INDEPENDENT LEARNING AND SELF-ESTEEM AMONG 3RD YEAR BEED

STUDENTS OF COMPOSTELA VALLEY STATE COLLEGE- MONTEVISTA

BRANCH

___________________________________________________________________

An Undergraduate Thesis

Presented to

The Faculty of Teacher Education Department

Compostela Valley State College

Montevista, Davao de Oro, 8801

_______________________________

In Partial Fulfilment of the Requirements for the Degree

Bachelor of Elementary Education

Major in Generalist

_______________________________

Fajardo, Jallynfel

Lasaca, May Flor L.

Molinas, Charislyn L.

JUNE 2020
 CHAPTER 1

The Problem and its Scope

Background of the Study

Nowadays, educational system faces a very challenging situation in teaching

and learning process due to Corona Virus 2019 outbreak. Covid 19 has cause of

plenty of changes to the traditional learning environment. Instead of being

surrounded by peers and classmates inside the classroom, learners are advice and

required to learn remotely and independently from home. That’s why Virtual

independent learning exist because it is a supportive curriculum that the learners

should still accommodate in the learning process as tools in sending different task

through digital devices that serve as a channel of communication. This study will

help to determine the independent learning and the self- esteem of the students in

CVSC using a various types of virtual learning method for education system.

According to Rey Laguda DepEd Undersecretary for finance said that ‘It’s not just

plan for the future based on what we need today. “We need to think of new

approaches to on how our school will operate in this new normal”. With that, the

virtual independent learning is one of approaches that can support the learning of the

students in terms of distance learning.

Internationally, Elmhurst University says that virtual learning is designed to

extend educational experiences. It does not try to replicate them. In virtual leaning

environments, students access resources and interact in ways they would not or

could not in the physical classroom (Debra Meyer, 2020).

 Nationally, the University of the Philippines Systems shifted to blended

learning using already existing platforms like University Virtual Learning Environment

(UVLE) and UP Open University (UPOU) which is maximizes online learning and

distance education and also offers free special courses on online learning (University

of the Philippines – College of Education, 2020).

Locally, in General Santos City, Philippines digital technology has served

people for educative purposes and formation of virtual social connections for the co-

existence of human relationships amid the Covid-19 pandemic. It explores the use of

emerging technologies and the effect of these technologies to fulfil the social and

educational needs of the stakeholders in time of crisis or emergency, Hum Behay

(2020). The researchers observed that this problem exists in the area of Montevista,

Davao De Oro specifically in Montevista Compostela Valley State College wherein

many of the students are having difficulty in adapting the said approach since there

were varied learning instructions that required the students to be flexible and stable

internet connections.

In fact, this study the researcher wants to determine the impact of

independent learning and the self-esteem of BEED students in taking some

responsibility to take their course or even in the level of self- esteem in implementing

the independent learning. The researcher wants to conduct the study on how

independent learning affects the self-esteem of the students.

Theoretical Framework

In this part of the study it presents the deferent related literature and related

studies relevant to the present study conducted.

Relevant Theories
 Based on the theory of hierarchy of need by Maslow (1943). In this theory,

higher needs in the hierarchy begin to emerge when people feel they sufficiently

satisfied the previous needs. It states that this theory emphasize one important

needs of a person that has been specify. It will lead the researchers to the possible

result of this study that self- esteem was one of the factors that affect the person

critical thinking skills.

According to intechopen.com, Self-regulated learning is an educational theory

which can be maximized in an online class to provide learners with the needed

scaffolding to manage their learning. The theory of transactional distance, from the

field of distance education, provides insights into the relationship among the course,

learners, and instructor, and how the psychological distance created by the physical

gap between the learner and the teacher can be migrated (2015).

Self- esteem is a similar concept to self- worth but with a small (Although

important) difference: self-esteem is what we think, feel, and believe our selves,

while self-worth is the more global recognition that we are valuable human beings

worthy of love (Hibbert, 2013).

This theory, explain about the self- esteem of what is the different of self-

worth. It indicates, that the self-esteem was depends of our minds and emotions on

how we believe of what we are doing through ourselves. As a future educator, we

reach the level of high self-esteem if we believe to ourselves starting our ability,

dealing challenges in life and we achieve this through boosting our confidence and it

may lead to the future. If we have our confidence, we measure in a certain field of

being successful of a valuable person.

 Connectivism is a learning theory developed by George Siemens (2004). It

discusses the inadequacies of current theories of learning such as behaviourism,

cognitivism and constructivism and how they relate to technology. Siemens theory is

concerned with the impact technology has a society and it focuses on how learning

and educational pedagogy is shifting. Its key point is that learning is no longer

individualistic, but relies more on learning through participation within communities of

practice. Connectivism is about making connection between people and with

technology.

This theory explain about the connection between people and the technology

because as we all know that in dealing virtual learning it requires the presence of

technology. Technology plays an essential role in integrating and implying virtual

learning to achieve the better, effective and productive learning experiences

throughout their learning process.

Conceptual Framework

Figure 1

IV DV

Independent Learning Self-esteem

Parental support Level of self-esteem

Attitudes towards on learning Self-efficacy

Learning style Motivation

Figure 1 shows, the conceptual framework of the study

The figure shows the concept of this research entitled ‘’INDEPENDENT

LEARNING AND SELF-ESTEEM AMONG 3rd year BEED students’’. The dependent

variable is the independent learning where the indicators are parental support,

attitudes towards learning and learning style. Independent learning allows student t

to take responsibility for their own learning. Exploring for them is the very core of

learning. However, independent learning doesn’t mean that the learners learns alone

because in order to be an independent learner it needs guidance by the teacher and

apply the scaffolding strategy of teaching for them to be able to learn independently

with confidence. Unfortunately, due to the outbreak of corona virus 2019, parents

support highly needed in the learning process of the students for them to be guided

and supported. Also the learning style matters on engaging the independent learning

because every learner has their own ways of learning that contributes a lot in terms

of their performance. as well as the attitude towards on learning must be observed

for them to be more productive and effective independent learner.

On the other hand, the independent variable is the self-esteem. The indicators

level of self-esteem, self-efficacy and the motivation that contributes in building and

developing students’ self-esteem. The indicators of self-esteem are taken from

Heatherton et al (1991) study. It support the researcher’s questionnaire that

measures the student self-esteem if what should be the outcome of virtual

independent learning in to the students learning process.

According to the research findings by Yazon 2015, self-efficacy is very

important in the learning process of students which bring awareness among students
that their self-esteem and self-efficacy can enhance the educational and

psychological growth of the students for him to become an effective and efficient

member of the society.

Motivation is our drive to do things. It’s the element that keeps us moving

towards our goals. Motivation is essential and can go up and down depending on our

self-control and other external circumstances that affect our actions. You can

improve your motivation by boosting your self-esteem (Maslow, 1943).

Statements of the Problem

This research measure and determine the significant relationship between

independent learning and self- esteem among 3 rd year BEED students of

Compostela valley state college. This will provide valuable data regarding on how

independent learning affects their self-esteem. Specifically, this study aims to answer

the following questions:

1. What is the level of independent learning among 3 rd year BEED students of

Compostela Valley state College describe in terms of?

1.1 Parental support

1.2 Attitudes towards on learning

1.3 Learning style?

2. What is the level of self-esteem of 3rd year BEED students of Compostela Valley

state College Montevista describe in terms of?

2.1 Level of self-esteem

2.2 Self-efficacy
 2.3 Motivation?

3. Is there significant relationship between Independent learning and Self- Esteem of

3rd year BEED students of Compostela Valley State College?

Hypothesis

This study entitled “Independent learning and self-esteem among 3 rd year

BEED students of Compostela Valley State College Montevista’’ has one expected

outcome among the following hypothesis:

N0. The independent learning has no effect among 3 rd year BEED students’

self-esteem.

N1. The independent learning has an effect on 3 rd year BEED students’ self-

esteem.

Review of Related Literature

This segment the study presents the research investigation any literature

studies that are relevant of the research paper. The articles are taken and found in

any sources such as Google, online research that bears any information that could

support the study.

Independent Learning

According to Professor Stephanie Marshall, Chief Executive, HEA 2018 stated

that helping students to learn independently is critical to their future success. We

know, for example, that come with it. It is also incumbent on us in the sector to help

students to become effective lifelong learners and independent learning is a critical

part of that. Provide opportunities for initial and continuing professional development

for staff in relation to independent learning.

It is found that using independent learning can improve test scores as well as

the accessibility that will able to students continues their learning process at their

own pace. Thomas Telford School, UK became the first school where 100% of

students receive A-C grades in at least 5 of the GCEs. The school revealed that one

of the major factors behind its success was the focus of independent learning

Unfortunately, due to covid19 pandemic the student become more

independent in their studies and we use flexible learning as an aid of Independent

learning which means that the students use some resources and gathered some

information that they need to study with their own. They can choose some content

that helps them to comprehend the best concepts just like explainer videos, audio

and info graphics and more content.

The pandemic brought people to focus on the advantages of the virtual world

within the confines of their homes. A study reported that in local place in china,

38.30% of the students search for news related to pandemic every day, and access

online lessons using mobile phones (98.85%) and laptop (75.38%) because the

students are not able to attend school through face-to-face education, so they opted

to use any platform of media to support the learning process (Pan 2020)

To responds and address to the needs and necessities of learners, especially

of the 3.5 million tertiary level students enrolled in approximately 2400 Higher

Education Institution ,certain HEIs in the country have implemented proactive

policies for the continuance of education despite the closure. These policies aim to

include the modified forms of online learning activities. Online learning might be in
terms of synchronous, real-time lectures and time-based outcomes assessment or

asynchronous, delayed time activities like pre-recorded video lectures and time

independent assessments (Oztok et al., 2013)

De La Salle University (DLSU) has resorted to remote online learning, which

combines the asynchronous and synchronous activities. For those students who

cannot able to access and participate online learning, there are flexible options for

completing the course requirements throughout the academic year (De La Salle

University 2020a).

However, the Ateneo de Manila University (ADMU) has suspended the

synchronous online classes but continuing asynchronous online learning so that “all

students can learn at their own pace” (Villarin, 2020). University of Santo Tomas

(UST) has decided to continue with synchronous and asynchronous online classes

and flexible grading of students outputs and assessments (University of Santo

Tomas, 2020).

Virtual learning comes in many forms namely; computer-based, internet-

based, remote teacher online, blended learning, and facilitated learning, o. They

have its own vital role and usage in terms of learning because they are both useful

and beneficial platform of learning according to its purpose and function.

Virtual learning is usually associated with online courses or online

environments, but it has much broader dimensions (Veronica Racheva, 2017).

Virtual learning is designed to extend educational experiences. It does not try

to replicate them. In virtual environments, students access resources and interact in

ways they would not or could not in the physical classroom (Debra Meyer, 2020).
 Self-regulated learning, where students use meta-cognitive skills to plan,

implement and reflect on their learning, have been increasingly associated with

better academic achievements (Johnson and Khiat, 2015).

As information and communication technologies have kept advancing, online

education has become more feasible technologically, economically, and

operationally (Dziuban and Picciano et.al, 2016).

A self-directed learning tends to actively engage in the learning processes,

such as acquiring information, planning and evaluating the learning activities. The

student learning process and performance can able to increase their participation by

actively engaging learning activities (Freeman et al., 2014; Yilmaz, 2016).

Additionally, according to (Lubis, Ritonga, Hia & Nasuton,2020;

nachimuthu,2020) online learning encompasses some variety of study, coursework

and learning that are being conducted and facilitated through internet usage as well

as any electronic devices whereby the teacher and students are staying separately

connected in different venues which supplement the normal class learning.

To make the online learning more effective and productive the students are

required the right and strong foundation as well as the support which boost and

develop a good attitude towards the online learning which contributes a positive self-

esteem towards on it. Without this the online learning will be wasteful (Bao, 2020).

Blended learning or ‘hybrid learning’’ from the standpoint of the Deped is a

fusion of ‘online distant learning’ and ‘in- person’’ delivery of printed materials to the

homes of the barangays (villages) for those who don’t have internet access and

interactive facilities in the comfort of their homes (Anna Rosario Malindog- Uy 2020).
 Computer- Based instruction is not provided by a teacher; instead, instruction

is provided by software installed on a long computer or server. This software can

frequently customize the material to suit the specific needs of each student.

Internet- Based this is similar to computer- based instruction, but in this case,

the software that provides the instruction is delivered through the Web and stored on

a remote server.

Remote Teacher Online instruction is provided by a teacher, but that teacher

is not physically present with the student. Instead, the teacher interacts with the

student via the internet, though such media as online video, online forums, e-mail

and instant messaging.

Blended Learning this combine’s traditional face- to-face instruction, directed

by a teacher, with computer- based, Internet- based or remote teacher, and at least

one of the forms of virtual learning described above.

Facilitated virtual Learning this is computer-based, Internet-based or remote

teacher online instruction that is supplemented by a human ‘’facilitator’’. This

facilitator does not direct the student’s instruction, but rather assist the students

learning process by providing tutoring or additional supervision. The facilitator may

be present with the Web or other forms of electronic communication.

Behaviourism can be used in virtual learning through step-by- step tutorials,

game- based activities, regular constructive feedback, quizzes, gamification, and

other methods. The study of behaviourism focuses on how students act while

learning. It focuses on how learners respond to certain stimuli; they can control, and

modify the learner’s individual behaviour. In virtual education customizable learning

environments, adaptive and personalized learning applications, Al, learning

analytics, and other methods can all be used to implement cognitivism. It is critical to

provide content that tailored to your student’s cognitive abilities, such as text images,

multi-media, and other forms of content that allow students to choose how lessons

are presented (November 29, 2017). Independent learning skills are one of the keys

to tertiary level success, and the value of such skills widely recognized in Austrian

universities (Australian Bachelor Degree 2013).

Independent learning is a virtual aspect of becoming a student because it can

test your commitment and determination while also helping you improve your

emotional and time management skills. Being an independent learner entails taking

responsibility for your work load obligations and deadlines, which, once mastered,

will be the secret to your academic success (University of Bristol 2002-2021).

Independent learning is about pupils being active rather than passive. It is about

them working out the answers rather than being told them. It is about them wanting

to study because they want to understand more, rather than taking a Utilitarian

stance that I am doing this because I want to pass the examination. Independent

learning is not the easy option- it is tough (Berkhamsted School Speech Day July

2013).

Independent learning is an important feature that allows people to explore new

concepts and skills while also enhancing their imagination and creativity. Individuals

will learn without the same amount of teacher help that they would receive in school.

Self- discovery is aided by independent learning. Self-discovery is aided by

independent learning. Self- discovery is important in student life, especially when

pursuing higher education, because it helps students organize their learning. It also
assists students in setting targets for required changes. It is not necessary for

students to work on their own all of the time while they are studying independently

(The higher Education Academy, 2013).

According to Henry and colleagues 2018, associated independent learning with

a number of key themes: responsibility or ownership of outcomes; confidence in

skills or ability to achieve (self-efficacy); engagement with learning; the expansion of

students’ knowledge base instead of focusing on prescribed material (Thomas et al.,

2015).

Students had a poor understanding of independent learning and overlooked

the differences between independent learning in higher education and school or

college. It was found out the students from different disciplines were surprised by

their responsibility for the contents of their learning, and that their independent

learning was not monitored.

Meyer (2010) classified independent learning challenges into two categories:

challenges that are tutor-related and challenges that are student – related. In brief,

tutors’ perceptions of how students learn may not correspond to the

conceptualisation of independent learning. Students also may resist the introduction

of independent learning or may misunderstand or abuse the freedoms associated

with its introduction, which makes the implementation of independent learning

challenges.

Self-esteem

Bremen (2017) stated ‘’ whether it’s students, a team or an individual, our best

‘doing’ happens when we are being our best selves”. Our success depends on our
belief in our own self to achieve it. Development of self-esteem is considered to be

shaped by learning experiences, lived throughout life, and a dynamic process, and it

compasses individual perspectives and qualities of the self.(Sari et al.,). Moreover,

according to Arshad et al. (2015), there is a strong positive correlation between self-

esteem and academic achievement among university students.

Self-esteem is the judgement of worthiness related to the concept of self. Self-

esteem is a fundamental component of healthy development from childhood through

adulthood. Self-esteem is unstable and can fluctuate depending on the feedback

receive. According to Mc Leod 6, self-esteem should be viewed as a continuum, and

can be high, medium or low. Both high and low levels can be emotionally and

socially harmful for the individual. People with high self-esteem tend to focus on not

making mistakes in life.

According to the study of Mr Alberto D. Yazon from the Laguna State

Polytechnic University, explains that how people feel about themselves and how

much they like themselves is what we called self-esteem. When it comes to college

students, self-esteem is the can be socially and academically. Having a high self-

esteem is beneficial especially among college students. Students who feel positive

about themselves can sleep well, succumb less easily to pressure of conformity by

peers, are less likely to use drugs and alcohol, are more persistent at difficult tasks,

most pertinent to this study is that they tend to perform better academically and

more sociable. Self-esteem is one of the key to ingredients of success.

Any level of self-esteem may lead to a negative or positive reaction with the

environment and health-related behaviour may be caused by the adolescents’ level

of self-esteem. Self-esteem is each person’s belief about his value and importance.
Self-esteem reflects a person’s overall subjective emotional evaluation of his or her

own worth which refers to self-confidence in his or her thinking skills, right for

success, happiness and one’s need or desire expression, coping with challenges,

feeling competent, and enjoying the results of his or her own efforts.

Additionally, people according to Maslow, need both external esteem and

internal self-respect in order to develop as individuals and achieve self-actualization.

Kendra Cherry – Steven Gans, MD 2021 updated on March 31. Today, the concept

of ‘independent learning’ is associated with, or part of, a number of other educational

concepts and the wider policy agenda of contemporary relevance such as

“personalisation’, student- centred learning an ‘ownership” of learning (DfES, 2006).

Many schools in England and Wales identify the development of student’s

independent learning skills as an aim in their school development plan (DCSF,

2008).

More specifically in higher education (HE), for over two decades now, there

has been an extensive movement internationally to change teaching in HE through a

range of innovations which promote independent learning (Launillard, 2013).

Self- esteem is a vitally important topic for parents to know about. We describe self-

esteem in great detail in our Nurturing Children’s Self- Esteem center which we hope

you will read. It’s specifically important that parents, teachers and other concerned

adults in children’s lives look out for any challenges or problems that may negatively

impact the development of their overall self- image and self- esteem and do what

they can to help address those problems early on so that they do not contribute to

children’s more permanently low self-esteem (Jean Piaget’s theory by Dr. Saul

McLeod Updated December 07, 2020).

 According to Assor, Roth,& 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 to preserve

relationships but with obvious negative effects on well-being.

According to Tartaglia, 2016, found a positive relationship between self-

esteem and using Facebook for social interaction, but only for females. Young

women with a positive self-evaluation seem to use this social network for managing

relations by commenting on other people’s statuses, links or photos and for

expressing themselves by publishing photos, videos and statuses. The relevance of

self-expression for females may explain this indirect relation. Women are more prone

prioritize and compare themselves on the dimension of physical attractiveness based

on online photos (Nesi & Prinstein, 2015).

Simply put, self- esteem is a feeling of loving or disliking one’s own self. Self-

esteem is a very real feeling that is focused entirely internally, and it has more

control over us than our feelings for other people, or their feelings for us. Self-

esteem is responsible for assisting us in achieving our objectives, as well as

surviving and recovering from disappointments and setbacks (G.H. Dornblazer, M.D.

December 11, 2014).

According to Sarah Vanbuskirk Reviewed by Rachel Goldman, PhD, FTOS

updated on February 24, 2021, self- esteem is giving respect and admiration to you.

The American Psychological Association defines self-esteem as the degree to which

the qualities and characteristics contained in one’s self- concept are perceived to be

positive.
 Self-esteem entails not only loving yourself but also treating yourself with

affection, worth, integrity, and respect. Positive self-esteem often entails trusting in

your capacity (to learn, succeed, and contribute to the world) as well as your

independence. It means you believe your views, emotions, and opinions are

important.

Self- esteem is a part of one’s self- concept that is developed by encounters

with others and decisions made when analysing how to cope with one’s own set of

expectations and values and contrasting one’s success to that of others. Self-esteem

pervades an individual’s emotions, feelings, excitements, dreams, beliefs, and

aspirations. Self-esteem is described as how people think and feel about themselves

in their social and academic lives, as well as how similar and synchronized their ideal

and actual selves are (Educational Research in Medical Sciences June 26, 2018)

The Relationship between Self-esteem and Independent Learning

According to International Journal learning of Technology there were no

significant differences in terms of specific self-efficacy and with regard to self-esteem

in the online learning of adult learners with regards to their gender, age, and

educational levels. Among the influencing factors, the daily use of computers was

found to have an effect on specific self-efficacy and self-esteem in such

environment. In addition, the findings indicate that specific self-efficacy was

positively related to the self-esteem in online learning of adult learners, (2019).

 CHAPTER 2

Methodology

This chapter presents the research methodology used in the study. It provides

information on the participants that is the criteria for inclusion in the study on what,

when, where and how the respondents sampled. The researchers described the

research designed that was chosen for the purpose of this study and the reasons for

this choice. The researchers provide a questioner to the participant in which assist

the students learning that implies the implementation of independent learning and

the student’s self- esteem.

Research Design

In this study, the researchers utilized the descriptive-correlational design of

quantitative research approach. It focuses on the two variables used in this study,

the independent learning and the self-esteem of 3 rd year BEED students of

Compostela Valley State College- Montevista Branch. The researchers will gathered

data to measure the process of learning and the relationship between independent

learning and student’s self-esteem variables.

This research aims to accurately and systematically described a population

situation or the descriptive correlational. It could answers what, when, where and

how questionst except why question Mocombes (2020). The correlation method was

used in this research since it was intended to investigate and examine the correlation

between the two variables, (Artikunto, 2007 p247.) The degree of correlation

between two variables is classified in the form of correlation coefficient and it is

supported by (Creswell 2012 p338).

Research Locale

The study conducted at Purok 4 San Jose Poblacion Montevista, Davao de

Oro, Philippines where Compostela Valley State College – Montevista Branch

located nearby at the Jorge town. Montevista and one of the 3 rd class Municipality of

Davao de Oro consisting of 20 Barangays. The municipality is bordered North by

Monkayo; East by Compostela and Monkayo; South by Nabunturan; and West by

Asuncion and New Corella, Davao del Norte. In addition, in 2015 census, the

population of Montevista, Davao de Oro was 43,706 people, with a density of 190

inhabitants per square kilometre or 490 inhabitants per square miles. Due to

pandemic, the researchers conducted the study through virtual using gadget

connected with the internet but the study circulates within the school or institution

only.

Research Respondents

The entire 3rd year BEED student of Compostela Valley State College –

Montevista Branch are the respondent of this study and they were given an equal

and then using a table of random numbers to determine which individuals to include

is one method of obtaining a random sampling.

The population of the study will be participated of 90 student’s respondents

who are currently taking up Bachelor of elementary Education Major in Generalist a

3rd year college at Compostela Valley State College Montevista Branch.

Table1. Research Sampling

School Population Sampling

Compostela Valley State 90 90

College – Montevista
 Branch

Research Instruments

These segments will provide the research questionnaire to measure the level

of self -esteem in the application of independent learning. As we embrace and adapt

the new normal system of education. The researchers adopted questionnaire from

the authors Marcel S. Kerr and Bolliger and Innan (2012) utilized in collecting the

needed data. Moreover, this is also to assess the level of self-esteem of 3 rd year

students Bachelor of Elementary Education of Compostela Valley State College-

Montevista Branch in terms of independent learning relationships.

A Likert scale with the scale of 5 for always, 4 for often, 3 for sometimes, 2 for

seldom, 1 for never.

The survey questionnaires divided into two parts. The first part covers the

independent variable and the second part covers the Dependent Variable.

In evaluating the responses of the respondent, the following scale were utilized.

Table 1: Student Self-Esteem

Range Interpretation Description

1.00-1.79 VERY LOW This means that the level of self-esteem in

terms of self-efficacy, motivation, and level of
self-esteem is rarely observed by the
students.
1.80-2.29 LOW This means that the level of self-esteem in
terms of self-efficacy, motivation, and level of
self-esteem is less observed by the students.
2.30-3.39 AVERAGE This means that the level of self-esteem in
 terms of self-efficacy, motivation, and level of
self-esteem is moderately observed by the
students.
3.40-4.19 HIGH This means that the level of self-esteem in
terms of self-efficacy, motivation, and level of
self-esteem is much observed by the
students.
4.20-5.00 VERY HIGH This means that the level of self-esteem in
terms of self-efficacy, motivation, and level of
self-esteem is very much observed by the
students.
Table 2: Independent Learning

Range Interpretation Description

1.00-1.79 VERY LOW This means that the level of Independent Learning in
terms of parental support, attitudes towards on
learning and learning style is rarely observed by the
students.
1.80-2.29 LOW This means that the level of Independent Learning in
terms of parental support, attitudes towards on
learning and learning style is less observed by the
students.

2.30-3.39 AVERAGE This means that the level of Independent Learning in

terms of parental support, attitudes towards on
learning and learning style is moderately observed
by the students.
3.40-4.19 HIGH This means that the level of Independent Learning in
terms of parental support, attitudes towards on
learning and learning style is much observed by the
students.
4.20-5.00 VERY HIGH This means that the level of Independent Learning in
terms of parental support, attitudes towards on
learning and learning style is very much observed by
the students.

The second tool is used to determine the student’s independent learning this

was taken from the Bilkent University presented by Neslihan Pekel (2002) which

measures the student’s independent learning towards the student’s self- esteem in

terms of learning style, parental support and attitude towards learning. The question

was consisted of 5 questions for learning styles, 5 questions for attitude towards
learning and 5 questions for parental support. Using the Likert Scale the highest

score and 1 is the lowest score in the questionnaire indicated.

Data Gathering Procedure

In this segments state the sequence on how the researchers will gather the

data. At first the researcher construct a title and was validated to the Instructor was

also stated the general problem and specific problem to be answered through the

results of the study. The researcher made use of descriptive method.

The following procedure will be followed in conducting the study. The

researchers will send to the Branch Director of Compostela Valley State College-

Montevista for the permission and approval to conduct the study in the campus. After

the approval of the Branch Director, the researcher will send a letter to the program

head asking their permission to gather the data. For confidentiality, the participants

are not required to give their own name; instead, pseudonyms will be used.

Collection of data will start only after the approval is granted.

Data Analysis

The data gathered was analysed through statistical treatment tools. The

Descriptive Correlation is used to determine the significant relationship between the

extent of self-esteem and the independent learning of college students of

Compostela Valley State College-Montevista Branch. The mean Variable was used

to determine the result value of the variables. The survey questionnaires were

distributed and being collected through messenger and Google form because

everyone is not allowed to have face to face distribution and the school is just

following the health protocols and implementing government mandate due to

pandemic. The survey were distributed during weekends or vacant time of Bachelor

of the Elementary Education- Generalist 3 rd year students of Compostela Valley

State College-Montevista Branch as a respect to their class time schedules.

The researcher arranged and organized the questions and results of the

surveys from the respondents. The statistical treatment that the researchers chosen

was the Pearson’s Correlation Coefficient, to test the correlation and significance of

the Virtual independent learning and self-esteem of BEED students of Compostela

Valley State College- Montevista Branch.

ETHICAL CONSIDERATION

According to Armiger Informed consent “it means that the person knowingly,

voluntarily and intelligently, and in a clear and manifest way, gives his consent”. The

researchers should ensure that study participants are aware of the study’s intent and

protocols, that they are able to participate (in writing), and that they will not compel

anyone to participate. We are considered the willingness of the respected

respondents to cooperate in the conducted survey. They are well informed and

oriented of the said survey for them to give their consent wholeheartedly.

Confidentiality and anonymity is closely connected with the right of

beneficence, respect for the dignity and fidelity. As a researcher we are highly

respected and secure the confidentiality of our selected respondents which includes

the management of private information by the researcher in order to protect the

subject’s identity. The researcher is responsible to maintain confidentiality that goes

beyond ordinary loyalty. As a researcher we should not disclose any information

given by the participants, particularly their identities, to anyone who is not involved in

the study. All information collected through surveys or interviews should be stored in

a safe location or device. In addition, the names of the respondents are optional in

the survey questionnaire to avoid conflict and to secure personal information.

 CHAPTER 3

Result and Discussion

This chapter presents the result of the statistical computations and analysis of

the gathered data based on the statement of the problems.

Level of Independent Learning and Student’s self- esteem independent

This study aimed to assess if the independent learning has a significant effect

or influence towards the students’ self-esteem. After thorough investigation on the

gathered data, the following conclusions were formulated.

Table 1: Level of teaching Attitudes on Student’s Virtual Performance

N Mean Mean Correlation(r Df p- T

Interpretatio ) value statistics

n
Level of 90 3.64 High/ positive 0.07 89 0.49 0.70

Independen learning

t learning
Level of 3.56 Moderate

self-esteem
*variables have moderate positive correlation towards each other

Table 1 show the overall mean for each variable, for the level of independent

learning mean was 3.64 the falls to description or interpretation of high or

independent learning, while the level of student’s self- esteem total mean was 3.56

the falls to the high description.

In this case, based on the coefficient (r), 0.07, the variables have moderate

correlation to each other. Further, with the p-value of 0.49, which is greater than the
significance level of 0.05, the null hypothesis will be accepted. Hence, there is no

significant relationship between Independent Learning and Self Esteem. This means

that high independent learning is not effective in developing in building self-esteem.

In our study, working alone does not imply independent learning. You might discover

that you have a difficulty in common with another student in your class even in a

different discipline. Working with another person, encouraging one another, and

talking through problems may be the most successful way of working independently.

If you’re having a difficulty, telling someone else about it can figure out what’s going

on. Furthermore, independent learning is not the impact of students’ self-esteem,

thus learners should study in a certain groups.

There is a feeling that independent learning is not adequately promoted by

higher education instructions to students and others. Perhaps instead the emphasis

is on recruitment, rather than on the provision of effective information.

It is widely accepted that parents and other family members would benefit

from understanding that higher education learning entails working alone or with

others in addition to timetabled sessions. It is through to be particular beneficial to

cultivate a culture of support and expectation from students’ parents toward

independent studying, as well as to include them more intimately in students

achievement. However, was proposed that a website for families of students who

were accepted into courses would beneficial. This could have a broader scope than

autonomous study, allowing family members to give more effective students face

difficulties in higher education, the vast majority seek help and guidance from friend

and family, at least at first(Thomas 2012).

 Indeed, the case study at the University of Nottingham in Ningbo, China,

reveals that students value and respect many of the topics presented at other UK

universities. They want to know exactly what guided independent learning is built into

the module’s curriculum and timetable. They feel it should be mandatory, and that a

similar strategy should be broadly implemented throughout the university. They are

les at ease with group projects and are eager to share learning materials and ideas,

but not personal views about their learning experience. Although all students go

through the above mentioned transition to higher education, it may be more suitable

to consider how induction and help all students build skills to be effective learners in

UK higher education

Table1. Level of Independent Learning

1. What is the level of independent The level of independent learning among

learning among 3rd year BEED students 3rd year BEED students of Compostela

of Compostela Valley state College Valley state College is HIGH having 3.64

describe in terms of? as the overall average.

1.1 Parental support The level of independent learning among

3rd year BEED students of Compostela

Valley state College in terms of Parental

Support is HIGH, with an average of

3.44.
1.2 Attitudes towards on The level of independent learning among

learning 3rd year BEED students of Compostela

Valley state College in terms of Attitude

Towards Learning is HIGH, with an

average of 3.80.
1.3 Learning style? The level of independent learning among
 3rd year BEED students of Compostela

Valley state College in terms of Learning

Style is HIGH, with an average of 3.69.

Table 1 shows the result of the level of independent learning in each indicator.

It stated that the level of independent learning in terms of parental support is HIGH

with an average of 3.44 this means that the parental support has a great contribution

in terms of helping students to overcome in every challenges that the learner

encounter as they are learning independently. Parental support plays an important

role in making independent learning process more effective and purposeful one. On

the other hand, the level of independent learning in terms of attitudes towards on

learning is HIGH this means that attitude is highly observed when engaging

independent learning. Learners must develop positive attitudes towards on learning

process in order to absorb and acquire the information and knowledge progressively.

Learning style result is HIGH with an average of 3.69 which means that learning

style has a high level of factors that affects the independent learning efficiency.

Table2: Level of Self-esteem

2. What is the level of self-esteem of 3rd The level of self-esteem among 3rd year

year BEED students of Compostela BEED students of Compostela Valley

Valley state College Montevista describe state College is HIGH having 3.56 as the

in terms of? overall average.

2.1 Level of self-esteem The level of self-esteem among 3rd year

BEED students of Compostela Valley

state College in terms of Level of Self-

Esteem is HIGH, with an average of

 3.55.
2.2 Self-efficacy The level of self-esteem among 3rd year

BEED students of Compostela Valley

state College in terms of Level of Self

Efficacy is HIGH, with an average of

3.52.
2.3 Motivation? The level of self-esteem among 3rd year

BEED students of Compostela Valley

state College in terms of self-motivation

is HIGH, with an average of 3.60.

Table 2 shows the result of the level of self-esteem in terms of level of self-
esteem, Self-efficacy, and motivation. The level of self-esteem got HIGH with an
average of 3.55 which means that in the increasing of the level of self- esteem is
highly observed that can help learner to improve their academic performance and to
increase their productivity. Self-efficacy got HIGH with an average of 3.52 this means
that self-efficacy is very important in terms of enhancing and building self-esteem
effectively. And the result of the level of self –esteem in terms of motivation is HIGH,
with an average of 3.60 this means that motivation of every students are highly
observed on developing their self –esteem.

Table3: Relationship between Independent Learning and Self-esteem

3. Is there significant relationship

between Independent learning and Self-
Esteem of 3rd year BEED students of
Compostela Valley State College?
Based on the coefficient (r), 0.07, the
variables have moderate positive
correlation to each other. Further, with
the p-value of 0.49, which is greater
than the significance level of 0.05, the
null hypothesis will be accepted.
Hence, there is no significant
relationship between Independent
Learning and Self-Esteem among the
3rd year BEED students of CVCS
Montevista.
 Table 3 shows that independent learning and self-esteem has no significant

relationship. This means that self –esteem doesn’t rely on the independent learning.

Self-esteem can be developing if the learner knows his/ her self-efficacy that

includes the feeling of being effective in aspect of their life. Also being motivated to

continue strives for the betterment of their performance. On the other hand,

independent learning became more effective only if the parental support is present

and the attitude towards on learning must be highly observe such as being

responsible of completing every task that are being provided by the teacher. Also by

developing positive attitudes towards on learning assures positive outcome. The last

one is the learning style must be recognize by individual in order to identify their

learning preferably that will help them to improve and develop their skills and abilities

towards on learning.

Chapter 4

CONCLUSIONS, FINDINGS AND RECOMMENDATIONS

 Presented in this chapter are the findings, conclusions and recommendations

of this study.

In view of the results of this study, the following significant were drawn:

1. The result show that the levels of independent learning and students’ self-

esteem have a moderate positive correlation towards each other. This means

that a high or positive independent learning has no impact in students’ self-

esteem.

2. There is no significant relationship between the two variables, the

independent learning and students self esteem

3. The result shows that self-esteem of the students is high in dealing their

academic task that made them more productive.

CONCLUSION

Based on the findings of the study, the following conclusions were drawn:

1. Positive independent learning in learning process has no significant

relationship of the students’ self-esteem. This means that more students

engaged in independent learning they were able to share ideas and

develop collaborative skills but doesn’t share their personal experience

towards on learning hence, the self-esteem of students doesn’t develop

effectively.

2. In order to produce independent learners, self-esteem must be develops

through the level of self-motivation and self-efficacy in fostering the quality

of education.

3.
RECOMMENDATION

Base on the conclusions; establish in the study, the following

recommendations are hereby presented:

1. The institution must adapt the independent learning to the school

curriculum in order the learners should be understand the concept of

this independent learning in teaching.

2. Teachers must undergo trainings and seminars that will help them to

improve their effectivity and efficiency in teaching, through utilizing

independent learning in teaching and learning process.

3. The learners must be oriented about how independent learning

function and to know its purpose and limitations in order to apply it

effectively and to help student self-esteem increase progressively.

4. For the future researcher, who wants to study about independent

learning and self-esteem, we researchers are hoping that our study will

help and serves as one of the resources that would provide the reliable

sources of information to their future studies.

5. To ensure and maintain the quality of education of Compostela Valley

State College Montevista Branch. Administrators should give priority to

the recommended trainings and seminars of teachers for them to

upgrade and find more teaching strategies.

 REFERENCES

Courtney E. Akerman, MSc, 31 October (2020), what is Self-Worth and How do we

Increase it? (Incl. 4 Worksheets) https://positivepsychology.com/self-worth/

Debra Meyer, (2020). Virtual Learning Is the Way Forward for Educator
https://www.elmhurst.edu/blog/virtual-learning

Dr. Saul McLeod, (2020), Piaget’s Theory and Stages of Cognitive Development
https://simplypsychology.org

Educational Research in Medical Sciences, (2018), Self-Esteem and Academic

Achievement among Students of Kermanshah University of Medical Sciences
sites.kowsarpub.com

Front Educ., 22 October (2020), the Philippine Higher Education Sector in the Time
of Covid-19 https://doi.org/10.3389/feduc.2020.576371

Foundations of Learning and Instructional Design Technology

https://lidtfoundations.pressbooks.com/chapter/connectivism-a-learning-
theory-for-the-digital-age/

Front Educ., 22 October (2020), The Philippine Higher Education Sector in the Time
of Covid-19 https://doi.org/10.3389/feduc.2020.576371

Hum Behay Emerg Technol. 26 August (2020), Socio-educational implications of

technology use During COVID-19: A case study in General Santos City
Philippines

Kendra Cherry, Steven Gans, MD, (2021), what is Self-Esteem?

www.verywellmind.com
Liberty University (2018), https://core.ac.uk/download/pdf/158970277.pdf
www.researchgate.net

Maureen Snow Andrade, 21 October (2015), Effective eLearning and eTeaching-

A Theoretical Model https://www.intechopen.com/books/e-learning-
instructional-design-organizational-strategy-and-management/effective-
elearning-and-eteaching-a-theoretical-model

N Pekel (2002).Students Attitudes Towards Web-Based Independent Learning

https://www.google.com/search

New research shows benefits of independent learning

https://www.heacademy.ac.uk/about/news/new-research-shows-benefits-
independent-learning

Online Learning Self-Efficacy in Students with and Without Online Learning

Experienceshttps://www.tandfonline.com/doi/full/10.1080/08923647.2016.119
3801?src=re csys

Rosenberg, M (1965). Society and the Adolescent self-esteem, Princeton

https//www.advance-he.ac.uk/knowledge-hub/effective-practice-design-
directed

Saul McLeod, 29 December (2020), Maslow’s Hierarchy of Needs

https://www.simplypsychology.org/maslow.html#gsc.tab=0

Self-esteem and Motivation- Maslow’s Hierarchy of Needs

https://www.psychologynoteshq.com/maslowhierarchyofneeds/
Swiesh School of Agriculture Cardiff University (2019) Exploring Transition
toward Independent Learning www.gogle.com

University of Bristol, (2021), Independent Learning

www.bristol.ac.uk