CHAPTER 1

INTRODUCTION

Abstract

This study was conducted to determine the effect of student leadership

experience on Junior Highschool student and Self-esteem on Senior High school and

aims to answer the following questions: What are the Leadership Experience of

Students during Junior High school based on the student’s Type of Organization,

Length of services and the student’s position, this study also aims to know what is the

level of Grade 11 self-esteem of students on Senior High school and to know if

Student’s Leadership Experience on Junior High school has an effect on their Self

Esteem on Senior High school. To know the effect of this variables, A Causal

Comparative type of research design was used. There are 52 respondents of this study

which includes Grade 11 students from any strands that have a Leadership Experience

on Junior Highschool and was grouped through a Purposive sampling. A Survey

questionnaire that contain a close-ended choices was also used to determine the

majority opinion through limited choices of answer, as the study seeks to have one

answer to the problem that may obtain valid responses from the students. Study used

one a One way analysis of variance (ANOVA) for detecting differences in group means

when there is one parametric dependent variable and one or more independent

variables. This research conclude that the Grade 11 student of SHS in San Nicholas III

have an Average Self esteem, However, there is no significant difference between the
Student’s Leadership experience on Junior Highschool and their Self Esteem on Senior

High school.

ACKNOWLEDGEMENT

We would like to express our deepest gratitude to all the people behind the

completion of the paper. First, to our Parents, who supported us from the start of

completion of the study. Second, to all the Grade 11 students who willingly answered

and cooperated in the data gathering of the study. Third, to our Research adviser Mr.

Laurence C. Insigne, who guided and helped us in the process of conducting the study.

We also like to appreciate our co-researchers from HUMSS 12 B, Ida, Patricia

and Jerimae, who willingly gave their best effort in guiding and helping us to complete

this paper.

The researchers would also like to thank the panelists who critically analyzed the

papers in order to create an output a quality research paper.

Lastly, to the Almighty God from above who gives us the knowledge and wisdom

we need and guided us. All Glory belongs to you alone!

 TABLE OF CONTENTS

Page no.
APPROVAL SHEET .................... i
ABSTRACT .................... ii
ACKNOWLEDGEMENT .................... iii
TABLE OF CONTENTS .................... iv
LIST OF TABLES ....................
LIST OF FIGURES ....................
LIST OF APPENDICES ....................
CHAPTER
I. INTRODUCTION ....................
Background of the Study ....................
Statement of the Problem ....................
Hypothesis ....................
Conceptual Framework ....................
Significance of the Study ....................
Scope and Delimitation ....................
Definition of Terms ....................
II. REVIEW OF RELATED
LITERATURE AND ....................
STUDIES
Related Literature ....................
Related Studies ....................
Synthesis of Related Literature
and Studies ....................
III. METHODOLOGY ....................
Research Design ....................
Sampling Procedure ....................
Research Instrument ....................
Data Gathering Procedure ....................
Statistical Analysis ....................
 IV. RESULTS AND
DISCUSSION ....................
V. SUMMARY OF
FINDINGS,
CONCLUSIONS AND
RECOMMENDATION ....................
BIBLIOGRAPHY ....................
APPENDICES ....................
 LIST OF TABLES

Table No. Title Page No.

4.1 Leadership Experience of Learners based on 36

Type of Organization
4.2 Leadership Experience of Learners based on 36
Leadership Term
4.3 Leadership Experience of Learners based on 37
Position’s Held
4.4 Self Esteem of Grade 11 students 37
4.5 Summary Statistics on Self Esteem based 38
on type of Organization
4.6 Shapiro- Wilk’s Test for normality according 38
to Type of Organization
4.7 Summary Statistics on Self Esteem based 39
on Leadership Term

4.8 Shapiro- Wilk’s Test for normality according 39

to Leadership Term
4.9 Levene’s Test for Homogeneity of Variance 40
4.10 Summary Statistics on Self Esteem based 41
on Position’s held
4.11 Shapiro- Wilk’s Test for normality according 41
to Position’s Held
4.12 T-test on Recitation type of organization 42
4.13 Summary Statistic T-test on Recitation type 43
of organization

LIST OF FIGURES

Figure No. Title Page No.

Figure 1.1. The paradigm of the study 12

LIST OF APPENDICES

Appendix Title Page No.

A
Permits and Letters to Authority

Research Instrument and Validation

B

Documentation of Data Gathering Procedure

C

Raw Data
D

Curriculum vitae
E
INTRODUCTION
One way to help students achieve academic success is to have positive self-

esteem. Self-esteem seems to affect a child’s ability to learn and to behave in class.

Self-esteem also seems to affect motivation. Unfortunately, there is evidence that

suggests students with exceptional needs have a greater risk of developing low self-

esteem (Lyons, 2012). While not all students with low self- esteem will do poorly in

school, there is research that shows low self-esteem can lead to less academic success

(Daniel & King, 1997). It is important to understand how self-esteem affects learning

and behavior for students and especially those with exceptionalities. It is also important

to find a way, or ways, to raise self-esteem and to also motivate learning.

Students with higher self-esteem are more inclined to take an active part in their

education than a student with lower self-esteem, although other factors also contribute

to lower class participation (Phillips, Smith, Modaff, 2004). Students who participate in

class have a higher success rate than those who do not (Turner & Patrick, 2004).

Students with a positive view of themselves, along with other factors, have greater

motivation to participate more in class than those who have a negative view of

themselves (Phillips, et al., 2004).

Self-esteem not only plays a role in behavior and learning, it can also play a role

in motivation to succeed, there are multiple factors that can have an effect on a

student’s self-esteem such as childhood, school, the media, and people in your life can

all add or take away from how you feel about yourself. Parents, school, and success

can help students develop high self-esteem and can cause students to develop low self-

esteem.
 School have a big part in developing one’s self esteem, except from the people

around them, the activities they do are a great way for the students to focus on building

their strengths and passions, these activities can build up confidence most especially

when they are given tasks with which they are responsible for. School activities include

the extracurricular activities or the different clubs and organizations in the school that

provides services that are beneficial for the school with the help of the officers with

positions and responsibilities, involvement in these programs and activities are an

excellent way for students to demonstrate leadership, teamwork, and interpersonal

skills.

In this study, the researchers aim to show how the students Leadership

experiences that they gain from the involvement in school programs and clubs in their

Junior Highschool may contribute to their self-esteem on their present school.

CONCEPTUAL FRAMEWORK

The diagram below shows the research paradigm of the study:

Student Leadership Grade 11 Students Self -

Experience on Junior High Esteem on Senior High
school (Grade 7 - 10) school

Independent Variable Dependent Variable

Figure 1.1. The paradigm of the study

 This research will use the Independent variable – dependent variable framework.

The Student Leadership Experience on Junior High school is the Independent variable

that will have an effect to the Students Self - Esteem on Senior High school which is the

dependent variable.

STATEMENT OF THE PROBLEM

This study aims to determine the effect of student’s Leadership Experience on

Junior High school and Self Esteem on Senior High school. Specifically, this study will

answer the following questions:

1. What are the Leadership Experience of Students during Junior High school?

1.1. Type of Organization

1.2. Position held

1.3. Length of service

2. What is the level of Grade 11 self-esteem of students on Senior High school?

3. Does Leadership Experience on Junior High school affect Self Esteem

on Senior High school?

HYPOTHESIS OF THE STUDY

Based on the following statement of the problem, the researchers has formulated

the following null hypothesis:

 Ho: Student’s Leadership Experience on Junior High school does not have an

effect on Self Esteem on Senior High school.

SIGNIFICANCE OF THE STUDY

This research aims to determine the effects of Student’s Leadership Experience

on Junior High school and their self esteem on Senior high school. This study will be

beneficial in the following:

Students. This study will determine factor that can affect one’s self esteem that

can help the students to perform and achieve more in their schools.

School Administration. This study will give the school Administrators the ideas to

create and build projects and programs that can help students build their self esteem.

Future Researchers. This study could improve and increase the interest of

students in invloving to different school clubs that can develop their self esteem.

SCOPE AND LIMITATIONS OF THE STUDY

This study aims to determine the Effects of Students Leadership experience on Junior

high school and self-esteem on Senior High school. This research is expected to

determine one factor that can affect one’s self esteem that can help the students to

perform and achieve more in their schools.

This study will be conducted on SHS in San Nicholas III, Bacoor City. It involves

the cooperation of 100 respondents composed of students graduated in different

schools in their Junior High school and currently studying at Senior Highschool in San
Nicholas 3, Bacoor City. This grade 11 students will be selected by Purposive sampling

through a survey questionnaire as our research instrument.

DEFINITION OF TERMS

Extracurricular Activities. It is a set of activities usually held at school but are

not part of the standard academic curriculum. In this study, it is where students have the

opportunity to practice social skills.

Leadership. It is the action of leading a group of people or an organization. In

this study, it is the students on Junior High school's state or position of being a leader

where students were leading a group of people or an organization.

Junior Highschool. It is the other term for middle school. These are the

students on Grade 7-10 with Leadership experiences that will be needed on this study.

Self – Esteem. It describes a person's overall sense of self-worth or personal

value. This will be the one being measured through survey on the Senior High school

students with Leadership Experience on Junior High school.

Senior Highschool. A secondary school typically comprising the three highest

grades. Is one of the respondents of the study needed to measure the different levels of

Self-esteem, these are the Grade 11 and 12 students of SHS in San Nicholas III
 CHAPTER 2
REVIEW OF RELATED LITERATURE
Leadership

A leader is one or more people who selects, equips, trains, and influences one or

more follower who have diverse gifts, abilities, and skills and focuses the follower to the

organization’s mission and objectives to achieve the organizational mission and

objectives through their services. The leader achieves this same state for his/her own

self as a leader, as he/she seeks personal growth, renewal, regeneration, and

increased stamina–mental, physical, emotional, and spiritual–through the leader-

follower interactions.(Winston, 2006) Several research studies have found evidence that

service learning has a positive impact on students in a number of ways, including

personal development, efficacy, and identity. (Wong, 2012).

In education or academic, there are clubs or organizations that has leaders,

example are the co-curricular activities, as the name implies, are those, not directly

related with the prescribed curriculum and include; sports, athletics, scouting, cubing,

various hobbies, excursions literary societies, dramatics and debates to bring social and

physical adjustments in the student”. The basic idea behind such activities in

educational institutions is the building up of the student character and personality as

well as training of their mind that may help/facilitate academic achievements and self-

esteem of the student (Miyagawa, 2010).

Self esteem

Self-esteem is a person’s positive or negative attitude toward himself or herself,

and is closely associated with personality functioning. (Wong, 2012) It expresses an

attitude of approval or disapproval, and indicates the extent to which individuals believe

themselves to be capable, significant, successful and worthy. (Coopersmith)

According to McFarland, “self-esteem is a choice”. You were born into this world

a worthy and important human being. You deserve to feel good about yourself every

day of your life. Your relationship with yourself determines the quality of your self-

esteem. It comes from within you and depends on the inner environment you’ve

created. Self-esteem is how people feel about themselves and how much they like

themselves, especially socially and academically.

The Students’ self-esteem could be built up by gaining respect from teachers,

parents, classmates, friends, service target groups and the society. (Wong, 2012)

Having a high self-esteem has many positive effects and benefits, especially

among college students. Students who feel positive about themselves have fewer

sleepless nights, succumb less easily to pressures of conformity by peers, are less

likely to use drugs and alcohol, are more persistent at difficult tasks, are happier and
more sociable, and most pertinent to this study is that they tend to perform better

academically. On the other hand, college students with a low self-esteem tend to be

unhappy, less sociable, more likely to use drugs and alcohol, and are more vulnerable

to depression, which are all correlated with lower academic achievement. Individuals

with a high self-esteem and self-efficacy are more likely and willing to tackle new and

challenging tasks and to stick with them, whereas individuals with lower self-esteem and

self-efficacy are more likely to neglect trying new experiences. (Wiggins,2010).

Self-esteem is recognized as a key to children’s successful development. It is a

“set of skills that allows a child to keep trying, to keep learning, and to keep caring”.

Once these skills have been obtained, they allow one to keep bouncing back when

experiencing failures. A child’s “crucial” years are between the ages of five and fifteen,

when he/she learn to assess his/her abilities and form expectations of success or

failure. In the classroom, children discover and develop much of their sense of who they

are and what they can do (Apter,2012).

Foreign Related studies

As stated by Anderson and Lu (2017) in How Leadership Experience affects

Students that early leadership experience can be very valuable. Leaders tend to have

higher cognitive ability, more self-confidence and self-esteem, and more motivation.

They studied 378 seventh-grade students in a Chinese secondary school. Among top

92, they randomly assigned classroom leadership positions. The randomization isolates

the effects of leadership experience from the effects of differences including their self-

confidence.Class leaders have more exposure to teachers and fellow students, who
they must motivate as part of their responsibilities. In a separate survey among other

Chinese students, they found that more than 60% of students expressed interest in the

given position. They reported having balance studying and leadership duties. There are

several reasons class leaders may increase study efforts. They saw that after receiving

a leadership position made a student more likely to rank effort as the most important

determinant of academic success. “Leadership opportunities in social, political, or

workplace settings may well have different effects. Our study demonstrates that

leadership service is not a simply a signal of skills or popularity-it can have meaningful

effects on students”.

According to Wilson (2009), mentioned that students who participate in

extracurricular activities generally benefit from many opportunities afforded them

included having better grades, having higher educational attainment, attending school

more regularly especially to those who experience leadership and higher self-concept,

self-confidence and self-esteem. When balanced with academic learning, extracurricular

activities may help students raise self-esteem. Wilson stated that extracurricular

activities have positive and negative effects for student. One positive effect is that

students have a higher educational attainment, the development of the student, learning

new skills such as teamwork and leadership and having higher self-concept. One

negative effect is that a student having over-scheduled in too many activities and it

divide the learning’s through academic. “Finally more research is needed to determine

what motivates students to find a reason to get up and come up to school. Offering a

variety of options as minimal cost and a variety of levels could engage the student in a

positive experience which may result in a win-win for all involved”

 According to Moran (2015), Self-esteem and leadership behaviors vary from

individual to individual. Previous research indicates that multiple external factors

influence self-esteem. Results of this study indicate that levels of self-esteem have the

potential to influence leadership behaviors. This study utilized qualitative research

practices to explore levels of self- esteem and leadership behaviors among female

college student leaders. Six female undergraduate students at a public, four-year,

midsized institution located in the Midwest were interviewed for this study. Participants

included two sorority presidents, two registered student organization presidents, and

two athletic captains. Results of this study indicate that self-esteem can be categorized

into three areas: high, low, and varying. This study concluded that varying levels of self-

esteem are influenced by both internal and external factors. The results of this study

suggest that levels of self-esteem have a connection to leadership behaviors displayed

by female student leaders.

According to Balatbat et al. (2014), The study entitled Perceived Effects of the

Students' Leadership Role on Personality and Relationship with Others and Academic

Engagement, this study investigated the perceived effects of students' leadership role

on their personality and relationship with others, and their academic engagement.

Participants of the study were presidents and vice-president of the accredited student

organizations in Baliuag University for school year 2013-2014. The researchers used

the descriptive research design to determine the perceived effects of students'

leadership role on their personality and relationship with others, and their academic

engagement. The researcher-made questionnaire was utilized in gathering the data

needed to complete the study. Qualitative data analysis was used to analyze the
positive and/or negative influence that the students gained from their leadership

experiences. Based on the results of the study, the students' leadership role affects their

personality and relationship with others, and their academic engagement positively, with

weightened mean of 3.57 (Very High Extent). The participants affirmed that they have

developed themselves (e.g., heightened self-confidence and self-esteem); have honed

their skills (e.g., decision making and communication); have improved their social skills

and relationship with others (e.g., dealing with individual differences); have developed

their attitude towards life and works (e.g., being optimistic); and became generous in

helping and serving others.

Local Studies

According to Gallardo et al. (2017) stated In the Effect of level of self-confidence

to the academic performance of Senior High School students that Self-confidence

experience of having mastered of particular activities like leadership. Self-confidence is

not the same as self-esteem, which is an evaluation of one’s own worth, whereas self-

confidence is more specifically trust in one’s ability to achieve some goal, which one

meta-analysis suggested is similar to generalization of self-efficacy. 

The researchers randomly selected and conducted survey to 20 students from Grade

11 and 12 in Senior highschool in Bagong Silang 2 National Highschool.

It mentioned that level of Self-confidence affect the Academic performances by how

individuals exercise influence over others, and being a responsible student. Many

studies focus on students in school. In general, students who perform well have

increased confidence which likely in turn encourages students to take greater

responsibility to successfully complete tasks.

 Dela Peña et al. (2017) mentioned that Extracurricular activities are also provided

for students. The activities let the students have experience not include in formal

education. It promoted some benefits especially in college or institutions which basically

have the same goal in curriculum. It benefits student to prepare for their future

especially in companies because companies focus on investing on leadership

development of their employees to make globally competitive.

According to Molina in a study entitled, “The Impact of Extra-curricular activities

in the Personal development of the members of performing groups of Philippine Normal

University - North Luzon” that a large amount of components have a say about the

reasons why extracurricular activities benefit students academically. One of the reasons

is that, students learn character building lessons that they can apply in their studies and

to their lives. Activities such as athletics, music and theater teach students how to

discipline themselves through drills, practice or rehearsal. The students have a

responsibility to the activity and must perform the tasked assigned to them whether it

means to run, sing, act or organize an event. By participating and preserve in any of

these activities, the students gain a sense of self-respect, self-esteem and self-

confidence. Extracurricular activities give them pride in their accomplishments and they

learn that if an activity is worth doing, it is worth doing well.

Through extracurricular activities, students learn life skills that help their studies.

Matt Craft (2004) stated that, being involved teaches students organization and time

management skills. Because activities take time out of the student’s schedules. The

involved students must plan their time wisely and efficiently to complete the assigned

tasks. In addition to organizational skills, extracurricular activities in art skills and

creative problem-solving skills, since they have to think creatively to successfully

perform music, act in play, or produce a work of art. Although social aspects of a

student’s life do not affect his or her grade point average, they do affect the overall well-

being of the students. Education is not exclusively learned by reading the textbook for

students can learn an incredible amount from their peers through extracurricular

activities. Students learn how to compromise and work in a group. It also allows

students to meet and interact with students that may not be within their close group of

friends. In addition, extracurricular activities help to enhance these social skills and

teach lessons not learned in a classroom.Laura Bestler (1999), said that extracurricular

activities are effective way to network and meet other people with whom the students

can study.

As stated by Yazon(2014) in a study entitled, “Self-esteem, self-efficacy and

academic performance of the college of teacher education students at the Laguna State

Polytechnic University, Los Baños Campus, A.Y. 2013-2014” that self-esteem is how

people feel about themselves and how much they like themselves, especially socially

and academically when it comes to college students. Having one’s academic

achievement is a major key to most college students` self-esteem. Having a high self-

esteem has many positive effects and benefits, especially among college students.

Students who feel positive about themselves have fewer sleepless nights, succumb less

easily to pressures of conformity by peers, are less likely to use drugs and alcohol, are

more persistent at difficult tasks, are happier and more sociable, and most pertinent to

this study is that they tend to perform better academically.

Synthesis of the Study

 A lot of studies have already determined some of the effects of Leadership

Experiences on Students and the impact of Extracurricular activities on a student’s

Personality. These studies will serve as the fundamental basis of this present study.

One of the studies of Wong (2012), gives a clear definition of Self-esteem

wherein he defines it as a person’s positive or negative attitude toward himself or

herself, and is closely associated with personality functioning. Wong (2012) also gives a

general idea on what factors can affect the Students’ self-esteem, through gaining

respect from teachers, parents, classmates, friends, service target groups and the

society.

It is then proved that Leadership Experiences through participating

Extracurricular activities in school helps to enhance social skills and teach lessons not

learned in a classroom as stated in a research conducted by Matt Craft (2004).

A lot of research has proved that school is one of the factors that can affect self-

esteem. However, the researchers aim to show how the students Leadership

experiences that they gain from the involvement in school programs and clubs in their

Junior Highschool may contribute to their self-esteem on their present school and will

give contribution on the factors that can affect self-esteem,

 CHAPTER 3
METHODOLOGY

Research design

This study will use a Causal Comparative type of research design, with the

purpose of determining the Effect of Student’s Leadership Experience on Junior

Highschool students and Self-esteem on Senior High school. According to Gay et al. A

causal comparative design is used to explore whether a pre-existing, independent

variable influenced the dependent variables. Through this study design, the researchers

will be able to determine how the Leadership Experiences of Junior High school

students affects their Self-esteem on Senior High school

Sampling Procedure

The researchers will group the respondents based on a Purposive Sampling.

According to Bernard, Purposive sampling is a nonrandom technique that does not

need underlying theories or a set number of informants. Simply, the researcher decides

what needs to be known and sets out to find people who can and are willing to provide

the information by virtue of knowledge or experience.

 The researchers will determine the Leadership Experiences of Grade 11 students

from all strands in SHS in San Nicholas III, Bacoor City. A total of 100 students from

SHS in San Nicholas III, Bacoor City that graduated from their different Junior High

school Campuses and has a Leadership Experience in their Junior High school will be

needed for this study.

Research Instrument

This study used a Survey questionnaire, according to Satya, a questionnaire is a series

of questions asked to individuals to obtain statistically useful information about a given

topic and a vital instrument by which statements can be made about specific groups or

people or entire populations.

Statements are to determine how Student’s Leadership experiences on Junior

High school affects the student’s Self-esteem on Senior High school. Close-ended

choices was also used to determine the majority opinion through limited choices of

answer, as the study seeks have one answer to the problem that may obtain valid

responses from the students.

Data Gathering Procedure

The first step before going to the testing proper is to make a request letter. Upon

approval, the researcher retrieves the request letter to the Principal, as well as the class

advisers and faculty officers.

In administering the Survey questionnaires, the vacant time of the selected

students from Grade 11 will be needed for answering the questionnaires without any
distractions and also to give enough time for the respondents to answer the

questionnaires to obtain valid responses. The researchers will collect the survey

questionnaires for Data analysis.

Statistical Analysis of Data

This study used one-way analysis of variance (ANOVA). One-way Analysis of

variance (ANOVA) is a statistical test for detecting differences in group means when

there is one parametric dependent variable and one or more independent variables.

This will test the null hypothesis that samples in all groups are drawn from populations

with the same mean values. This statistical treatment is used to identify whether there is

a significant difference between Student’s Leadership Experience on Junior Highschool

does not have an effect on Self Esteem on Senior High school. Data will be analyzed

using Paleontological Statistics Version 3(PAST3) software.

Kruskal Wallis test will determine whether the medians of two or more groups are

different

Formula:
 One-Way ANOVA will be used to determine whether there are any statistically

significant differrnces between the means of two or more independent groups.

Formula:

F = variance ratio for the overall test

MST = mean square due to treatments/group (between groups)

MSE = mean square due to error (within groups, residual mean square )

Yij = observation

Ti = group total

G = grand total of all observations

Levene's Test will be use to assess the equality of variance for a variable

calculated for two or more groups. This will be use as a main test for answering a stand

alone question of whether rtwo sub samples in a given population to have equal or

different variances.

Formula:
 CHAPTER 4
RESULTS AND DISCUSSION

This chapter presents the data gathered, the results of thestatistical analysis

done and interpretation of Findings. These are presented in tables following the

sequence of the specific research problem regarding the Effects of Student Leadership

Experience on Junior Highschool and Self esteem on Senior Highschool.

Leadership Experience of Learners

Table 4.1 Leadership Experience of Learners based on Type of Organization
Type of Data Frequency Percentage
Voluntary 44 84.62%
Involuntary 8 15.38%
Total 52 100%

Out of the total survey participants, 84.61% % students are involved in a

Voluntary organization, 15.38% of the participants are involved in an Involuntary

organization.

Table 4.2 Leadership Experience of Learners based on Leadership Term

Type of Data Frequency Percentage

0 – 5mon 6 11.54%
6 – 10mon 24 46.15%
11 – 15mon 7 13.46%
16 – 20mon 11 21.15%
Others 4 7.69%
Total 52 100%
 Out of the total survey participants, 11.53% students were in a Leadership

Position of 0-5mon, 46.15% were in a 6-10mon term, 13.46% were in a 11-15mon term,

21% were in a 16-20mon, while 7.69% students were in a leadership term higher than

20mon.

Table 4.3 Leadership Experience of Learners based on Position’s Held

Type of Organization Frequency Percentage

Top 7 13.46

Second 8 15.38

Third 6 11.53

Others 12 22.64

Members 19 36.53

Total 52 99.54

Level of Self-Esteem of Learners

Table 4.4 Self Esteem of Grade 11 students

Mean Interpretation

Recitation 3.33 ± 0.17 Average Self-Esteem

Performance Task 3.52 ± 0.24 Average Self-Esteem

Written Work 3.57 ± 0.25 Average Self-Esteem

Total 10.42 ± 0.66

 The answer of the respondents were divided into three category. This table

shows that Grade 11 students of SHS in San Nicholas with a Leadership Experience on

Junior Highschool has an average of 3.33, 3.52 and 3.57 which means that all the

respondents has an Average Self Esteem.

Effects of Leadership Experience on Self Esteem

Table 4.5 Summary Statistics on Self Esteem based on type of Organization

Voluntary Involuntary

Recitation 3.21 ± 0.09 3.62± 0.11

Performance Task 3.45 ± 0.13 3.54±0.26

Written Work 3.54 ± 0.12 3.68 ± 0.25

Total 10.2 ± 0.34 10.84 ± 0.62

The data was grouped based on the Student’s type of Organization.

Test for Normality

Table 4.6 Shapiro- Wilk’s Test for normality according to Type of Organization

P value Normal / Not Normal

Voluntary Involuntary Voluntary Involuntary

Recitation 0.8662 0.3695 Normally Normally
Distributed distributed
Performance Task 0.1427 0.4371 Normally Normally
Distributed Distributed
Written Work 0.02035 0.604 Not normally Normally
Distributed Distributed
 Table 4.7 Summary Statistics on Self Esteem based on Leadership Term

0-5mon 6-10mon 11-15mon 16-20mon Others

Recitation 2.9 ± 0.21 3.26 ± 0.12 3.25 ± 0.31 3.36 ± 0.20 3.6 ± 0.08

Performance 3.10 ± 0.32 3.48 ± 0.18 3.68 ± 0.35 3.36 ± 0.26 3.70 ± 0.34
Task

Written Work 3.33 ± 0.43 3.53 ± 0.14 3.75 ± 0.26 3.5 ± 0.21 3.93 ± 0.41

The data was grouped based on the Student’s Leadership Term.

Table 4.8 Shapiro- Wilk’s Test for normality according to Leadership Term

Type of Recitation Performance Task Written Works

Data

Normal or Normal or Normal or

P VALUE P VALUE P VALUE
Not normal Not normal Not normal
A 0.7213 Normal 0.1808 Normal 0.4654 Normal

B 0.2174 Normal 0.7581 Normal 0.2274 Normal

C 0.2261 Normal 0.2065 Normal 0.8451 Normal

D 0.7971 Normal 0.2475 Normal 0.8445 Normal

E 0.683 Normal 0.6421 Normal 0.9004 Normal

Table 4.9 Summary Statistics on Self Esteem based on Position’s held

Top Second Third Others Members

Recitation 3.71 ± 0.23 3.27 ± 0.22 2.9 ± 0.25 3.21 ± 0.19 3.27 ± 0.12
Performance 4.39 ± 0.21 3.5 ± 0.28 3.16 ± 0.26 3.27 ± 0.15 3.57 ± 0.17
Task
Written Work 4.11 ± 0.27 3.37 ± 0.39 3.05 ± 0.25 3.46 ± 0.25 3.40 ± 0.16
The data was grouped based on the Student’s Position held.

Type of Recitation Performance Task Written Works

Data

Table 4.10 Shapiro- Wilk’s Test for normality according to Position’s Held
Normal or Normal or Normal or
P VALUE P VALUE P VALUE
Not normal Not normal Not normal
A 0.4567 Normal 0.01418 Normal 0.7524 Normal

B 0.1048 Normal 0.1876 Normal 0.2826 Normal

C 0.4464 Normal 0.9453 Normal 0.05848 Normal

D 0.7703 Normal 0.2837 Normal 0.6734 Normal

E 0.4544 Normal 0.2846 Normal 0.7216 Normal

Shapiro – Wilk’s Test assume that data is normally distributed. The p value ∝(0.05) (p<

∝) is greater than the alpha level (0.05) thus the data is normally distributed.

Table 4.12 Summary Statistic T-test on Recitation type of organization

T- value -1.7498

T - crit

Discussion

The main purpose of this study is to determine the effects of Student Leadership

Experience on Junior Highschool and Self esteem on Senior High school through

conducting a survey questionnaire for Grade 11 of any strand. The questions utiliezed in
this study were categorized into three to determine the level of self esteem of Grade 11

students with Leadership Experience on Junior Highschool, Recitation, Performance

Task and Written Work. However, results shows that Student Leadership Experience

does not have any significant differences on the student’s Self esteem on Senior

Highschool.

The results from the data shows that a student’s Leadership Experiences was

not a major factor in developing one’s self esteem. This provides a link to a previous

study into the Introduction to the Psychology of Self Esteem (F. Holloway, 2016) which

stated that the formation of self-esteem can be stimulated, encouraged both by

parents and teachers. The level of self-esteem is mirrored in the adolescent’s

attitude and behavior, both at home and at school (Mogonea and Mogonea, 2014).

Therefore, adolescence is the critical period for the development of self-esteem

and self-identity, and low self-esteem may endanger adolescent’s emotional

regulation (Lin, Tang, Yen, Ko, Huang, Liu et al., 2008). It clearly shows that

adolescence age were in their Junior highschool, and as clearly stated above from a

previous study, Low self esteem may endanger adoloscent’s emotional regulation.
 CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of Findings

This study has determined the effect of Student Leadership Experience on Junior

Highschool and the Self Esteem on Senior Highschool. The result is as follows:

1. There is a very low level of Grade 11 students in SHS in San Nicholas III

that has leadership experience on Junior Highschool

2. Student of Grade 11 have an average self esteem.

3. There is no significant difference between Leadership experience and Self

Esteem of Grade 11 students.

Conclusion

Self Esteem have an important role in a student's behavior and learning

especially in education. Self-esteem could be built up by gaining respect from teachers,

parents, classmates, friends, service target groups and the society.

The researchers have come up to this study in order to know if Student’s of SHS

in San Nicholas III with Leadership Experience on Junior highschool has an effect on

Senior Highschool’s self esteem. This study concluded that there is no significant

difference between Students with Leadership Experience on Junior Highschool and

their self esteem on Senior Highschool thus, accepting the null hypothesis.
Recommendations

To further enhance the significance of the study, the following are recommended:

Future researchers. This study may use another studies to compare between students

who have and does not have any leadership experience. Researchers can also use

different variable and find another factor that may affect student's self esteem and

increase the number of respondents.

School administration. This study will help to implement a program that aims to

address a student's self esteem in order to improve and developed one's self esteem.

Students. This study which will be conducted similar to the present study may add a

different variables in order to provide an extensive study which will be benefited by

many, most especially to students.

References

Websites:

Alakan, F. et al. (2014) Influence of Self-Esteem on Academic Performance among

Secondary School Students, retrieved from

https://www.academia.edu/9126487/Influence_of_SelfEsteem_on_Academic

Performance_among_Secondary_School_Students

Anderson, M. et al. (2017) “How Leadership Experience Affects Students” retrieved

from https://hbr.org/2017/02/research-how-leadership-experience-affects

students?fbclid=IwAR1px7NaauEK5VKd_VwcI14J621UCb2rE3Uh00oYFRh6qx

ggXAbJoXE6LA

Black, R. et al (2010) “Student Leadership: A Review of Effective Practice” retrieved

fromhttps://education.nsw.gov.au/studentwellbeing/media/documents/attendance

behaviourngagement/engagement/StudLead_LitReview_fullrpt.pdf?fbclid=IwAR

7Pf6m_111MxcOm-h7983zIX1GFeYczmYtH50Wxavdnkcs6cEJyEdVU0

Charlene, C. et al (2017) “The influence of participation in extracurricular activities to

the employability of Industrial Engineering graduates of one Private University in the

Philippines” retrieved from: http://www.apjmr.com/wp

content/uploads/2017/04/APJMR-2017.5.2.19.pdf

Fabian, S. (2016). ”12 Clear signs of Healthy Self-Esteem” retrieved from

https://sarafabiacoaching.com/12-clear-signs-of-healthy-self-esteem/
Foubert J. et al (2016) “Effects of Involvement in Clubs and Organizations on the

Psychosocial Development of First-Year and Senior College Students” retrieved

from https://www.albany.edu/involvement/documents/effects_of_involvement

.pdf?fbcld=IwAR0Kztmk6dCUM8UN8E1EeXZtOCOjKPIrgkan0pOvlE3dSFSzyS

JqoNKUM

Gallardo (2017) “The Effect of Level of Self Confidence To The Academic Performance

of Senior High School Students” retrieved from

https://www.academia.edu/35948768/THE_EFFECT_OF_LEVEL_OF_SELF_C

NFIDENCE_TO_THE_ACADEMIC_PERFORMANCE_OF_SENIOR_HIGH_SC

OOL_STUDENTS_OF_BAGONG_SILANG_II_NATIONAL_HIGH_SCHOOL

Han, S. et al. (2009). “Influency Factors on Self Esteem on Adolescents” retrieved from

https://www.ncbi./m.mib.gov/m/published/16520652/

Moran, A. (2015) “An Examination of Self-Esteem's Impact on the Leadership Behaviors

of Female Undergraduate Student Leaders” retrieved from

https://thekeep.eiu.edu/cgi/viewcontent.cgi?article=3329&context=theses

Watkins, D. et al. (2010) Self-Esteem and School Achievement of Filipino Girls,

retrieved from https://doi.org/10.1080/00223980.1980.9915125

“6 Ways to Improve Your Child’s Self-Esteem With Extracurricular Activities” (2014)

Retrieved from https://www.understood.org/en/friends-feelings/child-social

situations/sports/6-ways-to-improve-your-childs-self-esteem-with
 extracurricularactivities?fbclid=IwAR03Fr6dXqD97X22p_wkvZFwFMxunHC9hP

gNgG6WXgtf6A07fZSI3Rm1cc

“How to build self-confidence in students” (2014) Retrieved from

https://www.readandspell.com/how-to-build-self-confidence-in students?

fbclid=IwAR1uxSQHZWQhrXHwohGsfR1sRnGFIyNfpnNNDizgRye_V

BRPgz89clMaY

University of Southern California (2020) Retrieved from

https://libguides.usc.edu/writingguide/abstract

Rodny Baula (2010) "Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA" Retreived from

https://www.academia.edu/24209633/Chapter_4_PRESENTATION_ANALYSIS_

AND_INTERPRETATION_OF_DATA?auto=download
APPENDICES
 Appendix A
Permits and Letters to Authority

To: ADORANDO R. DARVIN

Principal II
SHS in San Nicholas III, Bacoor City

Greetings!

We are Grade 12 students and one of the requirements on our subject Inquiries,
Investigation, and Immersion is to conduct a research. Our study entitled “EFFECTS OF
STUDENT LEADERSHIP EXPERIENCE ON JUNIOR HIGHSCHOOL STUDENTS
AND SELF ESTEEM ON SENIOR HIGHSCHOOL” requires respondents from this
school. In this regard, we are seeking permission to conduct the study inside the school
premises.
We are hoping for your favorable response. Thank you and have a nice day!

Respectfully yours,

FROGOSA, PAULO CHRISTIAN B. MOISES, MAURICE M.

ALFONTE, HAZEL ANDREA R.

AUTOR, JOAN JOY S.

NOTED BY: RECOMMENDING APPROVAL:

LAURENCE C. INSIGNE ADORANDO R. DARVIN

Special Science Teacher I Principal II

Date
To: ISMAEL T. SANTOS
Master Teacher II
SHS in San Nicholas III, Bacoor City

Greetings!

We are Grade 12 students and one of the requirements on our subject Inquiries,
Investigation, and Immersion is to conduct a research. Our study entitled “EFFECTS OF
STUDENT LEADERSHIP EXPERIENCE ON JUNIOR HIGHSCHOOL STUDENTS
AND SELF ESTEEM ON SENIOR HIGHSCHOOL” requires respondents from this
school. In this regard, we are seeking permission to conduct the study inside the school
premises.
We are hoping for your favorable response. Thank you and have a nice day!

Respectfully yours,

FROGOSA, PAULO CHRISTIAN B. MOISES, MAURICE M.

ALFONTE, HAZEL ANDREA R.

AUTOR, JOAN JOY S.

NOTED BY: RECOMMENDING APPROVAL:

LAURENCE C. INSIGNE ISMAEL T. SANTOS

Special Science Teacher I Master Teacher II

Date

To: Respondents
Greetings!

We are Grade 12 students and one of the requirements on our subject Inquiries,
Investigation, and Immersion is to conduct a research. Our study entitled “EFFECTS OF
STUDENT LEADERSHIP EXPERIENCE ON JUNIOR HIGHSCHOOL STUDENTS
AND SELF ESTEEM ON SENIOR HIGHSCHOOL” requires respondents from this
school. In this regard, we are seeking your consent to be our respondent in this study.
Attached with this letter is the non- disclosure/ confidentiality agreement. We are hoping
for your favorable response. Thank you and have a nice day!

Respectfully yours,

FROGOSA, PAULO CHRISTIAN B. MOISES, MAURICE M.

ALFONTE, HAZEL ANDREA R.

AUTOR, JOAN JOY S.

Date

Non- Disclosure/ Confidentiality Agreement

All of the information, materials and data gathered throughout this study shall remain

strictly academic and only for research purpose.

The researchers and the respondent agree to the following terms:

1. The respondent has every right to his/ her own response in this study. He/ she

can withdraw or back out in the study.

2. The researchers have every right to use the data gathered from the respondents.

The usage of the data must be purely for the sole purpose of the study.

3. All of the information given by the respondents will be strictly between the person

of interest and the researchers. By no means and exception that the data will be

given to other people aside from the researchers.

4. The respondents can willingly put his/ her own identity in the survey sheet.

Respondents will be assigned a number to serve as an alternative identity.

I have read and I agree to terms of the consent letter and the Non- disclosure/

confidentiality agreement presented by the researchers.

Respondent Number:___________

Signature over printed name:______________________

 Appendix B
Research Instrument and Validation
 Appendix C
Documentation of Data Gathering Procedure
Appendix D
Raw Data
 Appendix E
CURRICULUM VITAE

ALFONTE, HAZEL ANDREA R.

Blk 16 L36 P4, Molave Street. Soldiers Hills IV

Molino VI Bacoor city, Cavite

hazelalfonte@gmail.com

Educational Attainment

Elementary

First Books Learning Center, Molino 6, Bacoor City, Cavite

2008-2014

Junior Highschool

Bacoor National Highschool Molino – Main, Molino Road, Bacoor City, Cavite

2014-2018

Senior High School

Senior Highschool in San Nicholas III, Bacoor City, San Nicolas 3, Bacoor City, Cavite

Personal Information

Birth Date : November 27, 2000

Age : 19 years old

Sex : Female

Civil Status : Single

Citizenship : Filipino

Languages : Filipino, English

Religion : Christian

Awards, Recognitions, and Scholarships

 With Honors in Grade 9 S.Y. 2016-2017

 With Honors in Grade 11 S.Y. 2018-2019

References

LAURENCE C. INSIGNE, Special Science Teacher II

Classroom Adviser

Senior Highschool in San Nicholas III, Bacoor City, Cavite

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

HAZEL ANDREA R. ALFONTE

 CURRICULUM VITAE

AUTOR, JOAN JOY S.

Blk 12 Lot 1 Calachuchi St. Queens Row West,

Bacoor City, Cavite

joanjoyautor@gmail.com

Educational Attainment

Elementary

Queens Row Elementary School – Queens row Central, Bacoor City, Cavite

2008-2014

Junior Highschool

Eastern Bacoor National Highschool – Queens row Central, Bacoor City, Cavite

2014-2018

Senior High School

Senior Highschool in San Nicholas III, Bacoor City, San Nicolas 3, Bacoor City, Cavite

Personal Information

Birth Date : September 9, 2001

Age : 18 years old

Sex : Female

Civil Status : Single

Citizenship : Filipino
Languages : Filipino, English

Religion : Christian

References

LAURENCE C. INSIGNE, Special Science Teacher II

Classroom Adviser

Senior Highschool in San Nicholas III, Bacoor City, Cavite

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

JOAN JOY S. AUTOR

 CURRICULUM VITAE

MOISES, MAURICE M.

82-B Late, Talaba 2 City of Bacoor, Cavite

mauricemoises83@gmail.com

Educational Attainment

Elementary

Talaba Elementary School, Bacoor City, Cavite

2008-2014

Junior Highschool

Bacoor National Highschool Tabing Dagat, - Annex, Bacoor City, Cavite

2014-2018

Senior High School

Senior Highschool in San Nicholas III, Bacoor City, San Nicolas 3, Bacoor City, Cavite

Personal Information

Birth Date : June 12, 2001

Age : 18 years old

Sex : Female

Civil Status : Single

Citizenship : Filipino

Languages : Filipino, English

Religion : Roman Catholic

References

LAURENCE C. INSIGNE, Special Science Teacher II

Classroom Adviser

Senior Highschool in San Nicholas III, Bacoor City, Cavite

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

MAURICE M. MOISES
 CURRICULUM VITAE

FROGOSA, PAULO CHRISTIAN B.

Green Valley Brgy. San Nicolas III,

City of Bacoor, Cavite

frogosapaupau@gmail.com

Educational Attainment

Elementary

Emilio Jacinto Elementary School Tondo, Manila

2007-2013

Junior Highschool

City of Bacoor National High School (Green Valley) - Bacoor City, Cavite

2013-2018

Senior High School

Senior Highschool in San Nicholas III, Bacoor City, San Nicolas 3, Bacoor City, Cavite

Personal Information

Birth Date : September 10, 2000

Age : 19 years old

Sex : Male

Civil Status : Single

Citizenship : Filipino
Languages : Filipino, English

Religion : Roman Catholic

References

LAURENCE C. INSIGNE, Special Science Teacher II

Classroom Adviser

Senior Highschool in San Nicholas III, Bacoor City, Cavite

I hereby certify that the above information is true and correct to the best of my
knowledge and belief.

PAULO CHRISTIAN B. FROGOSA

Figure 1.2. Coopersmith Level of Self Esteem