with low levels of academic

achievement attribute less importance to school-related areas and reveal less favourable attitudes

towards school. We discuss these results in terms of Harter's self-esteem model and Robinson

and Tayler's self-esteem protection model. (Bayani, A. A. 2013) In recent decades, psychologists

have offered many speculations and hypotheses about people with low self-esteem. Perhaps they

hate themselves. Perhaps they seek to distort things in a negative, pessimistic direction. Perhaps

they are indifferent to praise and popularity. Perhaps they lack some key drive to succeed or to

think well of themselves. Perhaps they are irrational and self-destructive. In the last two decades,

however, a growing body of enlightening data on low self-esteem has allowed psychologists to

move beyond the earlier, more speculative theories. One can begin to sort the welter of

competing theories into a coherent set of empirically grounded conclusions (Baumeister, R. F.

1993).

The general low academic performance in could be associated with home, school, teacher

and student factors. There is an influence of home, school, teacher and student factors on the
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

academic performance of the secondary schools. Data analysis was done through means,

frequencies and percentages. It revealed that factors that influence the academic performance of

the secondary schools are home related: family size, financial burden, work at home, parental

attitude towards education and parenting style; School related : teacher relationship with

students, teaching/learning facilities, curriculum implementation, management style, distance of

schools from home and time management; Student related : entry mark, sexual behavior, self-

esteem, peer group influence, school dropout influence, attitude towards the school and ambition

towards academic excellence and teacher related factors :teacher level of education, teaching

experience, teacher attitudes towards students, teaching load, teacher motivation, teacher

preparation and ongoing training. Recommendations were that the parents should be

sensitized on the need to have a positive attitude towards the day and to provide them with the

relevant study materials (Maani, B. F. 2009).

Moreover, another study shows that academic achievement boosts self-esteem and the

sense of personal control, but that only the latter influences subsequent academic achievement.

Most previous research on adolescent self-concept has included self-esteem or, less commonly,

the sense of personal control, but not both. Using three waves of panel data from the National

Educational Longitudinal Study, authors examined the effects of academic achievement on the

sense of personal control, self-esteem and the subsequent effects of control and esteem of the

students on academic achievement in the 12th grade. They present evidence that the sense of

personal control affects subsequent academic achievement, but that self-esteem does not. Earlier

academic achievement and parental support increase self-esteem and the sense of personal

control. Although the authors expected that achievement would have a larger effect on personal
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
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control and that parental support would have a larger effect on self-esteem, they found evidence

for the former but not for the latter. In other cases, some students who esteem themselves highly

do not achieve highly in school, and some researchers have thus not found an inevitable

relationship between self-esteem and scholastic success. However, the overwhelming body of

contemporary research points consistently to the relationship between self-esteem and academic

achievement, and suggests strongly that the self concept can no longer be ignored by parents and

teachers.

A similar study examines the students' self-esteem and achievement motivation, and their

relationship with approaches to studying and levels of processing. The study sample consisted of

135 undergraduate students and results revealed that students' self-esteem and achievement

motivation have significant correlations with various subscales of two learning styles inventories.

The regression analysis using self-esteem and achievement motivation as independent variables

together with the correlation analysis suggests that self-esteem makes a positive contribution to

students' scores on deep processing, and a negative contribution to their scores on reproducing

orientation, improvidence and globetrotting achievement motivation that contributes positively to

students' scores on achieving orientation, meaning orientation and methodical study. The results

therefore suggest that students' personality variables in general and self-esteem and achievement

motivation in particular, have a substantial influence on their approaches to study and to levels of

processing (Abouserie, R. 2006).

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Statement of the Problem

Self-esteem continues to be one of the most commonly research concepts in social

psychology (Baumeister, 1993; Wells & Marwell, 1976; Wylie, 1979). Teachers, administrators

and parents are commonly concerned about student’ s self-esteem. In another hand, academic

achievement is considered as a key criterion to judge ones’ total potentialities and capabilities.

Consequently, academic achievement could be defined as self perception and self evaluation of

one’s objective success.

Educators have expended remarkable exertions in studying the personal factors of their

students’ self-esteem and academic achievements. This study serves to determine and assess the

poignant factors affecting the students of Science, Technology, Engineering, and Mathematics II

(STEM 12.2) in their self-esteem and academic achievement. The study aims to answer the

following questions:

1. What are the factors affecting self-esteem and academic achievement?

2. How does the negative factors affect one's self-esteem?

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

3. How do you cope with this factors in boosting your confidence and acknowledging your self

worth?

4. Is there a relationship between one's self-esteem, and academic achievement?

Null Hypotheses

Ho1. There are no factors affecting self-esteem and academic achievement.

Ho2. Negative factors doesn't affect one's self-esteem.

Ho3. There is no relationship between one's self-esteem and academic performance.

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
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Significance of the Study

This study aimed to evaluate the poignant factors affecting the self-esteem and academic

achievement among the STEM 12.2 students in Foundation Preparatory Academy. The study

doesn't only focus in evaluating the poignant factors that affects the students but it also reaches

its primary objectives which are the following:

According to studies, students with healthy self-esteem is related to experiencing school

success, feeling happy and satisfied, making healthy lifestyle choices, having rewarding

relationships, and demonstrating effective coping skills. Low self-esteem is related to several

physical and mental health disorders such as eating disorders, depression, and anxiety. Students

with low self esteem may result from interpersonal problems, loneliness, gang membership,

obesity, suicidal tendencies, and teen pregnancy. Through this study, we can identify the

poignant factors and help the students in increasing and having a better self-esteem to reach their

goals by giving options and tips that would help them stay focus and think positively.

Parents will be fully aware of what their son/daughter is going through. Thus, they can give

help in eradicating the poignant factors and guide them towards the betterment.
 Teachers will have a stereoscopic vision in fully understanding the students’ performances

in school. Through this study, teachers can build their patience, understanding, and act as

parents who will build their students’ self-esteem in school. Through this, the students can

slowly build their selves and may have a positive impact on their academic achievements.

Readers can also gain information as to why students have negative factors and know what

to do with it to help them build their self-esteem and overcome the situation which would lead to

better performances in class towards achieving things academically. Moreover, keener awareness

will be raised, thus providing the readers an area of knowing their self worth and be inspired in

achieving their goals.

This study is significant for the future researchers who have the same interest of study. The

outcomes of this study may form the basis which aims at building the students’ self-esteem that

will eventually have a positive impact on students’ academic achievements.

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Scopes and Limitations

The focus of this study is to determine the poignant factors affecting the self-esteem and

academic achievements of students. The study covers Grade 12 students from Science,

Technology, Engineering, and Mathematics II (STEM II).

The researchers focused on the students of Foundation Preparatory Academy. Furthermore,

they chose the students of STEM 12.2 as respondents in the interview. The researchers’

limitation is also determined by the respondents’ time, honesty, and other approaches that will

and might serve as a problem in conducting the study. There are also some unavoidable

limitations such as the unavailability and unwillingness of students to participate in the said

interview. Moreover, the researchers are having a hard time with their research due to their

hectic schedules.
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
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Definition of Terms

This investigation puts clear definition to the terms used by the researcher as follows:

Self-Esteem: "Self-esteem involves an attitude of approval or disapproval and indicates the

extent to which the individual believes himself to be capable, significant, successful, and worth.

In short, self- esteem is a personal judgment of worthiness that is expressed in the attitudes the

individual holds toward himself (Coopersmith, 1967, pp. 4-5).

High Self-Esteem: This term refers to a person who is confident and has a realistically positive

view of themselves and of their abilities (Lawrence,2006:4).

Low self-esteem: This term refers to "children who view the self in a less favorable light, often

choosing to dwell on perceived inadequacies rather than on any strengths they may happen to

have."(Shaffer, 2005,p.174).

Self-efficacy: "People's beliefs about their capabilities to organize and execute the courses of

action required to manage prospective situation. Efficacy beliefs determine how people feel,

think, motivate themselves and act." (Bandura, 1997,p.3).

Attitude: Augoustions ,Walker, and Donaghue (2006) defined attitude as "an expression of a

largely stable body of knowledge and experience with a particular object, person, or issue."

(p.114).
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
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Academic Achievement: "The product of formal study by educators-study oriented directly

toward improvements in curriculum and instruction and accompanied by continuous examination

of student learning."(Joyce & Showers, 2002, p.3).

The following are the researcher's operational definitions:

Self-esteem: is the acceptance of ourselves for who and what we are at any given

time in our lives.

High Self-Esteem Students: Students who get 2.4 or above on the self-esteem scale.

Low Self-Esteem Students: Pupils who get 1.8 or below on the self-esteem scale.

Attitude: positive or negative feelings about persons or issues.

Achievement: Pupils' records of grades for different school subjects, which are handed to pupils

at the end of each school semester.

Achievers: Pupils whose total grades are 80 and above

Low achievers: Pupils whose total grades are 60 and below.

Students: All STEM 12.2 students in Foundation Preparatory Academy.

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

Research Methodology

Data Gathering Procedure

In gathering the data, the researchers secured a permit from the research adviser of STEM

12.2 class in Foundation Preparatory Academy. Being permitted, the researchers explained the

purpose of the study to the respondents and made sure each participant corresponds to the

predefined criteria. The researchers collected the needed data by means of online survey

questionnaires through the use of google docs that comprises only their names and their

responses. Afterwards, the data were tallied, analyzed, and interpreted.

The Respondents

The respondents of the research study are the STEM 12.2 Senior High School students in

Foundation Preparatory Academy of the school year 2019-2020 with ages ranging from 17-19

years old.
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
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Sampling Design

In the sampling design, the researchers chose the whole population of STEM 12.2 students

as the respondents to answer the given and prepared questionnaire meant for them. The

researchers were not able to increase the number of respondents since the number of population

were limited.

The Instrument

The researchers designed a survey questionnaire through the use of Google Docs as the data

collection instrument for this study. Links were sent to the STEM 12.2 respondents, making

them able to answer the given questions relating to self-esteem and academic achievement. The

questionnaire has 1 section wherein self-esteem and academic achievement is intertwined.

Ethical Considerations

The researchers formally introduced their selves and the study before conducting the survey

and obtained the informed consent from the respondents and the adviser.The objectives of the

research were given with integrity. Privacy, confidentiality, and assurance of not harming the

respondents were given. Only the correct data and results were placed in the whole duration of

the study. The researchers did not falsify the results and made the study with respect and

honesty.
EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

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ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
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EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

The Procedure

In gathering the data, the researchers secured a permit from the research adviser of STEM

12.2 class in Foundation Preparatory Academy. Being permitted, the researchers explained the

purpose of the study to the respondents and made sure each participant corresponds to the

predefined criteria. The researchers collected the needed data by means of online survey

questionnaires through the use of google docs that comprises only their names and their

responses. Afterwards, the data were tallied, analyzed, and interpreted.

The researchers designed a survey questionnaire through the use of Google Docs as

the data collection instrument for this study. Links were sent to the STEM 12.2 respondents,

making them able to answer the given questions relating to self-esteem and academic

achievement. The questionnaire has 1 section wherein self-esteem and academic achievement is

intertwined.

Work Plan/Time Table

Phase Activity Estimated Timeline

1 Proposal submission of research title December 2019

2 Chapter ! December 2019

3 Finalizing of Research instruments January 2020

4 Data collection January 2020

5 Update for the output January 2020

6 Data Analysis and its Interpretation January 2020

7 Reporting Results January 2020

8 Submission of Research Paper January 2020

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND
ACADEMIC ACHIEVEMENT: A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY

The Questionnaire