Quanti Final

1
EVALUATING
EVALUATING THE
THE POIGNANT
POIGNANT FACTORS
FACTORS AFFECTING
AFFECTING THE
THE SELF-
SELF- ESTEEM
ESTEEM AND
AND
ACADEMIC
ACADEMIC ACHIEVEMENT:
ACHIEVEMENT: A
A STUDY
STUDY OF
OF STEM
STEM 12.2
12.2 STUDENTS
STUDENTS ININ FOUNDATION
FOUNDATION
PREPARATORY
PREPARATORY ACADEMY
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.

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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
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.

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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
4
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.
5

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 The Student’s Academic

FPA Senior High School STEM Performance
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

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PREPARATORY ACADEMY
Theoretical Framework
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PREPARATORY ACADEMY
Figure 2. Theoretical Framework of the Study
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.

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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.
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PREPARATORY ACADEMY
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) 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).

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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?

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

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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.

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PREPARATORY ACADEMY
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.
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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.

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PREPARATORY ACADEMY
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).
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PREPARATORY ACADEMY
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).
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 for S.Y 2017-
2018.
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PREPARATORY ACADEMY
Chapter II
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
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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 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.
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PREPARATORY ACADEMY
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 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
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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 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
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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).

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Chapter III
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.
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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 2017-2018 with ages ranging
from 17-19 years old.
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
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PREPARATORY ACADEMY
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.
Chapter IV
Presentation, Analysis, and Interpretation of Data
Male Female Anonymous
The
36%
respondents are
50%
composed of 50%
male, 14%
14%
female, and 36%
are anonymous
with a total of 28
respondents.
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PREPARATORY ACADEMY
14 Strongly Agree Agree Disagree Strongly Disagree 1. There's a feeling
13 of anxiety whenever
12
10.5 I'm surrounded by
a lot of people.
7 Table 1. Question
No.1
3.5
2 In question no.1,
0
1
13 respondents
answered that they
are afraid whenever they are surrounded by a lot of people. Twelve respondents disagree
with the question. Two respondents strongly disagreed that they don't have the anxiety
and 1 respondent strongly agreed that he/she has the anxiety when surrounded by
numerous people.
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PREPARATORY ACADEMY
20 Strongly Agree Agree Disagree Strongly Disagree 2.
19 2.
2.
15
15
2.
2.
10
2.
2.
5
2.
2.
2 2
0 2.
2.
Having no friends or less friends can make my self-esteem low.
Table 2. Question No. 2
In question no.2, most of the respondents disagreed that having no friends can make
their self-esteem low with total respondents of 19. This is followed by 12 respondents
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who gave their agreement. Two respondents strongly agreed and other 2 respondents
strongly disagreed.
3. Having problems with my parents can cause low self-esteem.
22.5 Strongly Agree Agree Disagree Strongly Disagree
Table 3.
18
18 Question No.
13.5
3
9
In question
no.3, most of the

4.5
6
4 respondents
0 agreed that
0
parents can
cause low self-esteem with a total of 18 respondents, followed by 6 of the respondents
who strongly agreed. The rest disagreed of the respondents disagreed.

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18 Strongly Agree Agree Disagree Strongly Disagree
17
13.5 4. Being
6
4.5
3
2
0
misunderstood in the group gives me a feeling of inferiority.
In question no.4, 17 respondents agreed that being misunderstood in the group gives
them a feeling of inferiority, 2 of the respondents strongly agreed, 6 respondents
disagreed, and 3 respondents strongly disagreed.

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5. Conflicts with girlfriend/boyfriend can lead to low self-esteem.
Table 5.
9
9 Question No. 5
8 8 In question
6.75
no.5, a total of 9
4.5 respondents
strongly
2.25
3
disagreed that
relationship can
0
lead to low self-
esteem. Eight respondents disagreed and another 8 respondents agreed. Lastly, 3
respondents strongly agreed that relationship can lead to low self-esteem.

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EVALUATING THE POIGNANT
ACADEMIC ACHIEVEMENT: A FACTORS
STUDY OFAFFECTING THE SELF-IN
STEM 12.2 STUDENTS ESTEEM AND
FOUNDATION
ACADEMIC ACHIEVEMENT:
PREPARATORY ACADEMY A STUDY OF STEM 12.2 STUDENTS IN FOUNDATION
PREPARATORY ACADEMY
15 Strongly Agree Agree Disagree Strongly Disagree 6. My classmates
make me degrade
12
12 myself.
11
Table 6. Question No.
9
6
6 In question no.6, a
5 total of 12 respondents
3
strongly disagreed that
0 their classmates make
0
them degrade
theirselves. Eleven respondents disagreed and 5 respondents agreed.
7. The school's environment affects my academic performance.

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14 Strongly
EVALUATING Agree
THE POIGNANT Agree Disagree
FACTORS Strongly
AFFECTING Disagree
THE SELF- ESTEEM AND
PREPARATORY ACADEMY 13
10.5
7
Table 7. Question
7
No. 7
5
3.5
In question no.7, a
3 total of 12
0
respondents agreed
that the school's
environment affects their academic performance and 5 respondents strongly agreed.
Seven respondents disagreed that it affects their academic performance and 3 respondents
strongly disagreed.
32

16 Strongly
PREPARATORY Agree
ACADEMY Agree Disagree Strongly Disagree
15
8. Not having family
12
support leads to lost
in motivation in
8
studying which can
6 affect academic
4
4 performance.
3
Table 8. Question No.
0
8
In question no.8, a total of 15 respondents agreed that not having family support leads to
lost in motivation in studying which can affect academic performance. Six respondents
strongly agreed, 4 respondent disagreed, and 3 respondents strongly disagreed.
9. Incomplete tasks at school (projects, assignments, quizzes) influences your
academic performance.
33
Strongly
EVALUATING
20 Agree
THE POIGNANT Agree Disagree
FACTORS AFFECTINGStrongly Disagree
THE SELF- ESTEEM AND
PREPARATORY ACADEMY
16
16
12
Table 9.
Question No. 9
8 9
4 In question
no.9, a total of
2
0 1
16 respondents
agreed that
incomplete tasks at school influences their academic performance, 9 of them strongly
agreed, 2 respondents disagreed, and 1 respondent strongly disagreed.

10. Gadget usage
drives my focus
16
16
away from the
12 lessons and
discussions.
8
Table 10. Question
6 No. 10
4 5
0 1
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In question no.10, a total of 16 respondents agreed that gadget usage drives their focus
away from the lessons and discussions, 5 respondents strongly agreed, 6 respondents
disagreed and 1 respondent strongly disagreed.
11. There's a negative effect on my academic achievement for not using the gadgets
in educational purposes.
Table 11.
11
11 11 Question No.
11
8.25
5.5 In question
no.11, the
4
2.75
respondents
2
have the same
0
number in
35

PREPARATORY ACADEMY
agreeing and disagreeing that there's a negative effect on their academic achievement for
not using the gadgets in educational purposes. Eleven disagreed, 11 agreed, 4 respondents
strongly agreed, and 2 respondents strongly disagreed.
12. Having low self-esteem greatly affects my academic achievement.
19
Table 12.
15
Question No.
12
10
In question
5
no.12, a total of
4 4
19 respondents
0 1 agreed that
having low self-
esteem greatly affect their academic achievement, 4 respondents strongly agreed and 4
respondents also disagreed, lastly. One respondent strongly disagreed.

36

PREPARATORY ACADEMY
13. I feel inferior among others.
15 Table 13. Question
12 No. 13
8 In question no.13,
8
most of the respondent
4 5 disagreed that they feel
inferior among others

0 with the exact number
0
of 15 respondents, 5
respondents strongly disagreed and only 8 respondents agreed.
14. I worry that I might not meet other people's expectations.

37
EVALUATING
17.5 Strongly
THE Agree
POIGNANT Agree
FACTORS Disagree
AFFECTING Strongly
THE SELF-Disagree
ESTEEM AND
PREPARATORY ACADEMY
14
14
10.5
Table 14.
9
7 Question
No. 14
3.5 4
In
0 1
question
no.14, a total of 14 respondents agreed that they worry that they might not meet other
people's expectation, 8 respondents disagreed, 4 respondents strongly agreed and 1
respondent strongly disagreed.
14
14 15. I
always
10.5
think that I
8 am not
7
enough.
3.5 4
2
0
38

PREPARATORY ACADEMY
In question no.15, a total of 14 respondents agreed that they always think they're not
good enough, 8 respondents disagreed, 4 strongly agreed, and 2 strongly disagreed.
16. I often overthink even the smallest detail that will eventually left me worrying.
Table
18
16.
18
13.5
4.5 5
3
2
0
Question No. 16
39

PREPARATORY ACADEMY
In question no.16, a total of 18 respondents agreed that they often overthink even the
smallest detail that will eventually left them worrying. Five respondents disagreed, 3
respondents strongly disagreed, and 2 respondents strongly agreed.
Chapter V.
Findings, Conclusions, and Recommendations
Findings
The main aim of the study was to evaluate the poignant factors affecting the self-
esteem and academic achievement of STEM 12.2 students in Foundation Preparatory
Academy. The basic research question was formulated as follows: “What are the negative
factors affecting your self-esteem and academic achievements?” Here the the given
questions and findings:
A. There’s a feeling of anxiety whenever I’m surrounded by a lot of people.
Based on the responses, majority of the STEM 12.2 students has a feeling of anxiety
whenever they surrounded with a lot of people.

40

PREPARATORY ACADEMY
B. Having no friends or less friends can make my self-esteem low.
The result indicates that having no friends or less friends doesn’t make the students in
STEM 12.2 low their self-esteem.
C. Having problems with my parents can cause low self-esteem.
Low-self esteem is one of the results due to conflicts with parents.
D. Being misunderstood in the group gives me a feeling of inferiority.
The results show that being misunderstood gives the respondents a feeling of inferiority.
E. Conflicts with girlfriend/boyfriend can lead to low self-esteem.
Conflicts with girlfriend/ boyfriend doesn’t make the STEM 12.2 students’ to low self-
esteem
F. My classmates make me degrade myself.
STEM 12.2 students strongly disagree that their classmates make them degrade their
selves.
41

PREPARATORY ACADEMY
G. The school's environment affect my academic performance.
The school’s environment do affect their academic performances.
H. Not having family support leads to lost in motivation in studying which can affect
Based on the responses, not having family support leads to lost in motivation in studying
which can affect academic performance.
I. Incomplete tasks at school (projects, assignments, quizzes) influences your
Incomplete tasks influenced the respondents’ academic performance.
J. Gadget usage drives my focus away from the lessons and discussions.
Based on the responses, gadget usage drives away the attention of the respondents from
the lessons and discussions.

42

PREPARATORY ACADEMY
K. There's a negative effect on my academic achievement for not using the gadgets
The responses here are both equal- Agree and Disagree. Hence, majority of the students
either have negative effect on their academic achievement for not using gadgets in
educational purposes or not.
L. Having low self-esteem greatly affects my academic achievement.
The study results show that low-esteem greatly affects the respondents’ academic
achievement.
M. I feel inferior among others.
Based on the response of the respondents, they don’t have the feeling of inferiority
among others.
N. I worry that I might not meet other people's expectations.
The results revealed that the respondents worry that they might not meet other people’s
expectations.
43

PREPARATORY ACADEMY
O. I always think that I am not enough.
The findings showed that students in STEM 12.2 always think that they are not enough.
P. I often overthink even the smallest detail that will eventually left me worrying.
Based on the results, the respondents usually overthink even the smallest detail in their
lives that will leave them worrying.
Conclusion
The result of the study revealed that there are poignant factors affecting the self-
Academy. The findings showed that out of sixteen factors given, they considered twelve
factors affecting their esteem and performance in school. The factors affecting the
respondents are the following:
Based on the responses, majority of the STEM 12.2 students has a feeling of
anxiety whenever they surrounded with a lot of people. Low-self esteem is one of the
results due to conflicts with parents. Being misunderstood gives the respondents a feeling
44

PREPARATORY ACADEMY
of inferiority. The school’s environment do affect their academic performances. Not
having family support leads to lost in motivation in studying which can affect their
academic performance. Incomplete tasks influenced the respondents’ academic
achievement. Gadget usage drives away the attention of the respondents from the lessons
and discussions and negative effect on their academic achievement for not using gadgets
The study results also revealed that low-esteem greatly affects the respondents’
academic achievement. They worry that they might not meet other people’s expectations.
They always think that they are not enough and usually overthink even the smallest detail
in their lives that will leave them worrying.
Through this quantitative study, the researchers were able to evaluate numerous
factors affecting the self-esteem and academic achievement of STEM 12.2 students. This
will help students in identifying the poignant factors that affect their performances and
may be able to change their habits towards boosting their self-esteem, abilities, and
45

PREPARATORY ACADEMY
capabilities in school. This will also serve as a basis for mentors in building their
students’ confidence to be able to achieve better results academically.
Recommendation
The researchers were successfully able to evaluate the poignant factors affecting self
Academy. However, there are shortcomings encountered in the duration of the study that
should be furnished. For the individuals who are planning to do this study, we suggest
that you should be mindful and pay attention in the whole duration of gathering the data
and doing the study because data gathering is not merely an easy task. Be mindful and
considerate. For students, who feel that they are not enough and has a feeling of
inferiority, eradicate the negative thoughts that’s constantly bothering your mind and fill
46

PREPARATORY ACADEMY
them with positive thoughts. Strive hard. What you’re doing today is what you are
building for your future. When in class discussion, minimize the iPad usage specially
when it is not used for educational purposes for it greatly affects the attention span and
leads to lost in concentration. For parents, be fully aware of what their son/daughter is
going through, help them in eradicating the poignant factors and guide them towards the
betterment. For teachers, create and have a stereoscopic vision in fully understanding the
students’ performances in school. Build and deepen your 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.
Bibliography
Bray, B.M., 2001. The Influence of Academic Achievement on a College Students

Selfesteem. Missouri Western State University, Saint Joseph, MO.
Coopersmith, S., 1967. The Antecedents of Self-Esteem. Freeman and Co., Sanfransisco,

pp: 492-496.
Cross, T. and R.B. Slater, 1995. A first view of the academic performance of African
Americans at three highly ranked colleges. J. Blacks Higher Education, 7: 76-79.
Fathi-Ashtiani, A., J. Ejei, M.K. Khodapanahi and H. Tarkhorani, 2007. Relationship

between self-concept, self-esteem, anxiety, depression and academic achievement in
adolescents. J. Applied Sci.
Harter, S., 1988. Manual for the Self Perception Profile for Adolescents. University of
Denver, Denver, CO.
47

PREPARATORY ACADEMY
Jacob, B.A., 2002. Where the boys arent: Non-cognitive skills, returns to school and the
gender gap in higher education. Econ. Educ. Rev., 21: 589-598. |
Kara, I. and O. Kahraman, 2008. The effect of computer assisted instruction on the

achievement of students on the instruction of physics topic of 7th grade science course at
a primary school. J. Applied Sci., 8: 1067-1072.
Kifer, E., 1973. The effects of school achievement on the affective traits of the learner.
Paper Presented at the Annual Meeting of the American Education Research Association,
New Orleans.
Krejcie, R.V. and D.W. Morgan, 1970. Determining sample size for research activities.
Educ. Psychol. Meas., 30: 607-610.
Nagar, S., S. Sharma and G. Chopra, 2008. Self esteem among rural adolescent girls in
Kangra district of Himachal Pradesh. Anthropologist, 10: 151-154.
Pullmann, H. and J. Allik, 2008. Relations of academic and general self-esteem to school

achievement. Pers. Individ. Differ., 45: 559-564.
Redenbach, S., 1991. Self-Esteem, the Necessary Ingredient for Success. Esteem Seminar
Programs and Publications, USA.
Rubie, C.M., M.A.R. Townsend and D.W. Moore, 2004. Motivational and academic
effects of cultural experiences for indigenous minority students in New Zealand. Educ.
Psychol., 24: 143-160.
Sirin, S.R. and L. Rogers-Sirin, 2004. Exploring school engagement of middle-class

African American adolescents. Youth Soc., 35: 323-340.
Tella, A., 2007. The impact of motivation on students academic achievement and

learning outcomes in mathematics among secondary school students in Nigeria. Eur. J.
Math. Sci. Tech., 3: 149-156.
Valentine, J.C., D.L. Dubois and H. Cooper, 2004. The relation between self-beliefs and
academic achievement: A meta-analytic review. Educ. Psychol., 39: 111-133.
Walter, W.W., 2003. The reevaluation of the relationships among academic performance,

academic achievement, social acceptance and the self-esteem of third and sixth grade
students. Dissertation Abstr. Int., 64: 8-10.
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PREPARATORY ACADEMY
Wiggins, J. and E.L. Schatz, 1994. The relationship of self-esteem to grades, achievement

scores and other factors critical to school success. School Counselor, 41: 239-244.
49

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The Questionnaire
Budget Requirements
50

PREPARATORY ACADEMY
Requirements Expenditures
Printing of Outputs Php 100.00
and Folders
Total Cost : Php 100.00

51
Work Plan/ Time Table
Phase Activity Estimated Timeline
1 Proposal submission 1st week of February 2018
2 Primary Oral Defense February 2018
3 Finalizing of Research instruments February 2018
4 Data collection February 2018
5 Secondary Oral Defence February 2018
6 Data Analysis and its Interpretation February 2018
7 Reporting Results March 2018
8 Final Oral Defense March 2018
CURRICULUM VITAE
ENGRID BENEDICO
Caidiocan, Valencia, Negros Oriental
Cell number: 09365603407

52
Email address: engrid101@gmail.com
PERSONAL INFORMATION:
NICKNAME: Grid
BIRTHDAY: June 7, 2000
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Mariano Benedico Jr.
MOTHER'S NAME: Belina Benedico
EDUCATIONAL BACKGROUND
PRIMARY: Caidiocan Elementary School
SECONDARY: Foundation Preparatory Academy
SHENNA C. SANCHEZ
Vida Royal, Batinguel, Dumaguete City
Cell number: 09978918848
Email address: shennasanchez13@gmail.com

53
PERSONAL INFORMATION
NICKNAME: Sheen
BIRTHDAY: August 26, 1999
AGE: 18
RELIGION: Iglesia Ni Cristo
FATHER'S NAME: Abraham Sanchez
MOTHER'S NAME: Lizelda Sanchez
PRIMARY: West City Elementary School
DONNA S. SANGUAL
Adress: Apo Island, Dauin, Negros Oriental
Cellphone number: 09268428807
e-mail: donnasangual11@gmail.com
54
NICKNAME: Don
BIRTHDAY: June 11, 2000
AGE: 17
FATHER'S NAME: Roque M. Sangual
MOTHER'S NAME: Teresa S. Sangual
PRIMARY: Apo Elementary School
C-JAE FAUSTORILLA
Bagacay, Dumaguete City
Cellphone number: None
e-mail address: cjaefa579@gmail.com

55
NICKNAME: Jao
BIRTHDAY: November 30 1999
AGE: 18
FATHER'S NAME: Marlo Faustorilla
MOTHER'S NAME: Gema Faustorilla
CHARLES DAVID GODINEZ
Boloc-boloc, Sibulan, Negros Oriental
Cellphone Number: 09154185036
e-mail address: charles.godinez@gmail.com

56
NICKNAME: David
BIRTHDAY: February 21,2000
AGE: 18
RELIGION : Roman Catholic
FATHER'S NAME: Edgardo M. Godinez
MOTHER'S NAME: Annabelle D. Godinez
VINCENT SOJOR
Sac-sac, Bacong, Negros Oriental
Cellphone Number: 09358268594
e-mail address:Vincentsojor0912@gmail.com
57
NICKNAME: Vince
BIRTHDAY: November 30, 1998
AGE:19
FATHER'S NAME: Victor Sojor
MOTHER'S NAME: Fe Sojor
PRIMARY: Bacong Central School

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1

evaluation can be positive or negative and pleasant or unpleasant.

esteem or feelings of the individual members of the group, it is considered to be

of inferiority. Children who feel incompetence and backwardness, experience less

self, but rather work to understand their self.

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

Valuable research about the relationship between individual self-knowledge in

that psychological factors influence academic success or failure. Many experiments to

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

highest potential, academic achievement involves a student’s psychological investment in

grades. These are greatly valued as a determinant of one’s success in academics

a “drop-out” (Suh & Suh, 2006).

variedly referred in literature as academic achievement, or scholastic functioning.

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

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

to work towards attainment of academic excellence by students. According to him, 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).

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

Studying and measuring the relationship between self-esteem and academic

lead to lower achievement levels.

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

motivator in measuring the relationship between self-esteem and academic achievement.

self-esteem (Knightly & Whitelock).

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

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

anxiety, personality, socio-economic background, financial burden, parental attitude, and

students’ acad performance.

Primary Independent Variable Dependent Variable

The Poignant Factors Affecting the The Student’s Academic

Figure 1. Conceptual Framework of the Study

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

Figure 2. Theoretical Framework of the Study

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

esteem is equals to success over pretensions.

Stanley Coopersmith’s Self-Esteem Theory, contemporary belief is that self-esteem is

impacted on as life progresses by a combination of positive and negative evaluations.

lay in clear rules and limits enforced by the parents.

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

instead serves a more significant function. Self-Determination Theory (SDT) states that

reported when the basic psychological nutrients, or needs, of life (relatedness,

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

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

mortality reminders when threats were made in contingent domains.

Pyszczynski et al., 2004).

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

Statement of the Problem

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

administrators and parents are commonly concerned about student’ s self-esteem. In

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

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?

EVALUATING THE POIGNANT FACTORS AFFECTING THE SELF- ESTEEM AND

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

your self worth?

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

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.