Osmeña Colleges

GRADUATE SCHOOL
City of Masbate, 5400 Philippines

CAPSULE RESEARCH PROPOSAL

Title of Research Proposal “Academic Self-Concept and Academic Achievement

Among Grade 6 Students of Quezon Elementary School”

Author Analyn A. Teodoro, LPT

Quezon Elementary School
Claveria South District

I. Research Questions/Statement of the Problem

A. Main Research Problem/s

The study seeks to find out the academic self-concept of the Grade 6 students of
Quezon Elementary School vis-a-vis their academic achievement.

B. Sub-Problem/s

1. What is the profile of the respondents as to:

1.1 gender, and
1.2 general weighted average?
2. What is the academic self-concept score of the respondents as to:
2.1 academic confidence; and
2.2 academic effort?

3. Is there a statistically significant relationship between the academic self-concept

and academic achievement of the respondents?

4. What measures may be proposed to improve the academic self-concept and

academic achievement of the respondents?

II. Scientific/Theoretical Background of the Study

The researcher’s theory on this study that the performance of a learner is dependent on
how motivated he/she is towards achieving an academic goal and on how dedicated the
teacher is in helping him/her to fulfil such potential is a development of the following
theories:

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 Walberg’s Model of Educational Productivity. Walberg’s model specifies that
classroom learning is a multiplicative, diminishing-returns function of four essential
factors—student ability and motivation, and quality and quantity of instruction—and
possibly four supplementary or supportive factors—the social psychological
environment of the classroom, education-stimulating conditions in the home and peer
group, and exposure to mass media.  Each of the essential factors appears to be necessary
but insufficient by itself for classroom learning; that is, all four of these factors appear
required at least at minimum level. It also appears that the essential factors may
substitute, compensate, or trade off for one another in diminishing rates of return: for
example, immense quantities of time may be required for a moderate amount of learning
to occur if motivation, ability, or quality of instruction is minimal (Haertel et al., 1983).

Behaviorism. Behaviorism assumes a learner is essentially passive, and will be shaped

through positive or negative reinforcement. Learning is therefore defined as a change in
behavior. Skinner (1974) believed that behavior is a function of its consequences, i.e.
learners will repeat the desired behavior if positive reinforcement is given. The behavior
should not be repeated if negative feedback is given. Giving immediate feedback,
whether positive or negative, should enable your learners to behave in a certain way.
Positive reinforcement or rewards can include verbal feedback such as That’s great,
you’ve produced that document without any errors or You’re certainly getting on well
with that task, through to more tangible rewards such as a certificate at the end of the
programme, or a promotion or pay rise at work.

Humanism. Humanism is an approach that believes learning is seen as a personal act to

fulfill potential. Humanists believe that it is necessary to study a person as a whole,
particularly as they grow and develop over their lifetime. Rogers (1983) and others
developed the theory of facilitative learning based on a belief that people have a natural
human eagerness to learn and that learning involves changing your own concept of
yourself. This theory suggests that learning will take place if the person delivering it acts
as a facilitator. The facilitator should establish an atmosphere in which her learners feel
comfortable, are able to discuss new ideas and learn from their mistakes, as long as they
are not threatened by external factors.

III. Knowledge Gap to be Filled

No studies have been conducted yet in Claveria South District that deals with academic
self-concept of the students and its relationship to their academic achievement.

IV. Materials and Methods

A. Research Design
 The study is quantitative in design. The quantitative tools consists of the academic self-
concept survey questionnaire adapted from Liu and Wang (2005).The study was primarily
descriptive as it will make use of a set of gathered data or information analyzed, summarized and
interpreted along certain thought or purposes of specific study (Good and Scates, 1973). This
study will also make use of a rating-scale in analysis of the data for the problems under study.

B. Respondents and Sampling

The respondents are the Grade 6 Learners of Quezon Elementary School. 22 or 52.38
percentare male 20 or 47.62 percent are female.

Quezon Elementary School is located in Brgy. Quezon, Claveria of the 1 st legislative

district of the province of Masbate. It is composed of 10 public school teachers with an estimated
student population of approximately 450 students.

The Municipality of Claveria, is a 3rd class municipality in

the province of Masbate, Philippines. It is located on the southern portion Burias Island,
southeast of the nation's capital of Manila .According to the 2015 census, it has a population of
43,693 people, with a density of 240 inhabitants per square kilometre or 620 inhabitants per
square mile.

C. Data Gathering Instrument/s

The main instrument to be used in gathering the data needed for the study consisted of the
academic self-concept questionnaire adapted from Liu and Wang’s Academic Self-Concept
Scale (2005). The following rating scales will be used:

For Academic Performance:

GWA Adjectival Description

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly satisfactory
74 and below Did not meet expectations

For Academic Self-Concept Score (ASCS)

Weighted
Adjectival Description
Mean
4.51-5.00 Very High ASCS
 3.51-4.50 High ASCS
2.51-3.50 Average ASCS
1.51-2.50 Low ASCS
1.00-1.50 Very Low ASCS

V. References (cite at least 5)

Title of Article Title of Author Problem and Major

Journal/Book Methodology Results/Findings
Achievement European Emmanuel, et. The study Majority of the high
Motivation, Journal of al investigated the school students were
Academic Self- Research and relationship highly motivated,
Concept and Reflection in between have high self-concept
Academic achievement and performed well on
Educational
Achievement motivation, the Mathematics
Sciences Vol. 2
Among High academic Achievement test. The
School Students No. 4, 2014 selfconcept and study also found a
ISSN 2056-5852 academic significant correlation
achievement of between self-concept
high school and academic
students. A total achievement. Again,
of 120 students there was a positive
selected from four relationship between
high schools achievement
participated in the motivation and
study. The academic achievement
Inventory of but the correlation
School was not significant.
Motivation (ISM)
developed by
Mclnerney &
Sinclair (1991)
and The Self-
Concept Scale by
Cambra &
Silvester (2003)
were
administered on
the sample to
assess their
motivation and
self-concept
respectively.
Percentages, and
Pearson Product
Moment
Correlation Co-
efficient were
used to analyse
the data.