ABSTRACT

This study stated about the difference of the optimists and pessimists. It aimed to

determine if there is a significant difference between the academic performances of optimistic

and pessimistic students. Using Purposive and Quota sampling techniques, the researchers

conducted a survey and the data obtained included the students’ age, gender as well as their latest

academic grades. The data were analysed using the Two-sampled Z-Test and identified which of

the null and alternative hypothesis was accepted. Results have shown that the alternative

hypothesis is correct which means that there is a significant difference between the academic

performances of optimistic and pessimistic students.

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 ACKNOWLEDGEMENT

First of all, the researchers would like to express gratitude to Mrs. Felicitas Centeno for

making this research possible and also for the teachers who helped them to solve and analyze the

data gathered. To the principals of Junior High School and Senior High School Department in

Fiat Lux Academe-Dasmariñas Campus, for allowing the researchers to conduct research in

Hiraya building. Also, to those teachers and students who participated in conducting the research

survey during their class hour and to the co-researchers, for doing their best to finish this study.

In additional, the researchers want to thank their friends and family for always being

there to support.

Lastly, to God, Almighty and Saviour who gives them knowledge, strength and

motivation to finish the research, for giving guidance and protection to them in everyday life.

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 CHAPTER 1

Introduction

Optimism and pessimism are some of the factors which may drive certain things

positively or negatively. In an online article by Bruna Martinuzzi (n.d.) entitled, Optimism: The

Hidden Asset, optimism is one of the important components of achievement. It is also important

when times of chaos occur. It is also stated that optimism is more important when it comes to

leadership because it drives positive attitudes not only to the leaders but also other employees

which may lead to positive outcomes. In addition to that, it is stated that optimism has a positive

effect towards fighting depression and aiding professional, academic, and sport achievement. On

the other hand, the author addressed the pessimists as the people who are more realistic and

usually accurate about dangers and risks.

In the online website of the United States’ psychology magazine named Psychology

Today, a reference article entitled, Pessimism: Cynicism, Negative Thinking, it was stated that

with pessimism comes anxiety, depression, sleep disorders, hostility, high blood pressure, heart

disease and lifestyle of choices that could affect the health and well-being.

Students can be some of the people who can possibly be affected by optimism and

pessimism. Even though majority of the articles stated that people with optimism tend to have

better academic performance, it was argued in some researches that not all pessimists get lower

academic grades because of their ability to think about the possible negative outcomes and what

strategies they have to use just to prevent those outcomes.

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 In Martin Seligman’s book entitled ‘Learned Optimism’, he made a great distinction

between the optimists and the pessimists. The defining characteristics of pessimists is that they

tend to believe bad events will last a long time, will undermine everything they do, and are their

own fault (Seligman, 1991). Otherwise, the optimists view struggles in the opposite way. They

believe that these happenings are only temporary, and they perceive bad situations as challenges

which drive them to even try harder.

There are researches which have shown that optimism has a positive correlation with

many positive outcomes in life, including increased effort and success with work and sports. In

Charles Carver and Michael Scheier’s Dispositional Optimism Theory (1992), they argued that

optimism leads to positive outcomes while pessimism leads to negative outcomes. Another

theory, Hope Theory, defines hope as a mental set directed towards goal attainment (Synder et

al., 2000). In addition to that, Alan Loy Mcginnis’ The Power of Optimism (1990) spelled out

the characteristics of optimists which are: 1) Optimists are seldom surprised by trouble; 2)

Optimists look for partial solutions; 3) Optimists believe they have control over their future; 4)

Optimists allow for regular renewal; 5) Optimists interrupt their negative trains of thought; 6)

Optimists heighten their powers of appreciation.7) Optimists use their imaginations to rehearse

success; 8) Optimists are cheerful even when they can’t be happy; 9) Optimists believe they have

an almost unlimited capacity for stretching; 10) Optimists build lots of love into their lives; 11)

Optimists like to swap good news; and 12) Optimists accept what cannot be changed.

With this study, it is identified if there is a significant difference between the

academic performances of optimistic and pessimistic students.

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Background of the Study

The researchers were curious if there is a significant difference between the academic

performances of optimistic and pessimistic students. Aside from that, there were only few studies

regarding this topic in our country, and that it could also help the community to have better

perspective when it comes to optimism and pessimism. The researchers chose this topic to know

if optimism affects the academic performance of the students positively, and if optimistic

students do have better academic performance than the pessimistic students.

Statement of the Problem

High school students in Fiat Lux Academe have different views toward life. Because of

this, they might have different approaches to their responsibilities especially the academic

matters which could affect their academic performances. There is a possibility that optimistic and

pessimistic students have difference in their academic performances. The study aimed to identify

which of the following hypotheses were correct:

 Null hypothesis – there is no significant difference between the optimistic and pessimistic

students.

 Alternative hypothesis – there is a significant difference between the optimistic and

pessimistic students.

To achieve its objectives, these are the questions to be answered:

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 1. How may the profile of the respondents be described in terms of the following:

 Age

 Gender

 Latest academic grades

2. Is there a significant difference between the academic performances of optimistic and

pessimistic students?

3. Do optimists have a better academic performance than pessimists?

Theoretical Framework

Dispositional Optimism Theory – defines optimism as a positive future expectation and

pessimism as a negative future expectation; according to this theory, positive outcome

expectancy is a combination of the value of a goal and the individual’s confidence that he/she

can achieve it (Carver and Scheier, 2000).

Hope Theory – composed of two components: the agency and pathways thinking. The

‘agency’ is the capacity to use pathways to achieve goals while ‘pathways thinking’ is the ability

to develop routes to reach goals. When both of these components are positive, positive

expectation occurs, leading to goal achievement. When one is negative (or both of them are

negative), a negative expectation occurs, leading to goal abandonment.

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Significance of the Study

The study can indicate if optimism and pessimism of the students in FLA affects their

academic performances and show the difference in academic performance between the

pessimistic and optimistic students. The result of this paper is significant to the following:

 Researchers -This can help the researchers to determine the academic differences

between a pessimist and optimist

 Individuals –This paper can help individuals to know the difference in terms of

academics between an optimist and pessimist

 Optimist and Pessimist students – This study can help them know how their academic

performances differ from one another

 Parents and Teachers – They could be able to know if there is a significant difference

between their optimistic and pessimistic children / students.

 Future researchers – This study can help future researches that will create the same kind

of topic, future researches can use this paper as a guide for their study.

This study is significant because there had been only few study regarding this matter in

our country, and that it could also help the community to have better perspective when it comes

to high and low academic grades.

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Scope and Limitation

 Research Participants- The study involves eighty (80) respondents from Fiat Lux

Academe- Dasmariñas Campus, specifically from the grade ten (10). The delimitation of

the study is that the research did not involve all of the students in FLA-D but only

students from the grade ten (10) level.

 Location- The study is limited to be conducted inside the vicinity of Fiat Lux Academe

Dasmariñas only and not including other educational institutions.

The research did not include the effects of optimism and pessimism to students’ academic

performances, but only compared the difference between their academic performances.

Assumption of the Study

In relation to the study’s theoretical framework which includes that positive outcome

expectancy (optimism) creates motivation to achieve goals while negative outcome expectancy

(pessimism) prevents achievement (Dispositional Optimism Theory) the researchers assumed

that there is a significant difference between the academic performances of optimistic and

pessimistic students, and that optimistic students do have better academic performance than the

pessimistic students.

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Definition of Terms

annual - occurring once every year

correlation - a mutual relationship or connection between two or more things

disposition - a person's inherent qualities of mind and character

level of confidence – percentage of all possible samples that can be expected to include the true

population parameter

mean – the average of calculated values

optimist - a person who tends to be hopeful and confident about the future or the success of

something

perceive - become aware or conscious of (something); come to realize or understand

pessimist - a person who tends to see the worst aspect of things or believe that the worst will

happen

quarterly - done, produced, or occurring once every quarter of a year

unfazed - not surprised or worried

undermine - to gradually weaken or destroy someone or something

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Review of Related Literature

According to a study by Singh S. & Mishtra S. (2014) entitled, “Optimism – Pessimism

among Adolescents – a Gender-Based Study”, optimism and pessimism are two different

outlooks on life that influence the way a person deals with most situations and your expectations

of the world. Optimism is defined as being confident about the future or successful outcome of

something. Pessimism, on the other hand is a state of mind in which a person expects negative

outcomes.

There are some advantages to optimism like it seems to make people feel

better about life. But there are also advantages for pessimism in that thinking the worst helps

some pessimists cope better with the world.

The conclusion showed that males and females respondents were predominantly

optimistic and very optimistic respectively. Fortunately, very few of them reported pessimistic &

very pessimistic. Thus, gender of the respondents did not seem to influence optimistic-

pessimistic attitude of the respondents.

The mentioned research study relates on our research project because its main topic is

also about optimism and pessimism. The only difference is that this study is gender-based while

the topic of the researchers is related to students’ academic performance. This study could also

help the researchers to have more knowledge in relation to optimism and pessimism.

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 The research study of Fernández-González, L. et. al (2015) entitled, “Relationships

between Academic Stress, Social Support, Optimism-Pessimism and Self-Esteem in College

Students” aimed to analyse how optimism, self-esteem and social support help to predict

academic stress. The respondents involved 123 college students in the third year of psychology

degree. There results showed that the emotional manifestations of stress are predicted by

optimism and pessimism while self-esteem is not.

The study has a topic that is related with the researcher’s chosen topic. Even though it

involves the identification of the effects of optimism and pessimism toward the prediction of

academic stress of college students, it is somehow connected with the effect of optimism and

pessimism toward the academic performance of secondary school students (the topic of the

researchers). The study could also contribute as the researchers’ guide when it comes to

developing their study.

In the study entitled, “The Influence of Optimism and Pessimism on Student

Achievement in Mathematics” by Yatez, M. (2002), the optimist and pessimist achievement in

mathematics was measured through the sample of primary and lower secondary learners on two

occasion. The most strongly connected to success and grade level is the achievement in

mathematics, the optimism and pessimism are also significant factors. More of the pessimist

view point on life that had a lower level of achievement in mathematics over period. The gender

has not significant factor in achievement.

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 The study conducted by Mahasneh, A. et. al. (2013) entitled, “The Relationship between

Optimism-Pessimism and Personality Traits among Students in the Hashemite University” aimed

to test the correlation between the optimism-pessimism and personality traits (extraversion, self-

absorption, neuroticism and emotional stability). It also intended to classify the prevalence of

optimism and pessimism in the study according to the gender, academic specialization, grade

point average and level of study. The study sample contained of (534) students between

undergraduate students registered in the Hashemite University throughout summer semester

2010 to 2011.

The outcome of the study showed that: there is a significant correlation relationship

between the optimism and introversion. There was a significant positive correlation between the

pessimism emotional equilibrium and pessimism emotion. There was also a statistically

significant negative connection among pessimism and extraversion, and among pessimism and

introversion. The study differ in the commonness of optimism in the three level (high, moderate

and low) was according to the gender, range of study, level of study, and grade point average.

Different relation of the three levels is pessimism (high, moderate and low) was according to the

gender, range of study, level of study, and grade point average.

Riveiro, J.M. had a research study in the year 2014 entitled, “Optimistic and Defensive-

Pessimist Students: Differences in their Academic Motivation and Learning Strategies”. The

main objective of this study was to identify the strategic and motivational characteristics of

learning which differentiated the student analysis identified on the basis of the self-reported use

of defensive pessimism and the generation of positive expectations.

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 In two studies conducted by Suárez and Fernández (2005, 2011a), two of the affective-

motivational strategies that students can use in the course of their study and learning process are

defensive pessimism and generation of positive expectations. Defensive pessimism is a strategy

that occurs when negative self-schemas are activated, but which develops a high level of effort

thereby motivating themselves to exert more effort in order to deal for these unrealistic and low

expectations. Thus, these negative expectations that are expressed are used to increase their

efforts and thus achieve good outcomes (Cantor, 1990; Norem & Cantor, 1986; Suárez &

Fernández, 2005, 2011a, 2011b).

The results indicated that the use of both strategies (generation of positive expectations

strategy and defensive pessimism strategy) correlated positively and significantly. Students

might generate positive expectations that lead to increased effort and conform to reality (based

on their previous experiences, their own characteristics as students or the characteristics of the

task they are about to do), but these positive expectations could also lead to decreased effort

because of overconfidence and a misinterpretation of reality. On the other hand, students could

also generate negative expectations that lead to increased effort (defensive pessimism), which

may also lead to decreased effort due to a feeling of giving up or to a mismatch with reality.

The study is related to the researchers’ topic because it includes identifying the level of

effort done by students with their use of defensive pessimism and the generation of positive

expectations.

The resrarch study of Ceran, S.O. (2013) entitled, “The Role of Hope and Coping Styles

in Optimism” aimed to know to what extent is optimism predicted by agency and pathways

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dimensions of hope as measured by Dispositional Hope Scale and to what extent is optimism

predicted by coping strategy dimensions of active coping, planning, seeking social support for

instrumental and emotional reasons, venting, behavioral disengagement, self-distraction, positive

reframing, denial, acceptance, religion, substance use, humor and self-blame as measured by

brief COPE scale.

The results indicated that the students who are high in optimism are both mentally

motivated in their goal pursuit and also produce alternative paths in reaching their desired goals.

This study is relevant to the researchers’ topic because its results indicated that the students who

are high in optimism are both mentally motivated in their goal pursuit, which is obviously

connected to the researchers’ target to identify in the proposed study- how optimism and

pessimism affects academic performance.

A research study entitled, “Assessing the Relationship between Optimism and Academic

Success” by Schumacher, B. (2006) sought to investigate the association between optimism and

academic success as a variety of different studies on optimism and school achievement have

resulted in conflicting results. The sample consisted of 48 high school students who returned

consent forms and completed a questionnaire. The questionnaire was designed to assess the level

of dispositional optimism via their perceptions of self-efficacy. Data concerning Grade Point

Averages (GPAs) was gathered from report card marks at the end of the semester.

The results showed no significant associations between grade and optimism scores. The

conflicting findings between this and other studies suggests that further research is needed to

delineate all of the factors affecting the association between optimism and school achievement
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 This research is related to the researchers’ topic because this paper is finding answers on

how can optimism affect the academic of a student, that is aligned in the research paper that the

researchers are going to make, they are looking for answers on the difference in academic

performance between optimist and pessimist.

Camp, N. et al. (2016) had a research study entitled, “The Relationship of a Course Grade

to Hope and Optimism in Nursing Students’ Academic Success” had the purpose of knowing if

there was a relationship between hope and/or optimism and nursing student’s academic success.

The results of the study will be used as a basis for continued research to promote nursing student

dropping out and success in nursing programs.

The findings indicated that: (1) There is a moderate correlation between the two predictor

variables of hope and optimism. (2) There is a weak correlation found between the independent

variables of hope and optimism and the nursing student’s final course grade in Human

Pathophysiology. (3) The finding was not consistent with previous research in relation with hope

and optimism and the relationship to academic performance. (4) The finding shows a negative

correlation between the predictor variable of optimism when combined with pessimism and the

dependent variable of final course grade in Human Pathophysiology due to the method of

recording course grades. (5) The negative correlation shows that higher levels of optimism lead

to lower numeric course grade. (6) Many studies demonstrate a significant correlation between

optimism and academic success. (7) Dispositional and academic optimism were positively

correlated with college dropping out, motivation, and academic achievement (Solberg, 2009).

Negative correlations have been found between pessimism and academic achievement (El-Anzi,

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2005). This study is related to the researchers’ topic since its primary subject is about the

relationship between hope and optimism and nursing students’ academic success.

A study entitled, “Think Positive? Examining the Impact of Optimism on Academic

Achievement in Early Adolescents” by Tetzner, J. & Becker, M. (2017) had an objective to

examine the relation between optimism and academic achievement in early adolescents. It also

investigated the functional form of its relation and addressed whether the initial achievement

level moderated the association and compared it with the effects on self-esteem.

The researchers used a large German sample (53.2% were females), with two

measurement points for a period of 5 months. The results have shown that optimism had overall

positive effect on self-esteem. For the conclusions, the results expanded the evidence on benefits

of optimism by linking optimism to academic success in early adolescents but indicate only

small and nonlinear associations.

Nelson, L.M. (2012) had a study entitled, “The Relationship between Academic

Optimism and Academic Achievement in Middle Schools in Mississippi” which aimed to know

if there is a relation between teachers’ and administrators’ optimism and students’ academic

achievement as well as if there is a difference between the following: teachers’ academic

optimism at elementary schools and middle schools, administrators’ academic optimism at

elementary schools and middle schools, and the academic optimism of teachers and

administrators.

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 The findings of the study suggest that there is a relationship between academic optimism

of teachers and the academic performance of students. It is also one of the findings that

elementary schools have higher levels of academic optimisms than middle schools.

In an article by Umoh, R. (2017) entitled. “Why You Should be Highly Optimistic if You

Want to be Successful”, there had been several statements included as stated by executives from

a consumer food company, media companies and a professor of psychology. All of them agreed

that in order of a person to be successful, he must be able to possess optimism. According to

Gabrielle Oettingen, a professor of psychology at New York University, optimism helps in

taking actions in or putting investment to something in order to achieve anything that has to be

done.

Optimism is an important part of life, that when a person has it with his efforts, the path

to success is already halfway done. In addition to that, the author stated that people who are

willing to take challenges and risks with optimism are required to the world where we are living

(Gopinath, 2017). On the other hand, According to Julie Norem, a psychology researcher at

Wellesley College in Massachusetts , there is a type of pessimism which helps a person direct

their anxiety toward productive activity. It is called defensive pessimism. This type of pessimism

helps a person plan to avoid the disaster and they end up performing better.

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 There are benefits of having defensive pessimism. In an article by Sirois, F. (2018)

entitled, “The Surprising Benefits of Being a Pessimist”, it was stated that one of these benefits is

that this type of pessimism helps a person boost his confidence. In addition to that, the author

also stated that in a study, those who have defensive pessimism had higher levels of self-esteem

than the other anxious students and that their self-esteem were almost equal to that of what

optimists have. Lastly, these pessimists use their expectations that are negative in order to

motivate them to make solutions to feel prepared and have the ability to take control of the

outcomes.

In the article made by Harpaz-Itay, Y. & Kaniel, S. (2012) entitled, “Optimism versus

Pessimism and Academic Achievement Evaluation”, there were stated theoretical frameworks.

Dispositional Optimism Theory- positive outcome expectancy is a combination of the value of a

goal and the individual’s confidence that he/she can achieve it (Carver and Scheier, 2000); Hope

Theory- The ‘agency’ is the capacity to use pathways to achieve goals while ‘pathways thinking’

is the ability to develop routes to reach goals. When both of these components are positive,

positive expectation occurs, leading to goal achievement, otherwise, it will lead to goal

abandonment.

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 CHAPTER 3

METHODOLOGY

Research Design

The researchers used comparative research. This type of research is often used to analyse

differences between two groups to understand them better. The groups which were used as the

respondents were the optimistic and pessimistic students in Fiat Lux Academe. They were

identified based on the results of the pre-test. The researchers compared two (2) dependent

variables – the academic grades of optimistic grade ten (10) students and those of the pessimistic

students for them to be able to draw conclusions regarding their difference.

The goal of the researchers in conducting the study is to determine how much the

difference between the academic performances of optimistic and pessimistic students in the

institution is, and which of the two groups have higher academic performances.

Sampling Technique

According to Singh, S. (2018), sampling is one of the most important factors in a study

because it determines the accuracy of a researcher’s survey result. For this study, the category of

sampling used is the Non-Probability Sampling, since the selection of the population and sample

is not randomized; only the grade ten (10) students are to be selected.

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 Under the Non-Probability Sampling, Purposive Sampling and Quota Sampling have

been used. For the Purposive Sampling, the samples are chosen based on the intention of the

study and the elements that were needed for the purpose of the study were the ones that were

selected – since the aim of the study is to determine the difference between the academic

performances of the optimistic and pessimistic grade ten (10) students, the selected samples were

only from the tenth grade level. Lastly, for the Quota Sampling, the researchers had set an aim to

have fifty 50% of optimistic and fifty 50% of pessimistic students as samples.

Research Participants

The research work involved the overall total of eighty (80) respondents from the selected

Junior High School students of Fiat Lux Academe – Dasmariñas, specifically from the grade ten

(10) students. The participants’ age and gender were identified.

Research instrument

Request Letter – To be able to make them answer the research survey and

questionnaires, the researchers asked permission to their subject teachers with a permission letter

(signed by the subject teacher as well as the administrators) during the teachers’ vacant period

indicating that we would have to ask some of their period during their class hours (probably ten

to fifteen minutes).

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 Informed Consent – The first part of the survey was to explain briefly about the purpose

of the study that was conducted. In the informed consent, the researchers explained the topic of

the study as well as the names and aims of the researchers. Under the informed consent, names

and signatures of the respondents were requested, which served as the proof of agreement that

they agreed to be part of the conducted study.

Personal Data Sheet – Attached along with the informed consent and survey sheets are

the personal data sheets which the respondents had to fill up before answering the questions in

the actual survey sheets. The personal data sheets contain data regarding the respondents’ name,

age, gender, birthdate, e-mail address and home address.

Survey Sheet – For the questions that would be used for the identification of the students

as optimists or pessimists, the survey sheets include twelve (12) agree/disagree questions based

on Alan Loy McGinnis’ twelve characteristics of optimists and three (3) illustration analysis to

answer with two (2) choices each.

Validation of Instruments

The stated research instruments were validated by the subject teacher of the researchers.

The publication of the request letter, informed consent, personal data form, and survey sheets

were checked beforehand.

After the approval for the instruments, the request letter was signed by the subject teacher

as well as the school vice principal and principal.

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Data Collection Procedure

The researchers conducted the data on January 21, 2019 in Fiat Lux Academe

Dasmariñas. They were permitted to gather data from the three (3) sections of Grade 10 as they

approached the students’ subject teacher. They presented the request letter to the subject teacher

and discussed what their research is all about. After that, they asked permission to do the data

gathering to their students.

The researchers proceeded to the data gathering. They disseminated the survey sheets

with attached form for the students’ consent and personal data. Even though the purpose of the

study was stated in the informed consent sheet, the researchers explained them to the students

verbally.

The researchers’ survey form is composed of the questions regarding their names, grade

and section, age, final academic grades, and Facebook account or cellphone number. The survey

questions will be composed of the following: three (3) illustration analysis and twelve (12)

agree/disagree survey questions. The agree/disagree survey questions will be based from Alan

Loy Mcginnis’ twelve characteristics of optimists. With this survey questions, the researchers

were able to distinguish easily the optimist and pessimist in the research respondents.

In order to make sure that the respondents’ answers to the questions are accurate, the

researchers instructed the students to check their average grades from their grade certificates

attached in their handbooks, and if they are not sure on what their grades are because of not

bringing their handbooks, the researchers will contact them via Facebook or e-mail with the help

of the information that they included in the personal data sheets so that they could be able to send

their academic grades.

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 The respondents answered the survey sheets under the researchers’ guidance and

instructions.

Data Analysis Procedure

Using the data gathered, the researchers were able to observe the difference of the

academic performances of the optimistic and pessimistic students who were selected as the

respondents. The participants were identified as the optimists and pessimists by using the data

from agree/disagree questions and illustration analysis in the survey sheets.

The data from the latest academic grades of both groups were divided into four ranges

and the researchers had given corresponding scores to each grade ranges. The ranges and points

are as follows:

 75-79 = 1

 80-84 = 2

 85-89 = 3

 90-94 = 4

The results were obtained using the method called Two Sample Z-test which is used for

comparative studies with more than thirty (30) respondents. After determining if there is a

significant difference between the two samples (the academic performances of optimistic and

pessimistic students) with the Normal Distribution Curve or the Bell Curve for the Z-test to

identify which of the hypotheses will be rejected and accepted, the researchers manually

23
identified which of the two groups of respondents (the optimistic and pessimistic students) have

higher academic performances using the data gathered from the survey questionnaires.

Ethical Considerations

The researchers made sure that there was no ethical responsibilities violated. They

formulated a request letter for the teachers and principals of both junior and senior high school so

that they were informed formally of what actions the researchers made. The researchers also

created informed consent for the research participants so that they could fully inform them about

the purpose of the study. The researchers made sure that there will be no leaking of information

provided by the participants, as well as maintained the anonymity of the participants in the data

presentation and analysis in order to protect their identity and respect their confidentiality. They

ensured that all of the answers of the data gathered would only be used for academic purposes.

No biases happened on the findings of the data gathered, and lastly, the sources of information

were recognized to avoid plagiarism by using APA citation.

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 CHAPTER 4

RESULTS AND DISCUSSION

Demography

The following are the statistical data about the characteristics of the respondents based on

the data obtained in the personal data sheets.

Groups

Optimist (50%)
Pessimist (50%)

Figure 1. Distribution of participants to the optimist and pessimist group

The participants were divided into two (2) groups- the optimists and the pessimists. They

were identified based on their score in the agree/disagree questions and illustration analysis. The

graph indicates that both groups are equal, with the percentage of fifty (50%) each.

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 Age - Optimists

15 y.o. (32.50%)

16 y.o. (60%)

17 y.o. (2.5%)

Not Indicated (5%)

Figure 2. Age of participants in the optimist group

The graph shows that the largest portion in the age graph under the group of optimists is

the age of sixteen (16) with 60%, while the least percentage comes from the age seventeen (17)

with 2.5%. The age fifteen (15) was 32.5% and lastly, the ‘Not Indicated’ portion (no indication

of age in the personal data sheet) was 5%.

Gender - Optimists

Male (55%)
Female (45%)

Figure 3. Gender of participants in the optimist group

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 The graph shows that participants under the group of optimists are consisted of 55% male

and 45% female.

Latest Academic Grades -

Optimists

75-79 (5%)
80-84 (25%)
85-89 (57.5%)
90-94 (12.5%)

Figure 4. Academic performance of participants in the optimist group

(Based on their latest academic grades)

The graph shows that the latest academic grades of optimistic participants were divided

into four. Majority of the participants have the grades 85-89, which was 57.5%. The least were

the grades 75-79, which was 5%. The grades 80-84 was 25% and the grades 90-94 was 12.5%.

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 Age - Pessimists

15 y.o. (55%)
16 y.o. (32.5%)
17 y.o. (2.5%)
Not Indicated (10%)

Figure 5. Age of participants in the pessimist group

The graph shows that the largest portion in the age graph under the group of pessimists is

the age of sixteen (16) with 60%, while the least percentage comes from the age seventeen (17)

with 2.5%. The age fifteen (15) was 55.5% and lastly, the ‘Not Indicated’ portion (no indication

of age in the personal data sheet) was 10%.

Gender - Pessimists

Male (55%)
Female (45%)

Figure 6. Gender of participants in the pessimist group

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 The graph shows that participants under the group of pessimists are consisted of 55%

male and 45% female.

Latest Academic grades - Pessimists

75-79 (5%)
80-84 (35%)
85-89 (30%)
90-94 (30%)

Figure 7. Academic performance of participants in the pessimist group

(Based on their latest academic grades)

The graph shows that the latest academic grades of optimistic participants were divided

into four. Majority of the participants have the grades 80-84, which was 35%. The least were the

grades 75-79, which was 5%. The grades 85-89 was 30% and the grades 90-94 was 12%.

Results

In this chapter, the visual presentation of data is presented to make it easier to understand

and explained through text. The data collected were used and processed to identify which of the

hypotheses is correct.

29
 Group of Optimists

X1 (X1 -X 1) (X1 -X 1)2

3 0.2 0.04
3 0.2 0.04
4 1.2 1.44
3 0.2 0.04
3 0.2 0.04
4 1.2 1.44
3 0.2 0.04
3 0.2 0.04
1 -1.8 3.24
3 0.2 0.04
3 0.2 0.04
3 0.2 0.04
4 1.2 1.44
4 1.2 1.44
2 -0.8 0.64
2 -0.8 0.64
3 0.2 0.04
3 0.2 0.04
2 -0.8 0.64
2 -0.8 0.64
2 -0.8 0.64
2 -0.8 0.64
3 0.2 0.04
3 0.2 0.04
2 -0.8 0.64
3 0.2 0.04
3 0.2 0.04
3 0.2 0.04
3 0.2 0.04
2 -0.8 0.64
2 -0.8 0.64
1 -1.8 3.24
3 0.2 0.04
3 0.2 0.04
3 0.2 0.04
3 0.2 0.04
4 1.2 1.44
3 0.2 0.04
3 0.2 0.04
30
 3 0.2 0.04
X1 = 2.8 ∑ (X 1 +¿ X 1 )¿2 = 20.4
Table 1. Data of the latest academic grades from the group optimists

The table contains the data obtained from the academic performances of the group of

optimists. In the X1 column are the scores corresponded with the latest academic grades that were

given by the participants in the survey questionnaires and the X 1 is the mean. In the

(X1 -X 1) column are the difference between each of the X1 scores and the mean. Lastly, in the

(X1 -X 1)2 column are the scores obtained by squaring each of the scores in the (X1 -X 1) column.

The ∑ (X 1 +¿ X 1 )¿2 stands for the sum of the data in the (X1 -X 1)2 column.

31
 Group of Pessimists

X2 (X2-X 2) (X2 -X 2)2

3 0.13 0.02
3 0.13 0.02
3 0.13 0.02
2 -0.87 0.76
3 0.13 0.02
4 1.13 1.28
4 1.13 1.28
2 -0.87 0.76
4 1.13 1.28
4 1.13 1.28
4 1.13 1.28
4 1.13 1.28
2 -0.87 0.76
3 0.13 0.02
3 0.13 0.02
1 -1.87 3.50
2 -0.87 0.76
2 -0.87 0.76
3 0.13 0.02
2 -0.87 0.76
3 0.13 0.02
3 0.13 0.02
4 1.13 1.28
2 -0.87 0.76
2 -0.87 0.76
2 -0.87 0.76
2 -0.87 0.76
4 1.13 1.28
3 0.13 0.02
3 0.13 0.02
4 1.13 1.28
1 -1.87 3.50
2 -0.87 0.76
2 -0.87 0.76
4 1.13 1.28
2 -0.87 0.76
3 0.13 0.02
4 1.13 1.28
4 1.13 1.28
2 -0.87 0.76

32
 X2 = 2.87 ∑ ( X 2 +¿ X 2)¿ = 33.24
2

Table 2. Data of the latest academic grades from the group pessimists
The table contains the data obtained from the academic performances of the group of

optimists. In the X2 column are the scores corresponded with the latest academic grades that were

given by the participants in the survey questionnaires and the X 2 is the mean. In the

(X2 -X 2) column are the difference between each of the X2 scores and the mean. Lastly, in the

(X2 -X 2)2 column are the scores obtained by squaring each of the scores in the (X2 -X 2) column.

The ∑ (X 2 +¿ X 2) ¿2 stands for the sum of the data in the (X2 -X 2)2 column.

Obtaining the Standard Deviation for the Population

of Optimists and Pessimists

∑ ( x 1 + x 1) 2
σ1=
√ n1−1

Equation 1. Formula for standard deviation (optimists)

20.4
σ1=
√ 39

σ 1 = 0.72

∑ ( x 2 + x 2 )2
σ 2=
√ n2 −1

Equation 2. Formula for standard deviation (pessimists)

33.24
σ1=
√ 39

σ 1 = 0.92
33
 Using the data from tables 1 and 2, the standard deviations were solved with the given

equations. The standard deviation for the population of optimists had the result of 0.72 while the

standard deviation for the population of pessimists had the result of 0.92.

Obtaining the Z-Score

x 1−x 2
z=
σ 12 σ 22
√ +
n1 n2
Equation 3. Formula for z-test

2.8−2.57
z=
0.722 0.922
√ 40
+
40
0.23
z=
√ 0.01+ 0.2
0.23
z=
0.17
z = 1.35

Using the data from tables 1 and 2 as well, the z-score was obtained with the given

equation. The z-score was 1.35. After obtaining the z-score, the researchers located it in the z-

table:

34
 Table 3. Z-Test Table (www.z-table.com)

The value in the z-table that corresponds with the z-score is 0.9115. The z-table value is

used in the Normal Distribution Curve or the Bell Curve.

35
 68%

95%

99%

-3 -2 -1 +1 +2 +3
Figure 8. Normal Distribution Curve / Bell Curve

The Normal Distribution Curve or Bell Curve is used to determine which of the null

hypothesis and the alternative hypothesis would be rejected. The 68% in the illustration means

that 68% of the values are within one standard deviation of the population mean, the 95% means

that 95% of the values are within two standard deviations of the population mean, and the 99%

means that 99% of the values are within three standard deviation of the population mean. The

researchers chose the 95% as their level of confidence.

The values to be placed under the curve are identified by solving for the population mean

and population standard deviation.

36
 Obtaining the Population Mean

x 1+ x2
μ=
N

Equation 4. Formula for population mean

2.8+2.87
μ=
2

5.67
μ=
2

μ = 2.84

Using the data from tables 1 and 2, the population mean was obtained with the given

equation. The population mean that was obtained is 2.84.

Obtaining the Population Standard Deviation

∑ (x−x)2
σ=
√ n

Equation 5. Formula for population standard deviation

53.64
σ=
√ 80

σ =√ 0.67

σ = 0.82

The standard deviation of the population that was obtained using the data from tables 1

and 2 with the given equation is 0.82.

37
 The population mean is placed in the middle bottom part of the Bell Curve. The values to

put on the remaining parts of the right side of the Bell Curve is identified by adding the obtained

population standard deviation to the population mean, while the values to put on the remaining

parts of the left side of the Bell Curve is identified by subtracting the obtained population

standard deviation to the population mean.

95% Level of Confidence

0.38 1.2 2.02 2.84 3.66 4.48 5.3

Figure 9. Normal Distribution Curve / Bell Curve

Since the researchers have chosen the 95% level of confidence in the Bell Curve, they

assume that 95% of the values are within two standard deviations of the population mean.

The number obtained by finding the corresponding value of the Z-score in the Z-Table

was located in the Bell Curve.

38
 95% Level of Confidence

It was stated earlier that the value from the Z-table that corresponds with the Z-score was

0.9115. It falls on the area of the Bell Curve that is under the 99% level of confidence with

values between 0.38 and 1.2. Since the level of confidence is only 95%, the area of the 99% level

of confidence is rejected. Therefore, the null hypothesis is rejected while the alternative

hypothesis is accepted.

39
 CHAPTER 5

Conclusion

Based from the data gathered from selected 80 grade 10 students, it shows that the grades

interval which has a lot of population was 85-89 with 57.5% for the population of optimists

while for the pessimists, the grades interval was 80-84% with 35%. The data gathered matched

with the bell curve, because the result from the bell curve fells in the rejection zone which means

that the null hypothesis is rejected while the alternative hypothesis is accepted just like what it

shows in the data, optimist gained higher grades than the pessimist. Therefore, the researchers

conclude that there is a significant difference between the pessimists’ and optimists’ academic

performance. Comparing the two groups, the optimists have higher academic performances. It

shows that if a student is an optimist, he or she is most likely to have a higher grade because of

his attitude and perspective, while if students are pessimistic, they are most likely to have a lower

grade.

40
Recommendations

Based on the findings of the research, there are offered recommendations for the following:

 Individuals – The researchers recommend to the individuals that they need to be

observant especially to the people around them, and understand their capabilities.

 Optimist and Pessimist students - For the optimist and pessimist students, the researchers

would like to recommend that whatever might happen, challenges are still in there, and

they should do their best despite of the difference in their perception and point of view.

 Parents and Teachers – Parents and Teachers must understand that these children view in

life affects their academic performance either in a good or bad way. It is recommended

that in the early age of these children, parents and teachers should start guiding,

enlightening, giving them motivation and should be more attached to the children.

 School Administration – The school administration must understand the difference

between a pessimist and optimist’s academic performance in order to help them.

 Future Researchers – The researchers recommend that future researchers must be

prepared especially if the answers of the respondents don’t meet the expected quota of the

research. The future researchers must expect unexpected dilemma’s that they might

encounter in order to think of alternative solutions for them to avoid wasting their time to

make their research more organized. Other recommendation for the future researchers is

that they should increase the number of participants and construct the test more carefully

and easy to understand. Avoid any complications in their survey questionnaire so that the

participants will not be confused. Even though the participants can ask the researcher in

this matter, there is still a chance that they’ll give wrong or deficient answer.

41
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46
APPENDICES

47