MANUAL

RESEARCH PROJECT

B.Ed (1.5 Year/2.5 Year)

Course Code: 8613

Name Javeria Sadaf

Roll No. BY622933

Registration No. 19pri24886

Semester: 3rd

Region: Rawalpindi

Theme: Confidence of Students

Sub-theme: Students Self Esteem

Topic: Strategies to boost self confidence and self esteem among students in the

class 10th
Name of the School (where the action research was conducted):

Govt. High School for boys Doberan Road Kallar Syedan District Rawalpindi

Overall background of the participants of the project; area / school: (socioeconomic status,
occupation / profession – earning trends of majority of the parents, literacy rate, academic
quality, and any other special trait of the community where the school is situated) (10
Marks)
My topic is Investigation of self esteem of 10 th grade students. I choose Govt. High School
for boys Doberan Road Kallar Syedan District Rawalpindi for my findings my research
project. The participants of my research project were students of 10th grade and their parents.
That was local research about the self esteem of students in 10th grade. First of all, it was
compulsory for me to know all information about background of students in 10th grade.

I collect all information about the background of student with the help our made performa.
This school is situated in the mid of city of Kallar Syedan District Rawalpindi. This school
has 15 rooms, one library, one office and one laboratory. It’s have one playground for
assembly and playing games.

Socio-Economic Status/ Occupation/Profession:

I selected Iqra Model Secondary School Kallar Syedan District Rawalpindi. There are 450
students present within 10th grade. I choose 10th grade students for my research. In this class
40 students are studying. There are different background and different facilities of every
student in 10th grade. Their parents are related to different kinds of occupations. There are
middle class people living in these areas. Thirty percent families are very poor. There are 5 to
8 percent students have strong background. As trainee instructor, I record my all observations
about students and their parent’s background. I note that different parents have different
status in this area.
Occupations/Profession and earning trends:

In this area, 40 percent people doing job in abroad countries like UAE etc. 35 percent people
run their small business. 10 percent people doing government job in offices, police, teaching
departments and army. 2 to 3 percent families are related to agriculture sectors. They have
their own fields for growing vegetables. Few people grow sugarcane, wheat or cotton fields.
Middle class family students help their parents in work.

Literacy Rate:

I observed and study that urban areas have more literacy rate than rural areas. There are some
good effects in village about literacy rate now. In this city, 55 percent people are educated.
Literacy rate in this city is satisfactory. In parents meeting, I observed that 25 % parents are
well educated, 15 percents are graduates, 30 percents are uneducated in the range of under-
metric etc.

Special Trait of Community:

There is specific kind community where is the school situated. People have good interests in
Cricket, wrestling, football and playing hockey. They have great interest in politics of
Pakistan and World. They have some awareness about the world happenings. Students and
their community people participate in different kind of hobbies. Nowadays people use social
media via mobile in wide range, so they are connected with other peoples by this source.

Theme: Confidence of Students

Sub-theme: Students self esteem

Topic: Strategies to boost self confidence and self esteem among students in the class
10th

1. Why did you select this specific sub-theme and topic? Relate it to your experience /
problem in your classroom / institution. (10 Marks)
(Give the background and rationale of the study)
I am teacher in Govt. High School for boys Doberan Road Kallar Sayedan Rawalpindi
thatswhy I select my school for my research project. This research projects is basically works
on local scale.

I select topic of self esteem or confidence in students. I Observed that self esteem or
confidence important factor for academic performance of students in class. For this,its
necessary students have healthy self esteem or confidence.

Lower confidence in students is serious issue in our education systems. There are many
reasons behind this. Its effect on student performance in their career and study. They should
be removed in students nature. They should be more healthy confidence in behavior.

My observation are that there is no guidance about self esteem or confidence. Thatswhy,
students show poor performance in study. There are no specific strategies or methods to
improve self esteem in students.

My students are basically weak in their self esteem or confidence. They need some help from
their environment like teachers, parents and friends etc. They must be powerful in
confidence. A healthy sense of self-confidence is necessary for your child to develop social
skills, become more resilient, and embrace her full potential inside and outside the classroom.
Children with a healthy sense of self-confidence are able to feel good about themselves and
know that they deserve respect from others.

Problems:

It’s tragically common to find that students who have specific learning difficulties, motor
skills difficulties, and physical impairments experience a lack of confidence in the classroom.
This is particularly the case when learning differences go unrecognized.

Students with learning difficulties may present as bright and articulate, but produce written
work that doesn’t match up to expectations.

It’s not unusual for such students to be labeled as lazy and uncooperative, or for them to be
told they're simply not trying hard enough at school.

In reality, they may be trying as hard as they can but not succeeding due to a learning
difficulty that makes it hard to get words down on paper.
These students often work just at or below grade level, choosing the simplest words possible
to express themselves, because writing things down is such a struggle.

What’s unfortunate is that in these cases a student’s written work does not reflect the richness
of their productive vocabulary or the sophistication of their ideas.

Through no fault of their own, people of all ages who have specific learning difficulties can
also be disorganized, forget instructions and/or lose belongings such as their pen or notes.
Students may seem to be constantly in trouble with their teachers, unwilling to conform, and
even labelled as troublemakers.

Many times this is a symptom of their feelings of inadequacy at school and a lack of self-
confidence. The tragedy is that such negative labels become a self-fulfilling prophecy.

These are students who experience significant difficulty learning from traditional teaching
methods. They have the potential to achieve but experience a degree of failure in education
that is not commensurate with their level of intelligence. This knocks their confidence and
causes their self-esteem to take a battering.
2. What was your discussion with your colleague / friend / senior teacher or

Supervisor regarding the problem? (05 Marks)

(Provide your discussion with your colleague or supervisor for better

understanding of the problem and alternate solutions)
There was a big problem in our school and in our class. That was discussed with my
colleagues. All are said that there are no methods and strategies were adopted for
increase self confidence in our students. They are many reasons for this.
The student has a low sense of self-efficacy in a subject area, activity, or academic task
and that lack of confidence reduces the student’s motivation to apply his or her best
effort. NOTE: Self-efficacy is the student’s view of his or her own abilities specific to a
particular academic area and should not be confused with self-esteem, which represents
the student’s global view of his or her self-worth.
Problems:

1 Self hatred

2 Perfectionism
3 Negative body image
4 Feeling worthless
5 Oversensitivity
6 Fear and anxiety
7 Anger and rage
8 People pleasing
9 Mental health support
We discuss problems with our colleagues and parents about the boost up confidence of
students
There are some suggested strategies for boost up the confidence of students
in class and their behavior.
Strategies
1 Help students to prepare in advance.
2 Involve all students.
 3 Use groups.
4 Reward student participation
5 Set realistic expectations for yourself
6 Failing doesn't make you a failure
7 Don't sweat the small stuff
8 Stop comparing yourself to others
9 Look after your health
10 Take care of your appearance
11 Accept we all have unique talents
12 We teach others how to treat us
13 Really listen to what’s being said
14 Stand up for yourself
15 Be proactive
16 Know when to move on
17 Are your fears genuine or unfounded?
18 Build confidence by facing your fears
19 Learn how to keep your cool
20 Breathe deeply
21 Don’t over do it
22 Learn how to say no
23 Set limits on others
3. What did you find about the problem in the existing literature (books / articles /
websites)? (10 Marks)

(Explore books and online resources to know what and how has been already done regarding
this problem)
According to Tuan & Mai (2015), the first problem is inhibition. Students often feel
unsecured when they try to express something in a foreign language. They are afraid to make

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errors in speaking, get bad comments, or feel embarrassed and scared when people are
looking at them while they speak. Melendez et al (2014) assert that students with low
proficiency level of English have their own characters like feeling anxious while speaking,
sweating, becoming silent whenever the teacher asks them to speak, or even starting to cry
due to loss of the words ( Listyani et al., 2018).

Goel & Aggarwal (2012) mentions that confident people feel socially competent, mature
emotionally, sufficient in intelligence, success, satisfaction, firm, optimistic,
independent, confident, confident, constantly moving, and have leadership qualities. It can
be said that the existence of self-confidence is very important in students because it will
allow students to be able to believe in the ability possessed, not easily give up in the face of
every problem so that students are able to perform all tasks provided independently and
with maximum results. It is therefore important to instill self-confidence in students.

According to Srivastava (2013) Confidence is one of the attitudes possessed by each

individual who has a positive outlook on himself and his situation. Confidence is the
belief in self and self-ability, a mental attitude that trusts or relies on oneself.

According to (Laal & Laal, 2011), collaborative learning is a learning that involves
grouping students to work together in solving a problem, task, or product creation.
Students in the group decide and find out for themselves how they are solving a problem,
task, or product without direct direction from the teacher. Therefore, the freedom given in
collaborative learning really emphasizes students to actively participate in joint tasks. This
will certainly make students better understand the concepts they are learning and can develop
student self-confidence.

In addition, Adams & Hamm (2010) has an opinion that: Collaborative learning of this
type is effective because the framework of the strategy is good for all students. The research
also suggests that some-what collaborative learning groups result in more cross-cultural
friendships and have some positive effect in intergroup relations. With an increasingly

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diverse group of students, learning to advance through the intersection of different points
of views is more important than ever.

Goodsell, Maher, Tinto, et al (1992) stated that ideally, collaborative learning makes
students more focused on expressing ideas in the classroom. They build their confidence
and expertise in expressing ideas they have in learning when answering questions,
listening carefully and responding to questions from other friends. They build their ability
to stay focused, maintain an idea, build relationships with some students and learn how to
politely reject or accept other students' opinions.

Wagman (1997) adding exercises that can be used to improve self-confidence are as
follows:“Emphasize yourself, avoid doing too much too soon, be flexible, be realistic,
goals outside of sport, keep a log, focus on the process rather than the outcome, consider
many factors, and prioritize. Parachin (2003) state that “Here are seven key steps for
developing dynamic self-confidence: 1) Begin with the ‘As-If Principle’, 2) Accept
responsibility, 3) Don’t let what you speak make you weak, 4) Take the dare, 5) Reject
negative advice, 6) Follow the positive voices, and 7) Make anxiety your ally.

4.What were the major variables / construct of your project? Give definitions /
description from literature. (05 Marks)

(What are the key terms in your topic or study? what do you mean of these terms? What
particular meaning you will attach to the term when used in this project?)
Self Esteem:
Self-esteem as an attitude (either positive or negative) that individuals have about themselves,
and that it is a product of the influences of culture, society, family and interpersonal
relationships (Rosenberg, 1979)
The definition of self-esteem evolved through a long history. In 1890, William James defined
self-esteem as an affective phenomenon and a dynamic process affected by successes and
failures and thus opens to enhancement, or a comparison between ideal-self (the person I
should be) and actual-self (the person I am now) (James, 1983). In 1963, Robert White

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saw self-esteem as a developmental phenomenon but it develops gradually being affected
by and in turn effecting experience and behavior, it has two sources: an internal source (own
accomplishments) and external source (affirmations from others).
Self esteem can be defined as a form of self-acceptance, personal appreciation and subjective
respect of one’s own (Morganett, 2005). Self esteem is to evaluate the difference between
their image of self and ideal self. We understand the self esteem level of the individual by
looking at the discrepancy between how the individual perceive oneself and the self they
would like to be (Pişkin, 20014). Self esteem represents the individual’s feelings such as self
acceptance, personal appreciation, overall acceptance of the personality and self-love (Adams
and Gullota, 1989). Rosenberg (1965) defines self esteem as negative and positive attitude of
the individual to oneself. According to him, self esteem arises in the result of self-evaluation
of the individual. The judgment attained as a consequence of self-evaluation is indicative for
the level of self esteem. Self esteem is the judgment of worthiness related to the concept of
self.
Symbolic interaction theories by Cooley (1912), Mead (1934), and Stryker (2002) stated that
others’ behavior would serve as a symbol that reflect their expectancy towards an individual,
and the individual would use his or her perception on this symbol as a reference to
evaluate themselves. Findings of a study by Davies and Brember (1999) supported the
implication of the symbolic interaction theories in school settings. They found that feelings of
worth or unworthiness, which came from others’ feedback, could form an individuals’ self-
image forming, which in turn, affected their mathematics and reading.
Dole and McMahan (2005) found that many students with learning and behavior problems
have poor social skills and low self-esteem, because they were addressed as problematic
students by their social environment. In other words, teachers’ expectancy towards the
students might not influence them directly; instead, students would perceive their
teachers’ behavior as a symbolization of the teachers’ expectancy; thereby, it is the
Students’ perceived teachers’ expectancy (PTE) that influenced their self-evaluation. By
explaining how students’ self-evaluation is affected by their teachers’ behavior, theories of

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symbolic interaction serves as a bridge to connect the students’ PTE to students’ self-esteem.
Figure 1 explained how teachers’ expectancy might indirectly affect students’ self-esteem.

Abdullah (2000) conducted a study to examine the relationship among achievement

motivation, selfesteem, and locus of control and academic performance of university students
in a Nigerian University. The purpose was to determine the extent university student's
academic performance was influenced by these criterion variables. One thousand, three
hundred and thirty-five male and female university students from seven faculties participated
in the study. They were selected by stratified cum simple random sampling techniques.
Results from multiple regression analysis revealed that clearly the subjective independent
variables did not predict objective measure of the students’ academic performance. Psycho-
sociological evidences abound that lack of achievement motivation and low self-esteem,
creates in students lack of interest to strive for high academic performances, and zeal to
contribute positively and efficiently to national development.
Utilizing mixed methodology, this research investigates the relationship between self-esteem
and academic achievement for young adolescents within two Western cultural contexts: the
United States and England. Quantitative and qualitative data from 86 North American and 86
British adolescents were utilized to examine the links between self-esteem and academic
achievement from the beginning to the end of their academic year during their 11th–12th year
of age. For both samples, quantitative results demonstrated that fall self-esteem was related to
multiple indicators of later year academic achievement. While country differences emerge by
the end of the year, math appears to have a consistent relationship with self-esteem in both
country contexts. Qualitative analyses found some support for British students’ self-
perceptions as more accurately reflecting their academic experience than the students from
the United States (Booth & Gerard, 2011).
Akinleke (2012) conducted a study and the aim of this study was to discover how test anxiety
and self esteem affect academic performance. Two hundred and fifty randomly drawn final
year National Diploma (NDII) students of the Federal Polytechnic, Ilaro were involved in the
study. They were given two questionnaires that took between forty and forty five minutes to

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complete. The study was carried out in a classroom environment during regular school hours.
After collecting information from the students through questionnaires, their comprehensive
Grade Point Averages (GPA) in previous year were also collected. This GPA data were then
compared to the scores obtained from the questionnaires. This study discovered that overall,
low anxiety students had higher GPAs than high anxiety students and that there is a positive
relationship between self esteem and academic performance. The implication of the findings
were that stakeholders in education should formulate policies that help students to cope with
anxiety and also initiate programs that will assist the process of learning and mastering
challenges as such would result in higher academic achievement

5. What did you want to achieve in this research project? (05 Marks)

(Objective / purpose of the study; what was the critical question that was tried to be answered
in this project)
Purpose of this project:
Demonstrate understanding, friendliness, adaptability, empathy, and politeness in group
settings.
Examine, clarify, and apply positive values and ethical principles.
Build self-esteem by discovering their unique abilities and characteristics.
Provide for individual needs and differences by giving equal recognition and support for all
academic and co-curricular programs.
1. There would be a positive relationship between self-esteem and academic performance
among students.
2. There would be a significant difference in scores on self-esteem scale among students.
3. There would be a significant difference in scores on academic performance scale among
students.
Critical Questions:
What are some things that threaten students’ confidence? How can these problems be
remedied?
What help can students get from their school if they’re struggling with academic confidence?

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What is unhealthy confidence? What are the consequences of having unhealthy confidence?
What is the relationship between confidence and academic performance? How can having
confidence help students get good grades?

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6. Who were the participants in your project? (05 Marks)

(Give details of the individuals or groups who were focused in this project e.g. the early-
grade students whose handwriting in Urdu was not good or the students of class VIII who did
not have good communication skills)
A total of 40 participants voluntarily participated in this study. This was sample randomized
according to a stratified method by specialty and grade from a Govt. High School Boys kallar
sayedan. With the help of class teachers, collegaues and parents, the survey was conducted
anonymously after being approved by the headmaster and supervisor. Of 40 questionnaires
obtained, 37 were valid, with a return rate of 80%.
The students of 10th grade are participated in main category. They are the objects of our
research project. All of participants study and discuss them in detail about self esteem and
boost their confidence with some strategies. Many student in this class are less confidence,
some are average and few students are good in confidence.
There are discussing their problems about their self esteem with parents and students as well
as colleagues.
Here are made two groups for study and discussion
1st group: students, parents and Researcher
2nd group: students, colleagues and researcher
7. How did you try to solve the problem? (10 Marks)

(Narrate the process step-wise. Procedure of intervention and data collection)

Interventions

We found relatively little evidence on how self-esteem programs or other interventions affect
self-esteem. Such interventions are practiced in many schools and other places, but it is
common for them to target not only self-esteem but also study skills, citizenship, conflict
reduction, and other variables. Obviously, if a program that attempts to boost self-esteem and
improve study skills ends up producing an improvement in grades, it is hardly safe to
conclude that self-esteem is responsible for the improvement. Furthermore, given that the
studies investigating causality have not demonstrated that self-esteem has an impact on

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academic achievement, it seems likely that any attempt to collect solid data on the impact of
boosting self-esteem would end up with null results, and the evaluators would not be anxious
to publish their results even if they could.

Data Collection

I collect
data in the form of perform about some questions with students, parents and colleagues.

Strategies:

There are suggested some strategies with the help parents and colleagues. Here are given in
detail

Recognize Themselves:

Every child is unique–but sometimes, even teachers who embrace that idea may still
treat their students as if they were a homogeneous group. When students are in a learning

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environment where everyone’s treated the same in the name of “fairness,” it can have a
powerfully negative impact on self-esteem. Students whose needs aren’t being met may begin
to feel they aren’t welcome, or that they’re disappointing the teacher by not living up to
expectations.

What’s the solution? Establish realistic expectations, goals, and accommodations that respond
to the unique strengths and needs of each child and help them succeed. And address the issue
of “fairness” up front with your students so there’s no resentment of children who receive
modifications and accommodations. As a new school year begins, discuss the differences
among all your students and establish that there will be different expectations for the amount
and kind of work done by each student. You might say:

“One of my concerns is that because of different expectations, some of you may begin to feel
that I’m not being fair. If any of you begin to feel that way, please let me know so we can
discuss it. This is very important because if students believe that things are not fair in a
classroom, it can interfere with learning.”

Embracing the individuality of every student, providing accommodations when necessary,

and explicitly addressing the issue of fairness will help create a learning environment that
naturally fosters self-esteem and resilience. You’ll be able to meet each student’s needs
without upsetting other students–and by educating students about individual differences,
you’ll nurture tolerance and acceptance in your classroom.

Responsibility

Making a positive difference in the school community is a great way to build students’ self-
esteem and resilience. When students are encouraged to contribute to the community, it gives
them a sense of ownership and pride. Look for special strengths, interests, and gifts in your
students and help translate those gifts into responsibilities they can assume.

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For example: one animal-loving young girl who struggled with memorization skills and
social isolation was recruited as a “pet monitor” by her teacher. After excelling at taking care
of the classroom’s gerbils and goldfish, she was then asked to write a short instruction
manual (which was placed in the school library) and train other children on proper pet care.
Taking on this responsibility helped her develop more confidence and perseverance, and she
became more accepted in the classroom.

Ownership

It’s so tempting to solve students’ problems by telling them what to do–but it’s even better to
give them opportunities to solve problems by themselves. When students believe they have
some degree of control over their lives, that can be a big boost to their self-esteem and
resilience.

Reinforce your students’ sense of ownership and control by providing them with decision-
making opportunities, from choosing homework problems to brainstorming solutions to a
class problem. For example, if your classroom has an ongoing problem with students making
fun of each other, try this approach instead of constant verbal reminders:

1) Ask students if they think the teasing in their classroom is a problem (if the students say
no, use their response to discuss why and how making fun of others interferes with a positive
learning environment)

2) Ask the students to consider possible solutions to the problem

3) Attempt the solution that seems most likely to be effective

Encouraging students to solve problems on their own doesn’t mean you shouldn’t offer
guidance (or intervene in a true crisis). But often, solutions devised by students themselves
are more successful than those handed down by adults. Actively involving students helps
them feel in control and reinforces their sense of ownership and empowerment–important
ingredients in resilience and self-esteem.

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Establish Self-Discipline

Students who have trouble developing self-discipline also have more trouble developing self-
esteem and resilience. These are the students who “act before they think” and often express
opposition to limits, rules, and structure. To increase understanding of the need for rules–and
motivation to follow them–involve your students in the process of establishing the classroom
rules. Early in the year, you might ask your learners:

1) What rules they think are necessary for both students and teachers to follow for the class to
run smoothly

2) What the best ways are to remember these rules so that adults aren’t constantly reminding
them

3) What the consequences should be if someone (including the teacher) forgets a rule.

When students help create the rules, they’re more likely to remember and adhere to them.
(That’s not to say that ALL classroom rules are negotiable. You’ll have to set some basic
ground rules for safety, for example.)

When students do break the established rules, try activities that help them reflect on their
behavior and its effect on others. For example, an assistant principal of a middle school asked
students to write or dictate a brief essay while they were in detention. They were given a
choice of more than 30 topics, including what they would do if they ran the school, what they
could do in the future to avoid detention, and what dreams they had about their future. Many
students were able to reflect on their lives and behaviors and think about alternative ways of
behaving in the future.

Self-Advocacy Skills

Strong self-advocacy skills lead to greater self-confidence, but many students with learning
or behavioral challenges may struggle to develop these skills. How can you boost your

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students’ ability to communicate with teachers and advocate for their needs? You might try
these steps:

Have a teacher or school mental health professional talk individually with a student about his
or her learning needs to increase awareness of that student’s strengths and weaknesses.

Identify ways in which students should approach their teacher or other school staff to
communicate their needs. You could try writing a sample script of what a student might say,
making a written list of steps that walk the student through the process, and/or having a
student practice what to say.

Provide follow-up sessions where the student can report back on the results of his or her
initial attempts at communication.

Positive Feedback and Encouragement

When you communicate genuine, realistic appreciation and encouragement to your students,
it’s a powerful way to nurture self-esteem and resilience. Too often, though, the focus falls on
students’ negative behaviors, and their positive gifts, qualities, and strengths aren’t
sufficiently nurtured or recognized.

Emotional support and encouragement are simple and highly effective ways to promote
students’ self-esteem and resilience. Make a consistent effort to focus more on your students’
positives than their negatives–and back that up with words and actions of support. They don’t
have to be grand gestures: just writing a little note on a student’s paper praising her effort can
increase her motivation and sense of self-worth. These small encouragements are especially
crucial for at-risk students or learners with disabilities, who may feel discouraged when their
progress is slow.

Cope with Mistakes and Failure:

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Fear of failure is a powerful thing. Most people worry at least a little about making mistakes
and looking foolish in front of others. Don’t let fear of mistakes and failure affect your
students’ success–intervene early by framing them as learning experiences.

At the beginning of the school year, ask your class, “Who feels that they’re going to make a
mistake or not understand something in class this year?” Raise your own hand right away,
and then start a discussion on how the fear of making mistakes can affect learning. Involve
the class in problem-solving by asking what you can do as their teacher and what they can do
as class members to minimize the fear of failure. Explain to your students that not
understanding material is to be expected and that your role is to help them learn.

Throughout the year, keep track of how you respond to your student’s mistakes. Do you
overreact sometimes? Make statements in class or on papers that do more harm than good?
Avoid cutting remarks like “How often do I have to repeat myself?” or “Were you listening
carefully?” or “You would do okay if you only tried harder.” If a student has trouble listening
carefully, it’s much more helpful to say something like, “I can see that those directions might
have been too long and too confusing. Let’s try to figure out what each of us can do that will
help.”

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8. What kind of instrument was used to collect the data? How was the instrument
developed? (05 Marks)

(For example: observation, rating scale, interview, student work, portfolio, test, etc.)

I collect all data about my research topic in detail with the help of following items

Observation sheets:

In the beginning of my start research project, I prepared my observation sheet for judgment,
analyses and reasons of self esteem in students

Rating scale:

Rating scale is prepared for the self esteem in students. Rating scale is defined as a closed-
ended survey question used to represent respondent feedback in a comparative form for
specific particular features/products/services. It is one of the most established question types
for online and offline surveys where survey respondents are expected to rate an attribute or
feature. Rating scale is a variant of the popular multiple-choice question which is widely used
to gather information that provides relative information about a specific topic.

There are four primary types of rating scales which can be suitably used in this survey:

● Graphic Rating Scale

● Numerical Rating Scale
● Descriptive Rating Scale
● Comparative Rating Scale

Students Work:

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In the beginning of my research project, I asked all students to explore yourself with your
qualities and introduction for checking confidence in students.

Strongly Strongly
Agree Disagree
STATEMENT Agree Disagree

1. I feel that I am
a person of
worth, at least
on an equal
plane with
others.

2. I feel that I
have a number
of good
qualities..

3. All in all, I am
inclined to feel
that I am a
failure.

4. I am able to do
things as well
as most other
people.
 5. I feel I do not
have much to
be proud of.

6. I take a
positive
attitude toward
myself.

7. On the whole, I
am satisfied
with myself.

8. I wish I could
have more
respect for
myself.

9. I certainly feel
useless at
times.

10 At times I think
. I am no good
at all.

Questionnaire:

Your score on the Rosenberg self-esteem scale is:

Scores are calculated as follows:

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For items 1, 2, 4, 6, and 7:

Strongly agree = 3

Agree = 2

Disagree = 1

Strongly disagree = 0

For items 3, 5, 8, 9, and 10 (which are reversed in valence):

Strongly agree = 0

Agree = 1

Disagree = 2

Strongly disagree = 3

The scale ranges from 0-30. Scores between 15 and 25 are within normal range; scores
below 15 suggest low self-esteem.

Or

Below is a list of statements dealing with your general feelings about yourself. Please
indicate how strongly you agree or disagree with each statement.

1. On the whole, I am satisfied with myself.

Strongly Agree Agree Disagree Strongly Disagree

2. At times I think I am no good at all.

Strongly Agree Agree Disagree Strongly Disagree

3. I feel that I have a number of good qualities.

Strongly Agree Agree Disagree Strongly Disagree

 4. I am able to do things as well as most other people.

Strongly Agree Agree Disagree Strongly Disagree

5. I feel I do not have much to be proud of.

Strongly Agree Agree Disagree Strongly Disagree

6. I certainly feel useless at times.

Strongly Agree Agree Disagree Strongly Disagree

7. I feel that I'm a person of worth, at least on an equal plane with others.

Strongly Agree Agree Disagree Strongly Disagree

8. I wish I could have more respect for myself.

Strongly Agree Agree Disagree Strongly Disagree

9. All in all, I am inclined to feel that I am a failure.

Strongly Agree Agree Disagree Strongly Disagree

10. I take a positive attitude toward myself.

Strongly Agree Agree Disagree Strongly Disagree

Scoring:

Items 2, 5, 6, 8, 9 are reverse scored. Give “Strongly Disagree” 1 point, “Disagree” 2

points, “Agree” 3 points, and “Strongly Agree” 4 points. Sum scores for all ten items.
Keep scores on a continuous scale. Higher scores indicate higher self-esteem.

9.What were the findings and conclusion? (Provide instruments and analysis as
appendix) (10 Marks)

Test Data:

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Based on the test data and result, some students have lower self esteem in students. They
have less confidence in nature. They show lower performance in academic and daily life.

Questionnaire Results:

I observed many things before and after research. Here are given:

Research Finding Before Action After Action

Research Research

1) finding Low self esteem Self esteem and

confidence & and confidence confidence
Self esteem in observed develop better in
students students

2) finding Shy, anxiety, less These are

reasons behind knowledge etc. removed after
self esteem are observed completed
research.

3) Finding some No strategies are Better strategies

strategies to adopted to and suggestions
overcome ratio of decrease the are adopted for
lower self esteem lower percentage self esteem and
confidence

4) Students They don’t share They share their

problems in their problems problems with
school with teachers and teachers and
fellows. fellows

4) Students There was Well and healthy

 praise for better minimum appreciation is
work appreciation for started for
good work of increasing
students. confidence in
students

5) students There is Now, no

comparison with compared the comparison is
others students with performed among
others for study students

6) students They have lower Build up good

information and base concepts concepts and
knowledge and knowledge information
for their subjects. about their
subjects.

The graph shows about the recovery of our self esteem in classroom.

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Conclusion:

To conclude, research results show beneficial outcomes of positive self-esteem, which is seen
to be associated with mental well-being, happiness, adjustment, success, academic
achievements and satisfaction. It is also associated with better recovery after severe diseases.
However, the evolving nature of self-esteem could also result in negative outcomes. For
example, low self-esteem can be a causal factor in depression, anxiety, eating disorders, poor
social functioning, school dropout and risk behavior. Interestingly, the cross-sectional
characteristic of many studies does not exclude the possibility that low self-esteem can also
be considered as an important consequence of such disorders and behavioral problems.

Self-esteem is an important risk and protective factor linked to a diversity of health and social
outcomes. Therefore, self-esteem enhancement can serve as a key component in a BSA
approach in prevention and health promotion. The design and implementation of mental
health programs with self-esteem as one of the core variables is an important and promising
development in health promotion.

10. Summary of the Project (05 Marks)

(What and how was the research conducted – main objective, process and findings)

I choose Govt high school (boys) for my research project on the topic of Strategies to boost
confidence ans self esteem in students of 10th grade. My university gives me some ideas for
observing and analyzing results. In which theme and sub-theme is included in my research
project. I choose sub theme self esteem of students and improving them with strategies. I note
that self esteem in class 10th and write down the reason behind them.

I note many reasons for lower self esteem and confidence in 10th grade students. For
improving or boost self esteem or confidence in students, I make some strategies with my
colleagues and parents.
I guide them in briefly about self esteem effect in our academic performance and our daily
life. I boost their self esteem or confidence by some interesting tricks. I make class
environment friendly and they share their problems easily. I discuss their problems and solve
them with our headmaster.

11. How do you feel about this practice? What have you learnt? (Self-reflection) (10
Marks)

In my research project, I learn that there are benefits of positive self-esteem they:

● Feel respected

● Are resilient and feel proud even when they make a mistake

● Have a sense of control over activities and events in their life

● Act independently

● Take responsibility for their actions

● Are comfortable and secure in forming relationships

● Have the courage to make good decisions, even in the face of peer pressure

It’s worth analysing the different elements that are brought into play to nurture self-esteem,
because these principles can be useful to teachers in various school contexts.

The course is broken down into levels. Within each level is a series of individual modules so
the learner works through small, incremental steps. First, the vowels are named as the student
correctly places his or her hands on the keyboard and follows the correct finger positions on
the screen.

30
Learners, especially those with specific learning difficulties such as severe or even moderate
dyslexia, may have struggled in the past even at this level, but the course is designed to help
them to be successful and feel in control of their own learning.

At the end of the module, there is immediate recognition and feedback of accomplishment
when a score pops up.

The course sets appropriate expectations, levels and boundaries for achievement/non-
achievement. If the student hasn’t achieved a high enough score the first time around, the
module can be repeated.

If they are used to failure, sometimes when they get a high score, students will look around to
see if anyone has noticed. A bit of praise from teachers, a simple “Oh well done” or “Wow”
or “I knew you could do it” can do a lot to make a struggling student feel good about him or
herself and want to continue.

Being specific and honest with praise is important. “You got here on time; I like the way you
got straight into the work; your accuracy scores have improved; your speed has increased;
you’ve now got seventeen very good scores”. Telling someone they’ve done well when they
haven’t doesn’t help their confidence or self-esteem. It makes them not believe or trust you.

And don’t go over the top. If you tell your student he or she is a genius for accomplishing
something simple, what do you say to step it up when they accomplish something
remarkable? As an approach to praising performance TTRS recommends using fantastic,
brilliant and superb for 100%, excellent for 95%, very good for 90%, and good for 80%. This
measured approach is highly effective.

12. What has it added to your professional skills as a teacher? (05 Marks)

There are many professional skill added in my research project.

 ● Motivator

● friendliness

● organizer

● teacher

● father

As motivator, I motivate all students for boost confidence or self esteem. I awarded the
students in work with appreciation or praise them. They are encouraged on the failures in
their study. They were happy with my behavior and they build up their confidence with
improving themselves. It’s important to praise students in ways that build self-esteem and
teach them to be proud of their efforts and accomplishments. Praise kids’ efforts, but don’t
lavish praise on everything they do. Students know when they’ve been successful and worked
hard—and when they haven’t.

As teacher, I gave him best knowledge with easy explanation on better way. They get good
concept of subjects. They did not find any confusion or doubt in their study. By this way, they
get good confidence on their study or subjects.

Being a supportive, realistic—but not overprotective—parent or caregiver is key. Asking

teachers to be supportive but realistic is important, too.

Help your child discover strengths to build on. You can even help your child set a
“competence anchor” to build self-esteem. A competence anchor helps kids trigger a memory
of something they did well in the past. That allows them to tap into joy and confidence and
take that feeling with them as they tackle challenges.

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13. List the works you cited in your project (follow the APA manual – 6th Edition). (05
Marks) Examples of format are available on websites.

● Listyani, Listyani & Kristie, Lavani. (2018). Teachers’ Strategies to Improve

Students’ Self-Confidence in Speaking: A Study at Two Vocational Schools in
Central Borneo. Register Journal. 11. 139. 10.18326/rgt.v11i2.139-153.
● Goel, M. & Aggarwal, P. (2012). A Comparative Study of Self confident of Single
Child and Child with Sibling. International Journal of Research in Social Sciences,
3, 89-98.
● Laal, M & Laal, M. (2011). Collaborative Learning: What is it?. Procedia-Social and
Behavioral Sciences, 31, 491 – 495.
● Wagman, D. (1997). Bulding self-confidence part II. ProQuest Research Library,
9, 217-219.
● Adams, D & Hamm, M. (2010). Demystify Math, Science, and Technology
Creativity, Innovation, and Problem Solving. USA: Rowman & Littlefield Publisher,
Inc.
● Goodsell, A.S., Maher, M.R., Tinto, V., et al (1992). Collaborative Learning: A
Sourcebook for Higher Education. Washington : NCTLA.
● Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ:
Princeton UniversityPress.
● James, W. (1983). The principles of psychology. Cambridge, MA: Harvard.
● Morganett, S. R. (2005). Yaşam Becerileri. [Life skills]. (Translate: Sonay Gürçay,
Alim Kaya, Mesut Saçkes), Ankara: Pegem Publishing.
● Pişkin, M. (2004). Özsaygıyı geliştirme eğitimi. [Self-esteem development training].
(Edt. Yıldız Kuzgun) (in: Guidance in elementary schools), Ankara: Nisan Publishing.
● Adams, G.R., Gullota, T. (1989). Adolescent life experience. Belmont, CA: Brooks/
Cole.
● Prihadi K, Chua M. (2012). Journal of Education and Learning. Vol.6 (1) pp. 1-14.