1

EFFECTS OF LOW GRADES TO THE SELF-ESTEEM OF SELECTED

GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF STI COLLEGE

VIGAN

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

A student's self-esteem has a significant impact on almost everything she does

-- on the way she engages in activities, deals with challenges, and interacts with

others. Self-esteem also can have a marked effect on academic performance. Low

self-esteem can lessen a student's desire to learn, her ability to focus, and her

willingness to take risks. Positive self-esteem, on the other hand, is one of the

building blocks of school success; it provides a firm foundation for learning. (Dr.

Ken Shore', 2013)

Grade failure is more likely among males, minorities, children living in

poverty, and those in single-parent homes. Children who have disabilities are nearly

three times as likely to repeat at least one grade as are children who have no

disabilities. The estimated prevalence of disabilities in federally funded school

programs in 2001 shows: 6.0% of enrolled students had a specific learning

disability, 2.3% had speech or language impairments, 1.3% were mentally retarded,

and 1.0% were emotionally disturbed. Although only about 10% to 13% of enrolled

children are served in programs for the disabled, these children account for more

than 20% of children who fail school. Similarly, children who were small for
 2

gestational age (SGA) are nearly twice as likely to experience school failure (25%

versus 14% in one report of about 100 SGA 10-year-olds and age-matched

controls). Robert S. Byrd (2011)

Conversely, school failure is associated with adverse health outcomes.

Although some of these associations are confounded by factors that confer

disadvantage, such as poverty and low maternal education, longitudinal

intervention studies of preschool children demonstrate that improving school

performance can improve adult outcomes. The Perry Preschool Project

demonstrated that a preschool intervention alone can improve school readiness and

subsequently decrease school failure, school dropout, teen pregnancy, and

substance use. Other studies show that adults who fail to complete high school are

more likely to experience poorer health outcomes.

Grade failure causes children to be older than their same-grade peers, which,

even without dropping out, is associated with increased rates of health-impairing

behaviors. Old-for-grade high school students are more likely to report smoking

regularly; chewing tobacco; drinking alcoholic beverages; driving in a car with

someone who had been drinking; having used alcohol or drugs prior to his or her

last sexual intercourse; using cocaine in the past month; and ever using crack,

intravenous drugs, or other illicit drugs. Old-for-grade students are more likely to

report suicidal ideations (intent, plans, and attempts), violent behaviors, and risky

sexual behaviors. Furthermore, grade failure is associated with increased rates of

extreme scores on a parent-reported behavior problem index. (Robert S. Byrd, 2011)

 3

Grade retention affects self-esteem negatively and alters peer group

formation. Grade failure has a negative impact on measures of social adjustment,

behavior, self-competence, and attitudes toward school and is very stressful for

children. When children are made to repeat a grade, they perceive retention as

punishment or as failure. Failing children move out of their class with same-age

peers and join classes with younger children. Despite efforts by adults to protect

children during this process, children tend to know the school history of each of

their classmates. Valid arguments against the practice of grade retention are many

because of all the negative effects and the limited and often short-lived academic

benefits. Some proponents of grade retention argue that social promotion fails

students. In 1983, the report on substandard student performance, “A Nation at

Risk,” resulted in stricter promotion standards and higher retention rates. Two

decades of experience with retention demonstrated that retention by itself does not

benefit at-risk students academically to an extent that justifies the loss of self-

esteem, the undermining of children’s attitudes toward school, and the increased

risk of school dropout. Current educational reform that involves test-based

promotion standards is likely to increase grade retention rates without increasing

achievement. Conversely, promotion of failing students without any other

intervention does not address their academic problems. (Robert S. Byrd, 2011).

Nowadays everyone is connected to one another in this vast network

generated by the internet. This electronic independence is inherently dependent

upon the internet. It illuminates the lives of thousands of people by spreading

 4

knowledge internationally, thereby making us global citizens. (Abhishek Karadhar,

2015).

In the past, the communicating and free sharing of thoughts among people

were restricted by long distance, nationality and/or religion. But now, even these

barriers cannot stop the flow of information and knowledge. The new world of

social networking allows free sharing of thoughts. Online social networks are

created by websites such as Facebook, which has emerged as a giant in this social

world. So how do these networks affect our education? How do they influence the

lives of students? (Abhishek Karadhar, 2015).

Human are social animals. We always like to remain in some group or

another, and we prefer to follow what this group does. All of our traditions and

cultures are the product of this group-oriented and facet of human nature. Even our

self-esteem comes after this social dependence. This is the main reason billions of

people use social networking to stay connected, make friends and satisfy their social

needs. Abhishek Karadhar (2015)

Actually, many reason exist that explain why students love to spend time

socializing. Firstly, social networks provide them the freedom to do whatever they

want, to upload what they want and talk to whom they want. They like to make new

friends and comment on the lives of different people. Students can create other

online identities that the real world does not allow. The freedom it gives them to act

just by sitting in front of a computer enthrals them, and they then demand for more

freedom. Never before has it been so easy for young minds to create a digital image

of their actions through such a spontaneous medium.

 5

But this has a darker side that has gained the attention of many parents, and

even eminent psychologists, all over the world. One of the biggest problems is the

identity crisis constant social networking produces. As said by Professor S. Shyam

Sunder, a renowned researcher at Penn State, “The types of actions users take and

the kinds of information they are adding to their profiles are reflect on their

identities.” (Abhishek Karadhar, 2015).

Many psychologists are worried about the identity crisis that our present

generation may face today. The lives of people, especially students, are largely

influenced by what is posted by other people on their profiles. The habits that

students learn are decided more by what their friends do and les by the teachings of

parents and professors.

Students have become prone to frequent fluctuations in mood and self-

control. If one of a student’s friends posted about his or her present relationship

with someone, then other friends are pressed to do the same thing. Actions that

attract more public attention hold more value, even despite some of them being

immoral or illegal. We even see that many students are worried about their looks,

and so they always try to upload a profile picture it immediately affects the moods

of friends. It often produces stress, anxiety or fear about their identities as people.

Consistently thinking in this way can sometimes lead to depression.

The most important things in a student’s life are studying, learning good

habits and gaining knowledge to become a person with moral character. Bit today,

as we see in various studies, this optimal learning process is seriously jeopardized

by students becoming entrapped by spending time on social networking websites

 6

rather than studying or interacting with people in person. Actively and frequently

participating in social networking can negatively affect their grades or hamper their

journeys to their future careers.

Considering all of the above pros and cons, it is necessary to develop certain

regulations over the use of such social networking sites, especially for high school

and college students. But still, students should get the choice to spend time

socializing in an effective way. It should not hamper their school or college

performance, and it should be kept in mind that social networking sites create virtual

words that drastically differ from reality. Students should develop the cognitive and

intuitive ability to analyse how much time they want to spend on social media. It is

left up to the students to decide what really matter in their life and how much of this

virtual life translates to real life.

Students who are logged on to Facebook while studying get significantly

lower grades than those who do not, according to psychologists. A study has found

that the exam results of those who used the social networking site while working,

even if it was on in the background, were 20 per cent lower than non-users.

This study aims to determine the effects of having a low grade to the self-

esteem of Grade 11 Senior High School to the STI College Vigan. The researchers

wants to know if low grades can affect the self-esteem of students.

 7

Statement of the Problem

The purpose of This study aims to know the effects of having a low grade to

the self-esteem of selected Grade 11 students in STI College Vigan.

Specifically, it seeks to answer the following questions:

1. What is the status of having a low grade to the self-esteem of the

respondents.

2. Is there a significant relationship between the self-esteem and the low

grades of a students.

Significance of the Study

The findings of this research will be beneficial to the following group of

individuals.

Researchers. For the researchers to know and get information about low

grades and its relation to the self-esteem.

Students. This study will give information to the students to become aware

on the effects of having low grades.

Future Researchers. To test the credibility of this study and to widen

knowledge.

Operational Definition of Term

Low Grade. It pertains to ythe scale given to a student as to how he/she

performed in the class.

Strand/Tracks. It refers to the strand of the respondents’ in which they are

enrolled in for the second quarter of the school year 2017-2018.

Daily Allowance. It is he amount of money that a student has per day.

 8

Self-Esteem. It refers to appraisal of the value or worth of the self.

Sex. It pertains to how respondent is distinguished as female or male.

Importance of the Study

The importance of this study is to know the different effects to the self-

esteem of a students who are having a low grades.

Scope and Limitation/Delimitation of the Study

This study will be delimited on determining the effect of low grades to the

self-esteem of students. This study will involve fifty (50) Grade 11 Senior High

School students from STI College Vigan, Pantay Daya, Vigan City. The research

study will be conducted during the Fourth Quarter of the School Year 2017-2018.

Hypothesis

There is no significant relationship between the study habits and the profile

in terms of personal factors and social media usage.

There is significant relationship between the study habits and the profile in

terms of personal factors and social media usage.

 9

EFFECTS OF LOW GRADES TO THE SELF-ESTEEM OF SELECTED

GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF STI COLLEGE

VIGAN

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

This chapter presents the review on related literature which guided the

researchers in conducting the study in order to have a deeper understanding of the

concepts and factors pertinent to the study.

On Low Grade

Failure in school can have lifelong consequences. The causes of school failure

are myriad and often multiple within individual students who are struggling

academically. Social, behavioral, and emotional problems frequently lead to

academic difficulties. Health conditions also can impair academic performance.

One in five children who repeat a grade in school has some identifiable disability.

(Robert S. Byrd, 2011).

Irrespective of its cause, school failure is associated with adverse health

outcomes. Children who fail in school are more likely to engage in subsequent

health-impairing behaviors as adolescents. Failing students also are more likely to

drop out of school. Adults who have no high school education often face limited

economic opportunities, but they also are more likely to engage impairing

behaviors, to experience poor health, and to die at younger ages. Comprehensive

 10

approaches to evaluation and intervention may improve outcomes, and health care

practitioners should play a vital role in these assessments. Moreover, clinicians can

make a significant difference in outcomes by helping families identify the causes

of failure and advocate for the resources to alter a child’s downward academic

trajectory, preventing further compromise of a child’s health. Pediatric clinicians

also should assess and intervene in risk behaviors of failing students. School

readiness promotion and school failure prevention should be incorporated into

routine health supervision visits. (Robert S. Byrd, 2011).

It’s a common misnomer to assume no student evaluation happens in

environments like these, but in most cases free-school environments require more

teacher attention than traditional classrooms. Instead of testing for comprehension

of a select group of facts or ideas, teachers constantly monitor a child’s behavior,

support an array of student experimentation, and subtly encourage efforts that best

match the student’s abilities. In free school failure is not a punishment for bad study

habits but the sign of students testing their knowledge to see if it holds true in

practice. In our soccer analogy, success wouldn’t be evaluated by students scoring

goals but in gradually learning how and why the ball curves in some cases and goes

straight in others, a process that would surely produce many more misses than

scores. (Michael Thomsen, 2013).

The low grades students receive in schools make them feel inferior to their

classmates and that make them depressed. A division is created between the

students who obtain higher grades and lower grades and an attitude of superiority

and inferiority gets developed in them. In the fear of getting lower grades, the
 11

students who obtain higher grade won’t take risky or innovative tasks and choose

simple tasks, much below their caliber. This keeps them away from learning or

experimenting new things. Actually, it makes them cowards. The comparisons

made by parents and teachers about the grades students got will affect them badly.

It can even make them detached from the society. (Michael Thomsen, 2013).

On Self-Esteem

Self-esteem should be viewed as a continuum, and can be high, medium or

low, and is often quantified as a number in empirical research. When considering

self-esteem it is important to note that both high and low levels can be emotionally

and socially harmful for the individual. Indeed it is thought an optimum level of

self-esteem lies in the middle of the continuum. Individuals operating within this

range are thought to be more socially dominant within relationships. (Saul McLeod,

2012).

The impact of grades on daily self-esteem, affect, and identification with

major was examined in a sample of 122 male and female students majoring in

engineering and psychology. Self-esteem, affect, and identification with major

increased on days students received good grades and decreased on days they

received poor grades; basing self-esteem on academic competence moderated the

effect of bad grades. Bad grades led to greater drops in self-esteem but not more

disidentification with the major for women in engineering. Instability of self-esteem

predicted increases in depressive symptoms for students initially more depressed.

(J Pers Soc Psychol., 2003).

 12

A student’s self-esteem has a significant impact on almost everything she

does – on the way she engages in activities, deals with challenges, and interacts

with others. Self-esteem also can have a marked effect on academic performance.

Low self-esteem can lessen a student’s desire to learn, her ability to focus, and her

willingness to take risks. Positive self-esteem, on the other hand, is one of the

building blocks of school success; it provides a firm foundation for learning.

The challenge in working with children with low self-esteem is to restore

their belief in themselves, so they persevere in the face of academic challenges. You

do not need a formal program to promote self-esteem, however. Educators shape

self-esteem every day, in the normal course of interacting with their students. Dr.

Ken Shore’s (2013)

On Sex

According to Schuetze & Slowey (2002), The sociodemographics of

students entering higher education have changed substantially over the last two

decades. Today’s student are more likely to include females, older individuals, a

broader range of socioeconomic backgrounds, returning students, and those with

histories of significant psychological difficulties. Much of the recent literature has

focused on what are thought to be unique characteristics and pedagogical needs of

various sociodemographic groups, such as “non-traditional: Scheutze & Slowey

(2002) and psychiatrically vulnerable students. Beamish (2005)

Our interest is in the vast majority of students who are are not targeted as as

in need of special pedagogical, educational, or clinical attention, but for whom

issues of emotional well being may be relevant to academic performance and

 13

success. We know that mild depression can negatively effect cognitive performance

and social relationships among college students. Rokke et al. (2002), for example,

report that dysphoric students performed more poorly thannon dysphoric students

on a high demand attentional task but not a simpler, low-demand task. Students

wiyh dysphoria have been reported to be sensitive to negative affect in priming

tasks (Bradley et al, 1996), to report poor interpersonal problem-solving skills

(Berndt & berndt, 1980), to misperceive hostility and friendliness in roommates

(Hokanson et al., 1991) , and to be at greater risk for negative life events than non-

dysphoric students (lackey et al., 1993). These studies suggest that, even in the

absence of clinically significant symptoms, mild depression or dysphoric mood may

be accompanied by subtle impairments in information processing, mood regulation

and interpersonal relationship that could interfere with academic performance.

These types of studies, generally cross-sectional and restricted to performance on

experimental tasks, typically lack detailed examination of actual academic

performance.

Such a perspective also demands attention to sex differences for at least three

reasons. First, there is evidence that female students may be more susceptible than

male students to the negative consequences of “fear of success” ( or fear of failure”;

see leitenberg, 1990; Rothblum & cole, 1988). Such motivational differences

between the sexes could lead to differences in academic performance and, more

specifically, to female students “underperforming” their male counterparts. Second,

sex differences in the frequency and intensity of depressed sex (Nolen-hoeksema,

2001). Dysphoric affect is a more salient emotional motivation for women than for
 14

men. Third, women make up an increasingly large proportion of the undergraduate

population (Goldin et al, 2006).

The Study reported here focuses on the relationship between mild depression

and academic performance over time in a sample of undergraduate students. We

address two basic questions in this study: What is the relationship between mild

depression and academic performances? How does this relationship differ by sex?

On Grade

Grade retention is the practice of keeping low-achieving students at the same

grade level for an additional year to provide them with extra time to catch up, as

opposed to social promotion, the practice of promoting students regardless of

whether they have mastered the grade content. As part of an increasing emphasis

on standards and accountability, many districts now use standardized test scores as

one of the main criteria for grade retention. However, studies have shown that

students do not appear to benefit from being retained and, indeed, that retention

may increase their risk of dropping out of school. In 2003-2004, the New York

Department of Education (NYCDOE) implemented a new promotion polisy to 3rd

grade students. NYCDOE asked RAND to conduct an independent longitudinal

evaluation to provide evidence of the program’s impact on 5th graders. This report,

one of in a series documenting the results of the study (conducted between March

2006 and August 2009) identifies and review 91 studies that examines the effect of

grade retention on a variety of student academic and socioemotional outcomes.

 15

EFFECTS OF LOW GRADES TO THE SELF-ESTEEM OF SELECTED

GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF STI COLLEGE

VIGAN

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the methods will be use in conducting the research study was

discussed including the design, population of sample, locality, procedures and tools

used. It also discussed the control extraneous variables. The study was conducted

in order to find a relationship between self-esteem and academic performace of

students in Grade 11.

Research Design

This study will use the descriptive approach. This research design will be

used to describe the profile of the respondents in terms of personal factors.

Population and Sampling Method

The researchers will made use of 50 Grade 11 Senior High School in STI

College Vigan, Pantay Daya Vigan City.

Data Collection Method

At first, the researchers will look for necessary resources that could help

them in their study. They will do an intensive reading from the internet. From these,

they will be able to construct ideas and questions necessary for the questionnaire.

Permission is to be sought from the school principal, teacher’s-in-charge,

researchers adviser and the teacher of the subject matter.

 16

Data Gathering Instrument

Questionnaire will be used as the main instrument of the study to deteremine

the effects of low grades to the self esteem of selected Grade 11 students of STI

College Vigan. The designed question will focus on the effects of low grades to the

self esteem of the selected students.

The questionnaire will be prepared by the researchers themselves after

doing a research and intensive reading from the internet.

The researchers’ questionnaire will be prepared and showed to the adviser

for the comments and suggestions. After that, revision of the questionnaire was

done. The researchers will incorporate the comments and suggestions of the adviser

and will prepare the second draft of the questionnaire.The questionnaire has two

parts. Part I contains the profile of the respondents in terms of age, gender,

track/strand, daily allowance and parents occupation. Part II focused on the effect

of having a low grades to the self-esteem of a student.

Data Analysis

The survey questionnaire will be utilized to collect, analyze, and interpret

the views of the selected grade 11 senior high school students of STI College Vigan

from a target population. The respondents must answer true and accurate to the

given questionnaire
 17

EFFECTS OF LOW GRADES TO THE SELF-ESTEEM OF

SELECTED GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF STI

COLLEGE VIGAN

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

It is necessary to analyze the data collected in order to test the assumption

and research questions of the study.

This chapter comprise the presentation, analysis and interpretation of the

study. The results were carried out in one phase, which is based on the results of the

questionnaires that deals with qualitative interpretations.

Collected Data from the Survey Questionnaires

This will show the comparison of the results of the questionnaires

administered by the researchers to the selected grade 11 senior high school students

of STI College Vigan.

The questionnaires contain ten (10) questions that will determine the

effects of low grades to the self-esteem of selected grade 11 senior high school

students of STI College Vigan, and respondents should give the corresponding

descriptive evaluation.

The first question asked what is your lowest grade in the last quarter the

respondents indicate their lowest grade in the last quarter that most of the lowest

grade are 75% and 78%, while the others said that their lowest grade are 80%, and

82%. Grade retention is the practice of keeping low-achieving students at the same
 18

grade level for an additional year to provide them with extra time to catch up, as

opposed to social promotion, the practice of promoting students regardless of

whether they have mastered the grade content. As part of an increasing emphasis

on standards and accountability, many districts now use standardized test scores as

one of the main criteria for grade retention. However, studies have shown that

students do not appear to benefit from being retained and, indeed, that retention

may increase their risk of dropping out of school. In 2003-2004, the New York

Department of Education (NYCDOE) implemented a new promotion polisy to 3rd

grade students. NYCDOE asked RAND to conduct an independent longitudinal

evaluation to provide evidence of the program’s impact on 5th graders. This report,

one of in a series documenting the results of the study (conducted between March

2006 and August 2009) identifies and review 91 studies that examines the effect of

grade retention on a variety of student academic and socioemotional outcomes.

The second question was a follow up question that asked how does self-

esteem affect your academic performance. Most common answers from the

respondents are it becomes low, it decrease their confidence, and It can affect in a

way of lost of concentration or focus in studying. Failure in school can have lifelong

consequences. The causes of school failure are myriad and often multiple within

individual students who are struggling academically. Social, behavioral, and

emotional problems frequently lead to academic difficulties. Health conditions also

can impair academic performance. One in five children who repeat a grade in school

has some identifiable disability. (Robert S. Byrd, 2011).

 19

The third question asked if what are the possible cause of getting low grade,

the most common answers from the respondents are not reviewing, not enough time

in studying lessons, lack of time and also family problems, stress and anxiety. Such

a perspective also demands attention to sex differences for at least three reasons.

First, there is evidence that female students may be more susceptible than male

students to the negative consequences of “fear of success” ( or fear of failure”; see

leitenberg, 1990; Rothblum & cole, 1988). Such motivational differences between

the sexes could lead to differences in academic performance and, more specifically,

to female students “underperforming” their male counterparts. Second, sex

differences in the frequency and intensity of depressed sex (Nolen-hoeksema,

2001). Dysphoric affect is a more salient emotional motivation for women than for

men. Third, women make up an increasingly large proportion of the undergraduate

population (Goldin et al, 2006).

The fourth question asked what do you feel when you’re having a low grade,

the most common answers are stress, depression and anxiety, while the others are

disappointed, sad, and upset. The low grades students receive in schools make them

feel inferior to their classmates and that make them depressed. A division is created

between the students who obtain higher grades and lower grades and an attitude of

superiority and inferiority gets developed in them. In the fear of getting lower

grades, the students who obtain higher grade won’t take risky or innovative tasks

and choose simple tasks, much below their caliber. This keeps them away from

learning or experimenting new things. Actually, it makes them cowards. The

comparisons made by parents and teachers about the grades students got will affect
 20

them badly. It can even make them detached from the society. (Michael Thomsen,

2013).

The fifth question asked if what is the reaction of their parents when they’re

getting low-grade, most number of respondents have said that their parents reaction

are disappointed, not satisfiend, mad and sad, while others their parents reaction are

motivating them and encouraging them to study well and do their best next time.

The sixth question asked if how do you motivate for having a low

grade. They have different answers such as, they motivate themselves by always

praying to god, they take it a challenge for every failure, motivating by thinking to

achieve the targets of their life.

The seventh question asked what are the reason why they have a low

grade. One of the respondents said that having a lot of requirements, and not enough

time to pass all the requiremensts. Most of the respondents had said that reason for

having a low grade are not reviewing, not participating in class, not taking studies

seriously and laziness.

The eight question is what should you do to improve your grade. Majority

of the answers of respondents are need to participate in class always, pass all the

requirements given, be active in class and study hard.

The ninth question asked the respondents if do they pass their school

requirements on-time and if no, a follow up question asked what are the reason why

they can’t able to pass their requirements on-time. Most common answers from the

respindents are they can’t manange their time, and do not have enough time. While

the other said that they pass their requirements on-time.

 21

The tenth question asked the respondents if what are the personal issues

for having poor grades. The most popular answers were laziness, family problems,

social media, financial problems, stress and anxiety.

 22

EFFECTS OF LOW GRADES TO THE SELF-ESTEEM OF SELECTED

GRADE 11 SENIOR HIGH SCHOOL STUDENTS OF STI COLLEGE

VIGAN

CHAPTER V

SUMMARY, CVONCLUSION AND RECOMMENDATION

This chapter presents the summary of finding, conclusions drawn from the

findings, and the corresponsings related to the study.

Summary of Findings

This study aimed to find out the effects of low grades to the self-esteem of selected

grade 11 senior high school students from STI College of Vigan. The subjects of the study

were fifty (50) selected grade 11 students from STI College Vigan during the fourth quarter

of the school year 2017-2018. The information was collected through self-admistered

questionnaires distributed personally to the respondents by the researchers. The study was

conducted at STI College Vigan.

The researchers tabulated the answers of the respondents on the above

mentioned survey questionnaires. The results were along these lines; most of the

respondents indicate their lowest grade in the last quarter that most of the lowest

grade are 75% and 78%, while the others said that their lowest grade are 80%, and

82%. The results of how does self-esteem affect your academic performance. Most

common answers from the respondents are it becomes low, it decrease their

confidence, and It can affect in a way of lost of concentration or focus in studying.

 23

The low grades students receive in schools make them feel inferior to their classmates

and that make them depressed. A division is created between the students who obtain

higher grades and lower grades and an attitude of superiority and inferiority gets

developed in them. In the fear of getting lower grades, the students who obtain higher

grade won’t take risky or innovative tasks and choose simple tasks, much below their

caliber. This keeps them away from learning or experimenting new things. Actually,

it makes them cowards. The comparisons made by parents and teachers about the

grades students got will affect them badly. It can even make them detached from the

society. The results of what are the possible cause of getting low grade, the most

common answers from the respondents are not reviewing, not enough time in

studying lessons, lack of time and also family problems, stress and anxiety. A

student’s self-esteem has a significant impact on almost everything she does – on the

way she engages in activities, deals with challenges, and interacts with others. Self-

esteem also can have a marked effect on academic performance. Low self-esteem

can lessen a student’s desire to learn, her ability to focus, and her willingness to take

risks. Positive self-esteem, on the other hand, is one of the building blocks of school

success; it provides a firm foundation for learning.

Conclusion

Based on the findings of the study, the researchers arrived at the following conclusions.

1. The selected grade 11 senior high school students respondents indicate their lowest

grade in the last quarter that most of the lowest grade are 75% and 78%, while the

others said that their lowest grade are 80%, and 82%.
 24

2. The results of how does self-esteem affect your academic performance revealed

common answers from the respondents as: it becomes low, it decreases their

confidence, and it can affect in a way wherein they lost their concentration or focus

in studying.

3. The results of what are the possible cause of getting low grade is manifested by the

respondents’ most common answers which are not reviewing, not enough time in

studying lessons, lack of time and also family problems, stress and anxiety.

Recommendation

The researchers recommend that students should ask for help whenever there are

struggles in a class and also knowing when to seek guidance from teachers. Keeping an

open dialogue with teacher/s not only fosters a strong relationship, it will be beneficial if

you need help pulling up your grades. Students should become more engaged in class,

sometimes class participation can make up an portion of your grade. By becoming more,

engaged you can better understand instruction, thus improving your performance.

Adopt a positive mental attitude, in the face of lower-than-expected grades, it’s only

human to react by feeling disappointed with oneself. When you’re frequently receiving a

low grades than you’d hope for, you may start to feel depressed or defeated, and feel like

giving up. The first step on the road to improving your grades is to turn this negativity on

its head. You need to be positive about the situation if you’re to stand a chance of

improving it. Acknowledge that your grades aren’t what your aiming for, but believe that

you can do it. Start by mentally taking control of the situation: instead of thinking “I’m a

failure’, think “I can do and will do better than this.” Don’t give up – take positive you’re

more than capable of achieving.

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REFERENCES

Robert S. Byrd, (2011). School Failure

February 20, 2018 from

http://pedsinreview.aappublications.org/content/26/7/233.info

Robert S. Byrd, (2011). Study links college students grade to sleep schedules

February 20, 2018 from

http;//amp.slate.com/articlesdouble_x/doublex/2013/05/th_case_against_g

rades_theylower_selt_esteem_discourage_creatitivity_and.html

Dr. Ken Shores, (2013). Low-Grade Science: Primary School Students Conduct

February 20, 2018 from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3779915/1

Dr. Ken Shores, (2013). Academic Failure in Secondary School: The Inter-Related Role of

Health Problems and Educational Context.

February 20, 2018 from

www.scientifiamerican.com/article/low-grade-science-primary-school/

Abhishek Karadhar, (2015). Self-Esteem and Academic achievements: a comparative

study of adolescent students in England and the United States.

February 20, 2018 from

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https://edition.cnn.com./2017/06/12/health/students-sleep-grades-

study/index.html

Abhishek Karadhar, (2015). The Case Against Grade.

February 20, 2018 from

https://www.fastweb.com/student-life/articles/more-attractive-students-

get-higher-grades-according-to-study

Abhishek Karadhar, (2015). Ways to improve your grades if you’re underperforming.

February 20, 2018 from

www.oxford-royale.co.uk/articles/improve-undreforming-grades.html