Level of Self Worth Among Senior High School Students of The University of The Immaculate Conception

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LEVEL OF SELF WORTH AMONG SENIOR HIGH SCHOOL STUDENTS OF

THE UNIVERSITY OF THE IMMACULATE CONCEPTION
A Research Presented to the

Senior High School Unit
University of the Immaculate Conception
Bonifacio, Davao City
In Partial Fulfillment of the Requirements for

Inquiries, Investigation, and Immersion
Angeles, Febe Quenyht

Carumba, Aime Flor
Medrano, Sheryl
Moya, Christine Joy
Romanillos, Bea
Saavedra, Angela
January 2021

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ACKNOWLEDGEMENT
In completing this research and fulfilling an objective, vision and
dedication were contributing factors. However, the researchers could not have
strengthened their goals without the support and motivation from several people.
The following people are acknowledged by the researchers with deep gratitude
and immense pleasure.
First and foremost, praise and thanks to our Almighty Father, who directed
the researchers to provide them the determination and perseverance to complete
this process in the study. This research is not going to be successful without his
direction.
The researchers would like to express their deep and sincere gratitude to
Ms. Masinadiong, their research teacher and adviser, for the continued provision,
support, and advice to complete and improve this research. This study has been
initiated because of her help and expertise. And efforts to support and lend her
time and attention throughout the study.
To their parents, who are never tired of supporting the researchers
financially, spiritually, physically, and psychologically and for the consistent
encouragement, the researchers are extending their heartfelt appreciation.
The researchers are also extremely grateful to their friends and co-
researchers for giving inspiration and encouragement.
Finally, thank you to all the people who have helped the researchers
directly or indirectly to complete their research work.
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ABSTRACT
Research shows that the self-worth of a person may be because of self-
acknowledgment, self-love, and self-acceptance. Focusing mainly on a person’s
environment or peer validation. In view of this, the researchers studied the levels
of self-worth among senior high school students of the University of the
Immaculate Conception. Using descriptive-comparative research design and an
adapted survey questionnaire which was validated by experts and has gone
through reliability testing. Results revealed that the level of self-worth of the
respondents is high. Moreover, there is no significant difference in the level of
self-worth among the respondents in terms of family support, competition, God’s
love, virtue, and approvals of others. However, there is a significant difference in
the level self-worth among the respondents in terms of appearance when
grouped according to birth order and academic competence when grouped
according to sex.
Keywords: Self-worth, Birth Order, Senior High School, Descriptive-

Comparative, Psychology
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TABLE OF CONTENTS
PAGE
TITLE PAGE i
ACKNOWLEDGEMENT ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
INTRODUCTION 1
Background of the Study 1
Statement of the Problem 5
Conceptual Framework 6
Theoretical Framework 7
Review of Related Literature 8
METHODOLOGY 21
Research Design 21
Research Locale 21
Research Respondents 22
Research Instruments 22
Data Gathering Procedure 23
Statistical Tool 23
Ethical Consideration 24
RESULT AND DISCUSSION 28
Respondent’s Demographics 28
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Respondent’s Level of Self-Worth 29
Test of Significant Difference 32
CONCLUSION AND RECOMMENDATIONS 42
Conclusion 42
Recommendation 43
REFERENCES 44
APPENDICES 48
A. Approval Letter 48
B. Informed Consent 49
C. Validation Letter 51
D. Survey Questionnaire 55
E. Data Analysis 57
CURRICULUM VITAE 63

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LIST OF TABLES
TABLE DESCRIPTION PAGE
1 Profile of the Respondents 28
2 Level of Self-Worth of Senior High 31
School Students
3 Significant difference on Family Support of 32
Senior High School students
4 Significant difference on Competition of 33
5 Significant difference on Appearance of 34
6 Significant difference on God’s Love of 36
7 Significant difference on Academic 37
Competence of Senior High School students
8 Significant difference on Virtue of 38
9 Significant difference on Approval from 40
Others of Senior High School students
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INTRODUCTION
Background of the study
People may think that students can only be measured by the person’s
peers or their loved ones. A student may often feel worthy under varied
conditions. It may be a result of goal achievement, family acknowledgment, or
being appreciated. But self-worth can be measured following its birth order in
their family. One factor of a student’s measure of self-worth is the sibling’s
comparison. Other people believe that students who are first born have the
highest self-worth. Due to the fact that they are born firsts and are being spoiled
for being the first one to be born. They see the first borns are emotionally tougher
for having to experience the firsts of their life. The oldest children are more likely
to be positive than younger siblings, containing the lowest self-evaluation as the
middle-borns. The only child and the oldest child's self-concept have similar
conceptions to the parents rather than the conception of their parents as younger
siblings.
Experiencing self-understanding, self-love, and self-acceptance are
conditions to determine self-worth (Sicinski, 2008). It is how the person sees
themselves or has faith in your ability to conquer all the things you've
experienced. Many words are associated with self-worth. Sometimes people
consider it self-esteem and self-value, but self-worth is to recognize the value of

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self, which means recognizing that a person is worth a worthy person (Ackerman,
2020). In forming self-esteem and identity self-worth plays an important role to
gain those senses within ourselves.
According to Watkins, D. & Astilla, E. (2012), Filipinos are known to be a
family-oriented country in which the self-esteem of the Filipinos are based on the
bond that unites them and the kinship among families. The Philippines have a big
family relationship with 5-7 children in their respective home. In a large family,
older siblings are known to care for the needs of his/her all siblings, especially
the younger ones. Older sibling is most likely to take the lead and needs to be
independent as well as should meet the standard and expectation from his/her
family. While the younger ones tend to be spoiled and pampered by the parents
and older siblings. An older sibling needs to be a role model and a younger
sibling that has been pampered by the older ones, Thus the birth order of the
Filipino affects a potential effect on a child’s self-esteem.
According to Baybay, M. (2018) The first born are way more different than
the other siblings, the second and the last born. That includes the academic
achievement of the first born that brings too much expectation from the family or
parents. Child personality may be influenced by the surrounding especially in the
family because it is the first group they experienced. On the other hand, the
middle-born are more likely to show off or be excellent on their academic
performance as well as the last-born. Because of expectancy it shows that the
first born is more likely to be satisfied in his/her performance and their
relationship with their parents.

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Siblings are born in the same roof with the same parents but It differs their
personality based on the surrounding and experiences that shape them to be like
that. In a group of friends there is also an order in which there is someone who
will act as an eldest, there is someone who will act as the middle and the
youngest. The eldest being authoritative and shows care to others who are also
gaining respect from the young one, in addition being a leader and doing their
best on every occasion. Also being the young who follow the commands and
shows respect to the elders. On the other hand, middle children are prone to be
rebellious because they need to get the attention and should develop
conversational skills that obviously they did not get to the family (Zubiri,2015).
Some middle or youngest children can manifest the characteristics of the
eldest which he/she finds himself/herself as the breadwinner. A middle child born
ten years after the eldest may manifest an eldest child characteristic, and those
born a different gender from all the same gendered older siblings may also
exhibit an eldest or youngest personality. The Eldest - may have enjoyed
undivided attention but may also be given so much expectations by first-time
parents. The Middle Child - may benefit from parents who may already be calmer
and more secure in their parenting skills. But because they follow their older
sibling, they may feel they need to catch up always, forgetting that the eldest
have had some time to learn ahead. The Youngest - may be perceived as the
baby of the family no matter the age. The Only Child - contrary to being
immediately assumed as spoiled, may relate to friends as brothers and sisters
(Maghari, 2019).

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A study in Davao City suggests an important impact on a person's
psychological process, especially a person's spot that influences their character
(Nim et al., 2014). Children who are born without a huge birth gap to each other
are close to one another. Birth order doesn't affect the personality of a child,
since personality is not permanent and may change. The way parents behave in
front of our children may also affect them (Zubiri, 2015). Youngs began to appear
their low self-esteem during pre-adolescent because they are about to compare
themselves to others, having low self-esteem because of incompetency, the
increasing performance pressure might be the reason why children have low self-
esteem, and the disapproval of others especially in their parents and teachers
within their expectations (Thill,2018).
There have been several efforts to increase awareness about some
students' self-worth because some individuals feel lonely and down because of
their birth order. This study aims to make everyone aware that these variables
help each student's understanding of themselves. This study also tries to validate
the relationship between the birth order and the self-worth worth of students. It
helps them to know their worth and work on how they see their worth.
The value of fostering knowledge among the University of the Immaculate
Conception students is crucial because some seem silenced and unbothered, but
they do not have their self-worth. They tend to have small values for themselves,
low self-esteem, and many other things that include their worth. Students should
acknowledge this behavior to avoid developing their self-worth to be aware of
themselves. Those students who have siblings who suffer from knowing their

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worth are recipients of this analysis. In this way, they will determine how much
worth they have for themselves and how sibling relationships and birth order
affect it.
Students, parents, teachers, guidance counselors, and people who
suffered from not knowing their worth in the family are the beneficiaries of this
study. Those people may be able to understand the situation and help
themselves so that they will not overthink their worth and help to value
themselves and appreciate their existence more. This study will help them to
evaluate their worth, specifically in their birth order that affects their self-esteem,
self-value, self-concept, and many more.
Statement of the Problem
This study aims to determine the level of self-worth among senior high
school students of the University of the Immaculate Conception. Specifically it
seeks to answer the following questions:
1. What is the Demographic profile of the respondents in terms of:
1.1 Age
1.2 Sex
1.3 Birth Category
2. What is the level of self-worth of respondents in terms of:
2.1 Family Support
2.2 Competition
2.3 Appearance
2.4 God’s Love

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2.5 Virtue
2.6 Approval of others
3. Is there a significant difference in the self-worth when the respondents are
grouped according to:
3.1 Age
3.2 Sex
3.3 Birth Category
Conceptual Framework
Independent Variable Dependent Variable
DEMOGRAPHIC SELF WORTH

PROFILE
Family Support
Competition
Age
Appearance
Sex
God’s Love
Birth Category
Virtue
Approval from others
Figure 1. Conceptual Framework of the Study
The independent and dependent variables in the study are shown in
Figure 1. The independent variable shows the respondent’s demographic profile
which are Age, Sex and Birth Category while the Dependent variable shows the
respondents’ Self-Worth in terms of Family Support, Competition, Appearance,
God’s Love, Virtue, and Approvals from others. It is assumed that Self-Worth
is significantly dependent on the demographic profile of the respondents.

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Theoretical Framework
Alfred Adler's theory of birth order suggests that a child's personality
relates to their birth order. It is how the environment and family play a vital role in
the development of their personality. Each child depends on their order and has
unique traits (Dean,2020). Adler believes that the firstborn is advantageous
because their parents have recognized them as larger, stronger, and older. They
also possess personal power. The second-born recognizes itself as the shadow
of the firstborn. Next is the youngest, who always proves themself and his theory
that there are two youngest types: the successful and the unfortunate type of
youngest.
On the other hand, Adler believes that only children are dependent and
spoiled by their families supported all the time (Hoffman, 2020). Based on the
theory of birth order by Alfred Adler, this theory makes us believe that every child
is unique and different from each other. By that, we can identify how they will
perceive themselves as a firstborn, second, and the youngest. This theory
supports the study because it gives it an impact on the person.
Sibling relationships are more commonly considered in childhood,
adolescence, and later life than emerging or middle adulthood and are
interestingly characterized by life span and advancing, hierarchical and
corresponding nature (Whiteman et al., 2011). Sibling relationships have become
more deliberate, especially during adulthood, when one sibling often leaves
home, and everyday interactions are no longer required (Lindell et al., 2014). The
Darwinian theory proposes that to compete for their parents' limited consideration

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and secure their survival, siblings might intentionally take on one-of-a-kind
characteristics to maximize the resources devoted to them (Raskoff, 2011).
The self-worth theory of achievement motivation by Martin Covington
believes that the finding of self-acceptance and one's worth depends on the
ability to achieve competitively is the highest human priority. They are motivated
when they get higher marks or the attention they need. It maintains their self-
esteem and image by having great achievements in life or even in school
(Weibell, 2011). A person can only get their worth when someone recognizes
their ability and performance. They can only feel worthy when they will achieve
first place. With the birth order theory, if you are superior to your other siblings,
you can get your parents' attention to feel your worth and be motivated to
perform and show yourself well. Having those achievements helps you realize
that you are worth it and that you are a greater person than anyone.
Review of Related Literature
This research will discuss the relevant literature connected with the study
regarding self-worth of senior high school students. It accounts for the works that
have been published on the topic by accredited scholars and researchers.
Self-Worth
Self-worth is the ability to consider yourself capable of contending with
life's universal problems and deserving of happiness. Self-worth in psychology
represents the cumulative self-appraisal of a person's importance. It is faith in
one's mind's effectiveness and capacity to reason, trust in one's ability to read,
make reasonable judgments and decisions, and adapt effectively to adjustment.

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It arises as a consequence of the implicit critique of each individual's capacity to
meet the difficulties of life, to consider and find solutions, and their desire to seek
happiness and to be valued. In the famous book "The power of self-esteem,"
self-esteem is described as the awareness that we are suitable for life and life's
challenges. Self-worth is an essential part of human identity. It represents a
person's ultimate judgment or assessment of his or her value. High self-esteem is
when the person feels healthy, confident, happy with himself, and feeling that he
can do something. Low self-worth is when you're not feeling satisfied or vital for
yourself (Duari & Pravakar 2012).
Family Support
According to Nhandi (2017), in a child's development, family, and social
interactions among siblings are important. Everyone in the family is born
differently. Thus, siblings have different self-esteem. A study about birth order
interaction and self-esteem development in Tanzania. Sibling's birth order and
social and family interaction affect their self-esteem also in school and university
social lives. As the confluence model describes that the coming of many family
members in a family decreases the firstborn's intellectual ability than the later-
born, it means that the family's attention in other children decreases rather than
the attention of the firstborn and last born are still retained. Children's self-esteem
is based on the family size wherein they can feel parental love, care, and needs.
Environment, parents, and school take part in developing oneself self-esteem.
Thus, it should be focused on rather than ignored.

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Competition
According to Baron et al. (2013), you ought to be the best if you are
competitive. No one wants to lose, but it would be incredibly disappointing to see
someone else succeed if you are a competitive individual. To figure out who
knows the best, runs the fastest, eats the most hotdogs, and so forth, individuals
who are competitive want to race. For all, specific individuals are competitive. By
continuously comparing yourself to others and seeking to figure out what others
have and do, you can know them and make confident they are always "ahead."
Even a simple sandcastle-building case will define any competition.
A thesis by Hesketh (2012) indicated that a competitive atmosphere is not
always ideal for kids of all ages. Competition is mostly about self-esteem, much
as sweets are about teeth. In most competitive situations, most people fail, and,
understandably, that creates self-doubt. But even winning doesn't build
character; it only briefly makes a child gloat. Research findings have shown that
as a result of competitiveness, self-worth feelings become dependent on external
sources of assessment: The importance is determined by what you have
achieved. Worse, concerning the number of people you have defeated, you're a
decent person.
Children undergo comparison at home and school, and they quickly learn
to equate themselves with one another. The very basis of our school system and
culture as a whole is competitiveness and evaluation. Competition's detrimental
impact on self-esteem and self-worth is immense. In embarrassment and
disappointment, students with a decent pass conceal their grades. They feel
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awkward figuring out what other students' ratings are if they haven't done as well
as them (Felix, 2014).
A study of Walter (2014) shows that a person who is more competitive is
more likely to be discouraged and have a lower self-esteem on others' success.
However if a person is a cooperative they tend to have higher self-esteem. A
person will also have lower self-esteem when other people will fail, but they will
also have higher self-esteem if others will succeed. On the other hand, studies
shows that a competitive person will rely have a higher self-esteem1 regardless
of their experiences
Appearance
Collins (2010) described the appearance as to how someone or
something looks. The external impression of a thing is usually referred to as
appearance. It extends to a description of the body's attributes or characteristics
as this is the first thing you will notice to a person is how tall and big they are
(Buckley, 2019). You can describe them as fat, thin, tall, short, muscular, and
many others. Hairs can be blond, red, brown, black, grey, and white. Dark, light,
fair, rosy, and pale can be considered when talking about their skin tone. They
contain everything you can describe, only on sight, about a person or group of
individuals.
According to Gavioli (2014), women all over the world seek to get the ideal
body. This is reflected in the tremendous rise in cosmetic surgery operations for
a wide variety of products and a manner to fulfill physical appearance. We are all
deluged by exercise regimes, galore diets, and a whole host of beauty items that
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all promise to offer the perfection we seem to be striving for. The American
Society for Cosmetic Plastic Surgery announced in 2014 that Americans spent
more than $12 billion for two consecutive years on surgical and non-surgical
procedures. Both of these goals can be seen on the surface as women
reclaiming their bodies and declaring who they are as women in a society that
seeks body beauty unceasingly. Only by creating true self-worth from the inside
can begin to shift to realize the relation to who you are. It will help you to
understand and cultivate a genuine appreciation of your body profoundly.
Women have been depicted with images of perfection. Every day, they
diet, torment, and torture their bodies. More than half of young girls are on diets
or feel they should be. On a college campus, 91 percent of women polled had
tried to regulate their weight by dieting. In our pictures, we also search and hunt
for the defects we believe we have. We exist in fear of the world, finding out that
we are not flawless and rejecting us for it. For years, they have faked it,
assuming that the solution to our problems is perfection. The holes, though, are
starting to appear. Perhaps not to the outer world, but we know it deep inside.
We struggle with fear, low self-worth, and even depression because we
associate perfection with being likable. We continue to control, day after day,
who we're working desperately to be, the best impression of ourselves. For many
ladies, experiencing the guilt and sorrow of being flawed is a global fact (Fortuna,
2014).
According to Baudson T., Weber K., Freund P. (2016), past studies have
shown that physical self-concept, with academic and social self-concepts playing
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a much lesser role, accounts for most of the difference in self-esteem. The self-
concept of appearance is still by far the best predictor of a sample of 2,950
students from a wide variety of German secondary schools who responded and
that this is especially the case for girls and students from special education
schools.
God’s Love
Love is central to God's existence. Those who have become partakers in
the new nature (2 Peter 1:4) are God's creatures. Increasingly, they alone
represent the sacred and caring character of God and love others. Christians'
changed hearts respond to God's calling to love one another. We are not
minimizing the other attributes of God as Christians talk of the love of God. The
simplicity of God, for example, teaches us that God's love never works separately
from holiness, grace, omnipotence, righteousness, or other divine virtues.
Therefore, it loves to desire justice and require purity, but never to do so at the
detriment of mercy. For the Christian, what these points illustrate is that we need
God's guidance and the wisdom He gives to apply His love in every step of our
lives. Christians should both expect the order God offers them and follow it. In a
relationship with our Holy Father, God's spiritual discipline is meant to help the
people of God develop (Jenkins, 2020).
Williams (2011) claimed that God’s love is incomprehensible. If God is
unimaginable, then his love is as well. Though we can and must speak truthfully
of his love, for it is spiritual love, we will never comprehend it, as distinct from our
passion as his being is different from our being. In the context of extensively
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defining who he is, we cannot identify God, but we can nevertheless characterize
him forthrightly. We can do this because he made himself known to us through
his words, and in his soul, he opens our eyes to that meaning. For whatever
reason, it is less evident that his love is special from our love in other aspects,
such as being self-sufficient, eternal, unshakable, all-knowing, pure, and
passionless. Then it may be instantly apparent to us that God will not attempt to
quit loving us.
Academic Competence
Abao (2018) stated that academic competence is a concept used in the
department of education in their attempts to strengthen instructional efforts. It is
made up of a learner's talents, attitudes, and habits that lead to classroom
academic performance. Data reveals that dropping out is correlated with low
student success, absences, and student behavior. Providing learning resources
for students who may be bored or alienated, such as tutoring or enrichment
services, can overcome ability deficiencies, compensate for a period of
dissatisfaction, and improve academic experience. In students who feel
disconnected from education, academic challenges can also play a role, so
incentives such as leadership opportunities in academic areas or awards for
increased success may dramatically enhance educational and student
participation.
Ouano (2011) argued that the self-efficacy of teenage students for
learning improvements is according to how they react to changes in their school
environment. The present study proposed that academic challenge perception
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could reduce self-efficacy, but this impact is more dramatic among students who
are intensely goal-oriented in success. Results found that although they are at
the higher academic stage, teenage students had lower self-efficacy, but more
significantly lower for those who actively advocated success target orientation.
Ramifications emphasized the role of recognizing the values of self-efficacy of
students and the difficulty of influencing the adaptive change of students in the
curriculum, teaching, and other educational services.
Virtue
A person’s virtue is about having a good morality. That person has a
characteristic that shows goodness to the person itself and the other people. The
virtue of a student is one of the bases in knowing the level of their self-worth.
Tanesini (2016) it will still depend on the student’s attitude or characteristics on
how they will achieve virtue and a good attitude. Students who pay less attention
are prone to be farther to be an intellectual virtue. Virtue may only be taught to
students to those who listen well. Other students interpret virtue according to
their environment. They may adopt what others are doing, thinking that the action
is a good one.
Approval from Others
The author has lived through a loop of trying to be flawless and
accommodating others' needs and interests. She knew that things had to change
as the years went on and that her current lifestyle was unhealthy. It looked from
the outside as though she had a 'stable' lifestyle, although there was an
uncertainty inside that seemed difficult to grasp, let alone overcome. Self-
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protection barriers were very firmly in place with no compassion for it and caution
against letting someone come too close to them. All seemed to her to be out of
balance; "humans were the dominant species on the planet, but we existed in
such a mess, so it was logical that we could not be on board with how we were
meant to function," she says (Giles, 2014).
Profile of the Respondents
Birth order, along with biology, gender, temperament, and parenting
styles, is considered by some researchers and psychologists to be one of the
most significant influences on personality. The eldest children appear highly
competitive, and leaders who can be bossy and managed and likely to accept
responsibility. They are typically perfectionists and seek acceptance, and tend to
have something in common with others. The second and middle kids are more
likely to be the family's peacemakers, are excellent at bargaining, and are more
able to go with the flow. They seek attention and sometimes have more friends to
compensate for lack of family attention than the firstborn kids. The youngest
children appear to be more outgoing and charming and have a stronger sense of
freedom to get recognition. The variations between children within families are
accounted for by the birth order. Most parents often throw their hands up in the
air asking why the first and second are so different (Groose 2016).
Also, Johnson (2014) argued that children who are first born tend to have
high self-esteem compared to later-born children who have low self-esteem using
the Rosenberg Self-esteem scale. Firstborn children scored higher on
conscientiousness and extraversion; however, later born children scored high on
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agreeableness and openness to experience. According to Eckstein et al. (2010),
Alfred Adler was the first to give extensive information about birth order in 1918,
mainly on the siblings' dethronement. The firstborns are the center of attention,
but that changes when there is a sibling addition. Meanwhile, the younger ones
see their older siblings as their role models to catch up. Adler also emphasizes
that it is not the child’s birth order that creates the conflict but rather the situation
in which they are born and how they interpret it.
Cullen (2015) also discovered that those middle-born children have a
different attitude than their siblings in terms of their family roles. The middle-born
child is considered as a mediator and has a moderate attitude. Those who are
middle-borns' personalities may vary due to the competition of the parent's
attention to its other sibling, which makes the middle born feel the lack of
parental support and attention.
However, Voo (2020) said that it is inevitable that the first, middle,
youngest, or only child affects your conduct. Firstborns indulge in the presence of
their parents, which may explain why they behave like mini-adults often. They
tend to have undivided attention. Firstborns get more education and usually
score higher on IQ tests. They are attentive as well and want to succeed in
everything they do. They are more likely to be reliable, conscientious, structured,
cautious, controlling, and achievers. But despite those positive sides, they also
have fears like being a failure because nothing they do feels good enough.
Furthermore, a firstborn child appears to gravitate towards leadership
positions in Adlerian theory, both within their family and, later on, in their
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professional lives. They are vulnerable to perfectionism and a desire for
validation. They prefer order and laws and are guided by targets and
accomplishments. When a sibling is born, the child will fear losing their place of
privilege (Steil, 2019). The firstborn child should become authoritarian and may
believe that he or she has the right to have the power in the circumstances. They
will learn to become useful with motivation. In social environments, they begin to
become more dominant as the child ages. Adler indicated that this was because
the firstborn child lost their parents' undivided attention following the birth of a
second child. Therefore, it seeks to recover that attention in environments
outside the home and family (Stewart, 2012).
Batsiou (2020) presented a study that examined the level of self-
perception, self-esteem, physical activity, and sedentary behavior of children in
primary school. The participants were between the ages of 10 and 12 in
Komotini's town (Rhodopi East Greece, North), which investigated the
association between the parameters mentioned above and detected potential
differences between the children's age and gender on each dimension. The
information was gathered from the Children's Self-Perception Profile and the
"Self-administered physical activity interview checklist." The study found that self-
perception, self-esteem, and physical activity were at a high-satisfactory level.
The moderately active conduct of respondents was high. There was a favorable
influence of physical activity on the self-concept/self-esteem of the participants.
In the behavioral activity scale, girls were shown to have a higher degree of self-
perception than boys, whereas boys typically displayed higher global self4worth
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than girls. In academic and social skills, older students showed more fantastic
self-perception, although they had lower global self-worth. Moreover, it was
observed that in educational competence, students whose parents had a high
standard of schooling had a greater self-concept.
In today’s youth-obsessed culture, getting older is often seen as
something to fear. But a new study says at least one thing gets better with age:
self-esteem. Age 60 seems to be best for self-esteem, according to a paper
published recently in the journal Psychological Bulletin 4 and those positive
feelings may stay at their peak for an entire decade. They set out to present the
most comprehensive look yet at how self-esteem changes with age, examining a
number of different demographics and age groups. Self-esteem first begins to
rise between ages 4 and 11, as children develop socially and cognitively and
gain some sense of independence. Levels then seem to plateau 4 but not
decline 4 as the teenage years begin from ages 11 to 15, the data show
(Ducharme, 2018). After that lull, Orth (2018) says, self-esteem seems to
increase substantially until age 30, then more gradually throughout middle
adulthood, before peaking around age 60 and remaining stable until age 70. After
this period, however, Orth’s data show that many adults experience a decline in
self-esteem, beginning modestly around 70 and becoming more significant
around age 90. "Old age frequently involves loss of social roles as a result of
retirement, the empty nest, and, possibly, widowhood, all of which are factors
that may threaten self-esteem," Orth (2018) explains.
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Self-esteem is a major part of the self-understanding of adolescents; it is
complex and susceptible during puberty to internal and external factors. Gender
stereotypes affect the self-esteem of teenagers. Boys are more likely to be in
situations where girls are more likely to experience situations of intimacy, self-
disclosure, encouragement, and co-rumination that promote competitiveness,
conflict, control, and excitement. While girls tend to develop emotions linked to
issues of internalization, boys tend to develop emotions linked to their
externalization. In internalization among adolescents, gender differences have
been identified. In addition, when administered in mixed-gender vs. uni-gender
classes, there are contradictory findings with regard to the effect of intervention
interventions on the body image and self-esteem of adolescents. (Agam R, Tamir
S, Golan M., 2015).
According to Beidorn (2015), a significant number of studies on age and
gender disparities in self-esteem over the past two decades have shown that
men have greater self-esteem than women and that both men and women exhibit
age-related improvements in self-esteem. The researchers found that, from
adolescence to adulthood, self-esteem appeared to rise with age, and that men
seemed to have higher levels of self-esteem at any age than women worldwide
this significant degree of similarity suggests that differences in self-esteem
between gender and age are influenced in part by universal mechanisms; either
universal biological mechanisms, such as hormonal factors, or universal cultural
mechanisms, such as universal roles of gender.
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METHODOLOGY
Research Design
This study utilized a descriptive-comparative research design. A
descriptive-comparative research design distinguishes two variables that tries to
picture out a conclusion about it. It is to explore and analyze the similarities and
differences of the two separate groups (Richardson, 2018). In this context, the
design was used find if there will be a significant difference between the levels of
self-worth of senior high school students in terms of age, sex, and birth category.
Research Locale
The study was conducted at the University of the Immaculate Conception,
Davao City. It is a Roman Catholic institution that has been founded by the
Religious of the Virgin Mary in Davao City, Davao del Sur. This University
began in 1905 as Escuala Catolica de San Pedro.
Figure 2: Map of the University of the Immaculate Conception

lOMoARcPSD|29892870
Research Respondents
The respondents of the study were 100 Senior High School Students of
the University of the Immaculate Conception. The researchers used Simple
Random sampling in selecting the said respondents. Hence, an inclusion
criterion was set that only Grade 11 and 12 students currently enrolled in the
University of the Immaculate Conception academic year 2020-2021 will be
considered as the respondents of the study.
Research Instruments
This study utilized an adapted survey questionnaire. It was adapted from
Contingencies of Self-worth Scale by Crocker, J., Luhtanen, R. K., Cooper, M. L.,
& Bouvrette, A.(2012). The survey questionnaire consists of thirty-five (35) items
that comprises five (5) measures each in every indicator. It was adapted and was
validated by experts on the field and has been pilot tested on 20 respondents
resulting in a Cronbach’s alpha coefficient .745 which was deemed as
acceptable. All items will be answered using a 4-point Likert scale.
MEAN RANGE MATRIX
Range Interval Description Interpretation Verbal Interpretation

The students see their self-
3.26-4.00 Strongly Agree Very High
worth.
The students often see

2.50-3.25 Agree High
their self-worth.
The students sometimes

1.75-2.50 Disagree Low
see their self-worth.
Strongly The students never see
1.00-1.75 Very Low
Disagree their self-worth.
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Data Gathering Procedure
1. Permission was asked from the BED Principal. Before anything else,
the researchers requested permission to conduct this survey from their
BED Principal, S. Ma. Merlita S. Sabate, RVM. A letter was sent appealing
to grant us permission to the said survey.
2. Validation of the questionnaires. In conducting this survey, the
researchers validated the questionnaires before the respondents will fill
them up. It was validated by the experts.
3. The researchers asked the permission of the respondents.
Possessing the principal's permission, the researchers immediately
obtained the respondents' permission to collect the needed data. The
respondents are the bonafide senior high school students of the University
of the Immaculate Conception.
4. The study was conducted. After getting their authorization, the assigned
researchers will be sending them links for the online survey that contains
the questionnaires the researchers prepared. It will be gathered online
with respect and observance of health protocols and precautionary
measures for the COVID-19 pandemic.
5. The data gathered were collated and tabulated. When the researchers
receive their responses, it will be analyzed using statistical tools.
Statistical tool
The following Statistical tools were used in gathering data, analyzing the
data and the interpretation of the data in this study.
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lOMoARcPSD|29892870
Frequency and Percentage. Were used to describe the demographic profile of
the respondents to answer the sub-problem 1.
Mean. This was used to determine the self-worth of the respondents in answer to
sub-problem 2.
Analysis of Variance (ANOVA). This used to determine the significance
difference in the level of self-worth among the respondents when grouped
according to their birth-order in answer to sub-problem 3.
Ethical Considerations
This quantitative research followed the basic elements and values derived
from the Belmont Report of 1979 under ethical principles in all analysis. This
study specifically discussed the 10 dimensions of research ethics, including
social value, vulnerability issues, risk-benefit ratio, privacy and confidentiality of
information, justice, transparency, qualification of the researchers, adequacy of
facilities and community involvement.
Social value. This study provides information about senior high school students’
self-worth level that might help the next researcher further study the given topic.
The stage of the adolescence of people often encounters questioning their self-
worth. There are many reasons this type of experience occurs; therefore, this
study will help gain knowledge by comparing the level of self-worth by birth
order.
Informed consent. Full consent was obtained from the respondents prior to the
participation of the study. The researchers provide each respondent with an
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lOMoARcPSD|29892870
Informed Consent Form (ICF) to have had enough time to decide whether or not
to participate in the study. In the event that the respondent wishes not to
participate, he or she could return the ICF to the researcher by mail or call a
telephone number on the form.
Vulnerability issues. Permission to conduct this study was adequately followed
to relay the objective vividly. The researchers also consider the vulnerabilities of
respondents. Therefore, they are free to be involved in the study and they can
also withdraw if they change their mind. Furthermore, the researchers ensure
that all information and credentials will not be exposed and will remain
anonymous.
Risks-Benefit Ratio. While conducting the survey, the researchers thoroughly
explained the objective, purpose of the study, benefits of the study, and the
protection of their credentials. The respondents are free to ask a question
regarding the study. The researchers will also ensure the respondents well-being
and will not cause any harm. Moreover, the survey contents do not contain any
unacceptable statements that are offensive towards the respondents. The survey
questionnaire was only made to collect information related to the study; no
private question was asked. To ensure respondents’ conformability, the
researcher made sure that the form where the respondent will answer is straight
and direct to the point. Also, the respondents have any time to answer the
question. Furthermore, the respondents are allowed not to answer the question if
they perceive it intolerable, even if they are allowed to withdraw as a respondent
and if they do not feel to participate in the study anymore. The researchers
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valued their participation, and the safety of the respondents are the top priority of
the researchers.
Privacy and Confidentiality of Information. The method used to store the data
was done in electronic savings. It could be sent to my email so that it would not
be lost and can be retrieved anytime when badly needed for the research
respondents’ benefit. The researchers put all the respondents’ answered
questions in a file, stored and safeguarded in a flash drive. The flash drive was
kept in a secure place to avoid fabrication. Lastly, the researchers adhere to the
principles of transparency, legitimate purpose, and proportionality in the
collection, retention, and processing of personal information (Data Privacy Act of
2012), it is to make sure that the identities and privacies of the respondents are
safe and ensure that the data cannot be traced back to them.
Justice. Students who will be considered as possible respondents in this study
fit the inclusion criteria the researchers set. Only grade 11 and 12 students
enrolled in the University of the Immaculate Conception can perform in the study.
As researchers, we thanked those respondents for the time they spent during the
data gathering.
Transparency. Any type of communication about the study should be done with
honesty and transparency. To protect the welfare of each respondents, the
researchers properly implemented the methods used in the study. All the
necessary documents including, evidence, files and lists that will support data
analysis for the study, were included. Further, the findings were discussed
thoroughly especially information that may help the presentation of the results to
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give importance to transparency. Lastly, the researchers explained the process,
his involvement and how he maintained objectively in analyzing the data and
presenting the study results.
Qualification of the researcher. In the scope of this study, accountabilities and
responsibilities were given to the researchers. Research skills and expertise
shall be included on the researchers to conduct this certain kind of study. With
the help of the research adviser, knowledge from the books and also with their
fundamental specialization, the researchers nurtured the skills requirements to
perform the study.
Adequacy of facilities. The facilities that are needed in this study shall be
ensured its availability and accessibility by the researchers. Books and internet
resources were available to widen the analysis and interpretation of the data that
was being gathered. Internet connection and other instruments were also
available in gathering data. Lastly, the researchers identified the group of experts
who provided essential feedback and helpful suggestions regarding their study
and its communicating results.
Community involvement. The community and especially the respondents who
shall be respected by the researchers that were committed to do it. The
researchers are obliged to distribute the results of the study through local,
national and international research presentations.
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RESULTS AND DISCUSSION
This section presents the analysis and interpretation of the gathered data
which are presented in descriptive and tabular form. The results and discussions
answer the statement of the problem presented in the previous section.
Table 1: Profile of the Respondents

Sex Frequency Percentages
Male 48 48.0
Female 52 52.0
Total 100 100.0
Age
16 years old 6 6.0
17 years old 38 38.0
18 years old 54 54.0
19 years old 2 2.0
Total 100 100.0
Birth Category
Only Child 11 11.0
First Born 35 35.0
Middle Born 21 21.0
Last Born 33 33.0
Total 100 100.0
Table 1 shows the demographic profile of the respondents particularly in
terms of sex, age and birth order. The results were measured using frequency
counts and percentage in order to get the demographic profile of the students. In
terms of sex, female dominated males with 52 (52%) while the males only have
48(48%). There are 4 different ages in the result wherein 18 years old has the
highest frequency counts and percentage which is 54 (54%), next to it is 17 years
old with 38 (38%), 16 years old with 6 (6%) and 2 (2%) 19 years old. Lastly,
there are also 4 birth categories: the only child with 11(11%) frequency counts

lOMoARcPSD|29892870
and percentages, first born with 35 (35%) , middle born with 21(21%) and last
born with 33(33 frequency counts and percentages.
Self-esteem first begins to rise between ages 4 and 11, as children
develop socially and cognitively and gain some sense of independence. Levels
then seem to plateau 4 but not decline 4 as the teenage years begin from ages
11 to 15, the data show (Ducharme, 2018). After that lull, Orth (2018) says, self-
esteem seems to increase substantially until age 30, then more gradually
throughout middle adulthood, before peaking around age 60 and remaining
stable until age 70.
Table 2: Level of Self-Worth of Senior High School Students

Family Support SD Mean Interpretatio
n
1. Knowing that my family members love .53522 3.5800 Very High
me makes me feel good about
myself.
2. My self-worth is not influenced by the .79035 2.9600 Low
quality of my relationships with my
family members.
3. When my family members are proud .67390 3.4800 Very High
of me, my sense of self-worth
increases.
4. When I don’t feel loved by my family, .80723 3.0700 High
my self-esteem goes down.
5. It is important to my self-respect that I .50562 3.6300 Very High
have a family that cares about me.
Sub mean .39602 3.3440 Very high
Competition
1. I feel worthwhile when I perform better .73106 3.0300 High
than others on a task or skill.
2. Knowing that I am better than others .81253 2.9200 High
on a task raises my self-esteem.
3. Doing better than others gives me a .74529 3.0100 High
sense of self-respect.
4. My self-worth is affected by how well I .83581 2.7800 High
do when I am competing with others.
5. My self-worth is influenced by how .80019 2.8100 High
well I do on competitive tasks.
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Sub mean .61652 2.9100 High

Appearance
1. When I think I look attractive, I feel .80050 3.1600 High
good about myself.
2. My self-esteem is unrelated to how I .79137 2.8000 High
feel about the way my body looks
3. My self-esteem is influenced by how .77876 2.8600 High
attractive I think my face or facial
features are
4. My sense of self-worth suffers .86899 2.8200 High
whenever I think I don’t look good
5. My self-esteem does not depend on .80302 3.0400 High
whether or not I feel attractive.
God’s Love
1. My self-worth is based on God’s love. .53664 3.5700 Very High
2. I feel worthwhile when I have God’s .54643 3.6200 Very High
love.
3. My self-esteem would suffer if I didn’t .67232 3.4500 Very High
have God’s love.
4. My self-esteem goes up when I .60461 3.5900 Very high
feel that God loves me.
5. When I think that I’m disobeying God, .57172 3.5800 Very High
I feel bad about myself.
Sub mean .47795 3.5620 Very High
Academic Competence
1. My opinion about myself isn’t tied to .69602 3.0200 High
how well I do in school.
2. Doing well in school gives me a sense .59933 3.3800 Very High
of self-respect.
3. I feel better about myself when I know .61101 3.4800 Very High
I’m doing well academically.
4. My self-esteem is influenced by my .71428 3.0700 High
academic performance.
5. I feel bad about myself whenever my .63652 3.3300 Very High
academic performance is lacking.
Virtue
1. Doing something I know is wrong .59933 3.3800 Very High
makes me lose my self-respect.
2. Whenever I follow my moral principles, .55377 3.4200 Very High
my sense of self-respect gets a boost.
3. I couldn’t respect myself if I didn’t live .66393 3.0600 High
up to a moral code.
4. My self-esteem would suffer if I did .66027 3.2200 High
something unethical.
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5. My self-esteem depends on whether .60302 3.2000 High

or not I follow my moral/ethical
principles.
1. I don’t care if other people have a .88785 3.1400 High
negative opinion about me.
2. I can’t respect myself if others don’t 1.05044 2.2600 Low
respect me.
3. I don’t care what other people think of .88763 3.2000 High
me.
4. What others think of me has no effect .88763 3.2000 High
on what I think about myself.
5. My self-esteem depends on the 1.01995 2.5100 Low
opinion of other hold on me.
Sub Mean .61804 2.8620 High
OVERALL MEAN .29227 3.1609 High
Table 2 showed the level of self-worth of the students in University of the
Immaculate Conception. The table uses standard deviation and mean as its
statistical tool. The sub-mean for the level of self- worth in terms of family support
is 3.3440 with a standard deviation of .39602 and interpreted as very high. There
is a high level of self-worth in students in terms of competition with a sub-mean of
2.910 and a standard deviation of .61652. As well as in appearance there is high
level of self-worth in students with a sub-mean of 2.9360 and a standard
deviation of .43751. In God’s love it shows that the sub-mean was .3562 and
.47795 as the standard deviation and interpreted as very high.
However, there is a high level of self-worth in academic competence with
a 3.256 as a sub-mean and .41495 as the standard deviation. In virtue the result
finds that the level of self-worth of students is high with a sub-mean of 3.256 and
a standard deviation of .47318. Lastly the sub-mean of approvals from others is
2.862 with a .61804 as the standard deviation thus it was interpreted as high
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level of self-worth. The overall mean in the level of self-worth of the students in
the university is 3.16 with a standard deviation of .29227 and interpreted as high.
This means that the students do often see their self-worth.
In addition self-worth is an essential part of human identity. It represents a
person's ultimate judgment or assessment of his or her value. High self-esteem is
when the person feels healthy, confident, happy with himself, and feeling that he
can do something. Low self-worth is when you're not feeling satisfied or vital for
yourself (Duari & Pravakar 2012).
Table 3: Significant difference on Family Support of Senior High School

students
Sex N Mean SD t-value p-value Interpretation
Male 48 3.2833 .43434 -1.481 .071 No significant
Female 52 3.4000 .35202 difference
Age No significant
16 years old 6 3.4333 .46332 .695 .557 difference
17 years old 38 3.3789 .38845
18 years old 54 3.3000 .39382
19 years old 2 3.6000 .56569
Birth N Mean SD F- p-value Interpretation
Category value
Only Child 11 3.5818 .34005 1.757 .161 No significant
First Born 35 3.2743 .35008 difference
Middle Born 21 3.3619 .45440
Last Born 33 3.3273 .40564
Table 3 shows the significant difference in the level of self-worth in terms
of family support. T-test was used to test the significant difference for sex and
analysis of variance (ANOVA) was used for age and birth category. In terms of
sex, the mean level of female respondents is higher compared to males.
However, because the p-value is greater than the 0.05 alpha level of
significance, the difference was not significant. It means that both male and
female respondents have statistically similar levels of family support. In terms of
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age, the mean level of 19 years old respondents is higher compared to 16, 17,
and 18 years old. However, there is no significant difference against the four
because the p-value is greater than the alpha level of significance, which is 0.05.
It means that 19 years old have significantly similar levels of family support. In
terms of birth category, the mean level of middle bord respondents is higher than
the only-child, first, and last-born respondents. Because of the p-value, there is
no significant difference that can be found between the four birth categories.
According to Nhandi (2017), in a child's development, family, and social
interactions among siblings are important. Everyone in the family is born
differently. Thus, siblings have different self-esteem.
Table 4: Significant difference on Competition of Senior High School

students
Male 48 3.0667 .58830 2.506 .788 No significant
Age No significant
16 years old 6 2.9667 .61210 2.384 .074 difference
17 years old 38 2.7474 .58018
18 years old 54 2.9889 .62213
19 years old 2 3.7000 .42426
Category value
Only Child 11 2.8909 .75559 .365 .779 No significant
Middle Born 21 2.8286 .54876
Last Born 33 2.8788 .67812
Table 4 shows the significant difference of the level of self-worth in terms
of competition. A T-test was used to test the significant difference for sex and
analysis of variance (ANOVA) was used for age and birth category. In terms of
sex, the mean level of male respondents is higher compared to females.
33

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female respondents have statistically similar levels of competition. In terms of
age, the mean level of 16 years old respondents is higher compared to 17, 18,
and 19 years old. However, there is no significant difference against the four
because the p-value is greater than the alpha level of significance, which is 0.05.
It means that 19 years old have significantly similar levels of competition. In
terms of birth category, the mean level of first born respondents is higher than
the only-child, middle, and last-born respondents. Because the p-value is greater
than the alpha level of significance, there is no significant difference that can be
found between the four birth categories.
A thesis by Hesketh (2012) indicated that a competitive atmosphere is not
always ideal for kids of all ages. Competition is mostly about self-esteem, much
as sweets are about teeth. In most competitive situations, most people fail, and,
understandably, that creates self-doubt. But even winning doesn't build
character; it only briefly makes a child gloat.
Table 5: Significant difference on Appearance of Senior High School

students
Male 48 2.9417 .48283 .124 .249 No significant
Age No significant
17 years old 38 2.9053 .49372
18 years old 54 2.9333 .38657
19 years old 2 3.4000 .28284
Birth Category N Mean SD F-value p-value Interpretation
Only Child 11 2.8545 .49873 3.315 .023 Significant
Middle Born 21 2.7048 .37746
Last Born 33 2.9818 .48053
34

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Table 5 shows the significant difference on appearance of the
respondents particularly in terms of sex, age and birth order. The results were
measured using T-test and analysis of variance (ANOVA) for age and birth
category. In terms of sex, the mean level of male respondents is higher
compared to females. However, because the p-value is greater than the 0.05
alpha level of significance, the difference was not significant. It means that both
male and female respondents have statistically similar levels of appearance. In
terms of age, the mean level of 19 years old respondents is higher compared to
16, 17, and 18 years old. However, there is no significant difference against the
four because the p-value is greater than the alpha level of significance, which is
0.05. It means that 19 years old have significantly similar levels of appearance. In
terms of birth category, the mean level of only first born respondents is higher
than the only-child, middle, and last-born respondents. Because the p-value is
less than the 0.05 alpha level of significance, hence there is a significant
difference among the only-child, first, middle, and last-born respondents.
According to Baudson T., Weber K., Freund P. (2016), past studies have
shown that physical self-concept, with academic and social self-concepts playing
a much lesser role, accounts for most of the difference in self-esteem. The self-
concept of appearance is still by far the best predictor of a sample of 2,950
students from a wide variety of German secondary schools who responded and
that this is especially the case for girls and students from special education
schools.
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Table 6: Significant difference on God’s Love of Senior High School

students
Male 48 3.4583 .49673 -2.120 .401 No significant
Age No significant
17 years old 38 3.5368 .49452
18 years old 54 3.5407 .47841
19 years old 2 3.9000 .14142
Category value
Middle Born 21 3.5429 .52969
Last Born 33 3.5636 .50856
Table 6 shows the significant difference on God’s love of the respondents
particularly in terms of sex, age and birth order. The results were measured using
T-test and analysis of variance (ANOVA) for age and birth category. In terms of
sex, the mean level of female respondents is higher compared to males.
female respondents have statistically similar levels of God’s love. In terms of age,
the mean level of 19 years old respondents is higher compared to 16, 17, and 18
years old. However, there is no significant difference against the four because
the p-value is greater than the alpha level of significance, which is 0.05. It means
that 19 years old have significantly similar levels of God’s love. In terms of birth
category, the mean level of only-child respondents is higher than the first, middle,
and last-born respondents. Because the p-value is greater than the alpha level of
significance, hence there is no significant difference that can be found between
the four birth categories.
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According to Williams (2011) His love is special from our love in other
aspects, such as being self-sufficient, eternal, unshakable, all-knowing, pure, and
passionless. Then it may be instantly apparent to us that God will not attempt to
quit loving us.
Table 7: Significant difference on Academic Competence of Senior High

School students
Male 48 3.2500 .49250 -.138 .007 Significant
Age No significant
16 years old 6 3.3333 .46762 1.785 .155 difference
17 years old 38 3.2421 .35461
18 years old 54 3.2333 .44255
19 years old 2 3.9000 .14142
Category value
Middle Born 21 3.1524 .34003
Last Born 33 3.2061 .45411
of academic competence. A T-test was used to test the significant difference for
sex and analysis of variance (ANOVA) was used for age and birth category. In
terms of sex, the mean level of female respondents is higher compared to males.
However, because the p-value is lesser than the 0.05 alpha level of significance,
a significant difference can be found. It means that both male and female
respondents have statistically no similar levels of academic competence. In
terms of age, the mean level of 19 years old respondents is higher compared to
16, 17, and 18 years old. However, there is no significant difference against the
four because the p-value is greater than the alpha level of significance, which is
0.05. It means that 19 years old have significantly similar levels of academic
37

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competence. In terms of birth category, the mean level of only-child respondents
is higher than the first, middle, and last-born respondents. Because the p-value is
greater than the alpha level of significance, there is no significant difference that
can be found between the four birth categories.
Abao (2018) stated that academic competence is a concept used in the
department of education in their attempts to strengthen instructional efforts. It is
made up of a learner's talents, attitudes, and habits that lead to classroom
academic performance. Data reveals that dropping out is correlated with low
student success, absences, and student behavior. Providing learning resources
for students who may be bored or alienated, such as tutoring or enrichment
services, can overcome ability deficiencies, compensate for a period of
dissatisfaction, and improve academic experience. In students who feel
disconnected from education, academic challenges can also play a role, so
incentives such as leadership opportunities in academic areas or awards for
increased success may dramatically enhance educational and student
participation.
Table 8: Significant difference on Virtue of Senior High School students

Male 48 3.2083 .53786 -.968 .067 No significant
Age No significant
17 years old 38 3.2737 .42724
18 years old 54 3.2407 .52180
19 years old 2 3.3000 .14142
Middle Born 21 3.1429 .41542
Last Born 33 3.2788 .54300
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of virtue. A T-test was used to test the significant difference for sex and analysis
of variance (ANOVA) was used for age and birth category. In terms of sex, the
mean level of female respondents is higher compared to males. However,
because the p-value is greater than the 0.05 alpha level of significance, there is
no significant difference that can be found. It means that both male and female
respondents have statistically similar levels of virtue. In terms of age, the mean
level of 19 years old respondents is higher compared to 16, 17, and 18 years old.
However, there is no significant difference against the four because the p-
value is greater than the alpha level of significance, which is 0.05. It means that
19 years old have significantly similar levels of virtue. In terms of birth category,
the mean level of only-child respondents is higher than the first, middle, and last-
born respondents. Because the p-value is greater than the alpha level of
significance, there is no significant difference that can be found between the four
birth categories.
A person’s virtue is about having a good morality. That person has a
characteristic that shows goodness to the person itself and the other people. The
virtue of a student is one of the bases in knowing the level of their self-worth.
Tanesini (2016) it will still depend on the student’s attitude or characteristics on
how they will achieve virtue and a good attitude. Students who pay less attention
are prone to be farther to be an intellectual virtue. Virtue may only be taught to
students to those who listen well. Other students interpret virtue according to
39

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their environment. They may adopt what others are doing, thinking that the action
is a good one.
Table 9: Significant difference on Approval from Others of Senior High

School students
Male 48 3.0292 .63647 2.678 .133 No significant
Age No significant
17 years old 38 2.7789 .62522
18 years old 54 2.9074 .63450
19 years old 2 3.4000 .00000
Middle Born 21 2.9333 .64910
Last Born 33 2.8485 .70362
of approval from others. A T-test was used to test the significant difference for
sex and analysis of variance (ANOVA) was used for age and birth category. In
terms of sex, the mean level of male respondents is higher compared to females.
significance, there is no significant difference that can be found. It means that
both male and female respondents have statistically similar levels of approval
from others. In terms of age, the mean level of 19 years old respondents is
higher compared to 16, 17, and 18 years old. However, there is no significant
difference against the four because the p-value is greater than the alpha level of
significance, which is 0.05. It means that 19 years old have significantly similar
levels of approval from others. In terms of birth category, the mean level of only-
child respondents is higher than the first, middle, and last-born respondents.
40

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Because the p-value is greater than the alpha level of significance, there is no
significant difference that can be found between the four birth categories.
The author has lived through a loop of trying to be flawless and
accommodating others' needs and interests. She knew that things had to change
as the years went on and that her current lifestyle was unhealthy. It looked from
the outside as though she had a 'stable' lifestyle, although there was an
uncertainty inside that seemed difficult to grasp, let alone overcome. Self-
protection barriers were very firmly in place with no compassion for it and caution
against letting someone come too close to them. All seemed to her to be out of
balance; "humans were the dominant species on the planet, but we existed in
such a mess, so it was logical that we could not be on board with how we were
meant to function," she says (Giles, 2014).
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CONCLUSION
1. The demographic profiles shows that in term of sex female respondents
dominated the study compared to male. In terms of age 18 years old
dominated the study and followed by 17 years old, next to it is 16 years
old and 19 years old. Lastly, in terms of birth category the first born
dominated the said research that followed by the last born, next is the
middle born and in the last are the first born.
2. There is a high level of self-worth among senior high school students of
the University of the Immaculate Conception.
3. There is no significant difference in the level of self-worth among the
respondents in terms of Family Support, Competition, God’s Love, Virtue,
and Approvals of others. However, there is a significant difference in terms
of appearance when grouped according to birth order and academic
competence when grouped according to sex.

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RECOMMENDATION
1. People who will benefit from our study are the guidance counselors.
Because of this, they can help the students to be mindful of their self-
worth. They can develop solutions for the students to see their self-worth
even if students have high self-worth. Some also experience trauma; that
is why it is said that research can help the guidance counselors to come
up with alternatives for the students to express themselves.
2. Teachers, especially teachers who are teaching at a high level, such as
senior high school, can help them cope with their worth. Teachers can
help build a friendly competition for students about their academics
instead of fighting against each other.
3. For the parents, because parents help their children to find their self-worth
because of their support. Parents should uplift their children for them to
see their worth instead of giving them traumas. Parents should be aware
of their children for them to help in coping up with their worth.
4. For the students who can’t see their self-worth, this study will help them
realize their worth and allow themselves to cope with their fear and see
their worth. This study helps them learn that they are worth enough and
can see different solutions and realization to build the worth they need.
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APPENDICES
A. Approval Letter

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B. Informed Consent
UNIVERSITY OF THE IMMACULATE CONCEPTION

Senior High School Unit
J. P. Laurel Avenue, Bajada Street, Davao City
INFORMED CONSENT
Informed Consent Form for: Level of Self-Worth among Senior Highschool Student
Name of the Researcher(s): Angeles, Febe Quenyht; Carumba, Aime Flor;
Medrano, Sheryl; Moya, Christine Joy; Saavedra, Angela.
Institution: University of the Immaculate Conception
INTRODUCTION
You are invited to participate in a research study conducted by Angeles, Febe Quenyht;
Carumba, Aime Flor; Medrano, Sheryl; Moya, Christine Joy; Saavedra, Angela at the
University of the Immaculate Conception, because you fit the inclusion criteria for
informants of our study.
Your participation is completely voluntary. Please read the information below, and ask
questions about anything you do not understand, before deciding whether to participate.
Please take as much time as you need to read the consent form. You may also decide to
discuss participation with your family or friends.
If you decide to participate, you will be asked to sign this form. You will be given a copy of
this form.
PURPOSE OF THE STUDY
This study aims to determine the Level of Student’s Self-worth in University of the
Immaculate Conception.
STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate by answering
the survey questionnaire which you can finish in less than 30 minutes.
POTENTIAL RISKS AND DISCOMFORTS
You may feel discomfort during the course of the survey because of the sensitive nature
of the topic being studied. You may opt not to answer questions which make you feel any
psychological or emotional distress or you can withdraw as a participant of the study if
you feel that you cannot discuss the information that is asked of you. The researchers
value your participation and will place your welfare as their highest priority during the
course of the study.
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POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
This study can generate relevant information which can be useful to public and private
administrators, and human resource managers. The results, discussions, and findings
from this study can spark evidence-based information which can be used by government
agencies such as the Department of Health (DOH), Department of Social Welfare and
Development, CHED, and DepEd for program and proposal in partnership and
collaboration with public and private academic institutions.
CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. Any
identifiable information obtained in connection with this study will remain confidential,
except if necessary, to protect your rights or welfare. This certificate means that the
researcher can resist the release of information about your participation to people who
are not connected with the study. When the results of the research are published or
discussed in conferences, no identifiable information will be used.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time
and discontinue participation without penalty. You are not waiving any legal claims, rights
or remedies because of your participation in this research study.
INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact the
researcher at the University of the Immaculate Conception, Bonifacio Campus, Davao
City through mobile phone number 09299523311 or through email at
fangeles_1904000124@uic.edu.ph; or if you need to see her, she can be located at the
123-3 Barangay 21-C Quezon Boulevard, Davao City
RIGHTS OF RESEARCH PARTICIPANT
If you have questions, concerns, or complaints about your right as a research participant
or the research in general and are unable to contact the research team, or if you want to
talk to someone independent of the research team, please contact the University of the
Immaculate Conception Basic Education Department at 222- 2320 local 358."
RESEARCH PARTICIPANT’S CONSENT
I have read the information provided above. I have been given a chance to ask questions.
My questions have been answered to my satisfaction, and I agree to participate in this
study. I have been given a copy of this form. I can withdraw my consent at any time and
discontinue participation without penalty.
________________________________________ ___________
Signature above Printed Name of Respondent Date Signed
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C. Validation Sheet

Senior High School Department
Bonifacio Street, Davao City, Philippines
Research Assessment Tool Validation Sheet
Name of Evaluator : Ms. Marnelle N. Baguhin___________________________________

Degree : BSEd- English__________________________________________
Position : SHS Faculty____________________________________________
Institution : University of the Immaculate Conception____________________
To the Evaluator: Please check the appropriate box for your ratings.
Points: 5 – Excellent, 4 – Very Good, 3 – Good, 2 – Fair, 1 – Poor
Criteria/Indicators 1 2 3 4 5
1. Clarity of Directions and Items
The vocabulary, language structure and concepts /
suit the level of the participants and the items are
written in a clear and understandable manner.
2. Presentation and Organization of Items The
items are presented and organized in a logical /
manner.
3. Suitability of Items
The items are appropriate and they represent the
substance of the research. The statements are /
designed to determine the conditions, knowledge,
perceptions, and/or attitudes that are supposed to
be measured.
4. Adequateness of Items per Category
The items represent the coverage of the research
adequately. The number of statements per area is /
representative enough for the questions needed in
the research.
5. Attainment of Purpose
The instrument as a whole fulfills the objectives for
which it is constructed. /
6. Objectivity
No aspect of the questionnaire suggests bias on
the part of the researcher(s). /
Comments/Suggestions/Recommendations:
Ms. Marnelle N. Baguhin

SIGNATURE OVER PRINTED NAME
51

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Research Assessment Tool Validation Sheet
Name of Evaluator : Kasandra Nhel Z. Saavedra

Degree : Bachelor of Arts in Psychology, Ateneo de Davao University
Position : Human Resource Head .
Institution : UrbanEast Developments, Inc. .
1. Clarity of Directions and Items /

The vocabulary, language structure and
concepts suit the level of the participants and
the items are written in a clear and
understandable manner.
2. Presentation and Organization of Items /
The items are presented and organized in a
logical manner.
3. Suitability of Items /
The items are appropriate and they represent
the substance of the research. The
statements are designed to determine the
conditions, knowledge, perceptions, and/or
attitudes that are supposed to be measured.
4. Adequateness of Items per Category /

The items represent the coverage of the
research adequately. The number of
statements per area is representative
enough for the questions needed in the
research.
5. Attainment of Purpose /
The instrument as a whole fulfills the
objectives for which it is constructed.
6. Objectivity /
No aspect of the questionnaire suggests bias
on the part of the researcher(s).
I suggest defining the terms <First Born=, <Middle Born=, and <Third Born=. You might encounter
participants whose family history had deaths or miscarriage during their mother’s pregnancy.
Example, an only child might have a prior sibling who died due to miscarriage. Which category will
he be long 3 the First Born since he is an only child alive at this moment or Middle Born since
literally by birth, he was born second?
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Also, you might want to consider changing the term <self-worth= or revising the context using other
terms to refrain ambiguity in the statements. Example of an ambiguous statement in the
questionnaire: <When my family members are proud of me, my sense of self-worth increases.=
Participants might be confused on how is self-worth measured or identified to have increase? Try
changing the context of self-worth instead. Lastly, I appreciated the clarity of the instructions and
as well as inclusions of consent, rights, and other disclosures to and for the participants prior to
their participation in the survey/study.
53

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Name of Evaluator : Maria Rizalie S. Lindo

Degree : AB Communication Arts
Position : SHS Faculty
Institution : University of the Immaculate Conception
1. Clarity of Directions and Items
The vocabulary, language structure and concepts ✔
suit the level of the participants and the items are
written in clear and understandable manner.
2. Presentation and Organization of Items The
items are presented and organized in a logical
✔
manner.
3. Suitability of Items
The items are appropriate and they represent the
substance of the research. The statements are ✔
designed to determine the conditions, knowledge,
perceptions, and/or attitudes that are supposed to
be measured.
4. Adequateness of Items per Category
The items represent the coverage of the research
adequately. The number of statements per area is ✔
representative enough for the questions needed in
the research.
5. Attainment of Purpose
The instrument as a whole fulfills the objectives for ✔
which it is constructed.
6. Objectivity
No aspect of the questionnaire suggests bias on ✔
the part of the researcher(s).
I am quite confused why there are 2 divisions for 1 indicator (Accurate Self-Assessment:
Knowing One’s Strengths and Limits). Can’t it be merged? or if there is a purpose for it, please
disregard my comment.
SIGNATURE OVER PRINTED NAME
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D. Survey Questionnaire
NAME (Optional): ___________________________________________________
SEX: _____________ AGE:____________ BIRTH ORDER: ______________
Level of Self-Worth
Direction: Answer honestly by placing a check (√) on the corresponding column of your
answer.
4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

STATEMENTS 4 3 2 1
Family Support
1. Knowing that my family members love me makes me feel
good about myself.
2. My self-worth is not influenced by the quality of my
relationships with my family members.
3. When my family members are proud of me, my sense of self-
worth increases.
4. When I don’t feel loved by my family, my self-esteem goes
down.
5. It is important to my self-respect that I have a family that cares
about me.
Competition
1. I feel worthwhile when I perform better than others on a task
or skill.
2. Knowing that I am better than others on a task raises my self-
esteem.
3. Doing better than others gives me a sense of self-respect.
4. My self-worth is affected by how well I do when I am
competing with others.
5. My self-worth is influenced by how well I do on competitive
tasks.
Appearance
1. When I think I look attractive, I feel good about myself.
2. My self-esteem is unrelated to how I feel about the way my
body looks.
3. My self-esteem is influenced by how attractive I think my face
or facial features are.
4. My sense of self-worth suffers whenever I think I don’t look
good
5. My self-esteem does not depend on whether or not I feel
attractive.
God’s Love
1. My self-worth is based on God’s love.
2. I feel worthwhile when I have God’s love.
3. My self-esteem would suffer if I didn’t have God’s love.

4. My self-esteem goes up when I feel that God loves me.
5. When I think that I’m disobeying God, I feel bad about myself.
Academic Competence
1. My opinion about myself isn’t tied to how well I do in school.
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2. Doing well in school gives me a sense of self-respect.

3. I feel better about myself when I know I’m doing well
academically.
4. My self-esteem is influenced by my academic performance.
5. I feel bad about myself whenever my academic performance
is lacking.
Virtue
1. Doing something I know is wrong makes me lose my self-
respect.
2. Whenever I follow my moral principles, my sense of self-
respect gets a boost.
3. I couldn’t respect myself if I didn’t live up to a moral code.
4. My self-esteem would suffer if I did something unethical.
5. My self-esteem depends on whether or not I follow my
moral/ethical principles.
1. I don’t care if other people have a negative opinion about me.
2. I can’t respect myself if others don’t respect me.
3. I don’t care what other people think of me.
4. What others think of me has no effect on what I think about
myself.
5. My self-esteem depends on the opinions of others hold on me.
56

lOMoARcPSD|29892870
E. Statistical Analysis
AGE
Frequenc Valid Cumulative
y Percent Percent Percent
Vali 16 6 6.0 6.0 6.0
d 17 38 38.0 38.0 44.0
18 54 54.0 54.0 98.0
19 2 2.0 2.0 100.0
Tota 100 100.0 100.0
l
SEX
Vali Male 48 48.0 48.0 48.0
d fEMAL 52 52.0 52.0 100.0
E
Total 100 100.0 100.0
BrTH_ord
Vali Only Child 11 11.0 11.0 11.0
d First Born 35 35.0 35.0 46.0
Middle 21 21.0 21.0 67.0
Born
Last Born 33 33.0 33.0 100.0
Total 100 100.0 100.0
Descriptive Statistics
N Mean Std. Deviation
FS1 100 3.5800 .53522
FS2 100 2.9600 .79035
FS3 100 3.4800 .67390
FS4 100 3.0700 .80723
FS5 100 3.6300 .50562
FS_AVE 100 3.3440 .39602
C1 100 3.0300 .73106
C2 100 2.9200 .81253
C3 100 3.0100 .74529
C4 100 2.7800 .83581
C5 100 2.8100 .80019
C_AVE 100 2.9100 .61652
A1 100 3.1600 .80050
A2 100 2.8000 .79137
A3 100 2.8600 .77876
57

lOMoARcPSD|29892870
A4 100 2.8200 .86899

A5 100 3.0400 .80302
A_AVE 100 2.9360 .43751
GL1 100 3.5700 .53664
GL2 100 3.6200 .54643
GL3 100 3.4500 .67232
GL4 100 3.5900 .60461
GL5 100 3.5800 .57172
GL_AVE 100 3.5620 .47795
AC1 100 3.0200 .69602
AC2 100 3.3800 .59933
AC3 100 3.4800 .61101
AC4 100 3.0700 .71428
AC5 100 3.3300 .63652
AC_AVE 100 3.2560 .41495
V1 100 3.3800 .59933
V2 100 3.4200 .55377
V3 100 3.0600 .66393
V4 100 3.2200 .66027
V5 100 3.2000 .60302
V_AVE 100 3.2560 .47318
AO1 100 3.1400 .88785
AO2 100 2.2600 1.05044
AO3 100 3.2000 .88763
AO4 100 3.2000 .88763
AO5 100 2.5100 1.01995
AO_AVE 100 2.8620 .61804
AVE_LSW 100 3.1609 .29227
Valid N (listwise) 100
Group Statistics
SEX N Mean Std. Deviation Std. Error Mean
FS_AVE Male 48 3.2833 .43434 .06269
fEMALE 52 3.4000 .35202 .04882
C_AVE Male 48 3.0667 .58830 .08491
fEMALE 52 2.7654 .61194 .08486
A_AVE Male 48 2.9417 .48283 .06969
fEMALE 52 2.9308 .39583 .05489
GL_AVE Male 48 3.4583 .49673 .07170
fEMALE 52 3.6577 .44340 .06149
AC_AVE Male 48 3.2500 .49250 .07109
fEMALE 52 3.2615 .33264 .04613
V_AVE Male 48 3.2083 .53786 .07763
fEMALE 52 3.3000 .40487 .05615
AO_AVE Male 48 3.0292 .63647 .09187
fEMALE 52 2.7077 .56355 .07815
AVE_LSW Male 48 3.1768 .35307 .05096
fEMALE 52 3.1462 .22466 .03116
58

lOMoARcPSD|29892870
Independent Samples Te
Levene's Test for Equality of Variances
F Sig. T df Sig
FS_AVE Equal variances assumed 3.328 .071 -1.481 98
Equal variances not assumed -1.468 90.585
C_AVE Equal variances assumed .073 .788 2.506 98
Equal variances not assumed 2.510 97.832
A_AVE Equal variances assumed 1.346 .249 .124 98
Equal variances not assumed .123 91.096
GL_AVE Equal variances assumed .711 .401 -2.120 98
Equal variances not assumed -2.111 94.468
AC_AVE Equal variances assumed 7.600 .007 -.138 98
Equal variances not assumed -.136 81.585
V_AVE Equal variances assumed 3.439 .067 -.968 98
Equal variances not assumed -.957 87.072
AO_AVE Equal variances assumed 2.298 .133 2.678 98
Equal variances not assumed 2.665 94.184
AVE_LSW Equal variances assumed 9.499 .003 .522 98
Equal variances not assumed .513 78.581
Descriptives
95% Confidence Interval for Mean
N Mean Std. Deviation Std. Error Lower Bound Upper Bound
FS_AVE 16 6 3.4333 .46332 .18915 2.9471 3.9196
17 38 3.3789 .38845 .06302 3.2513 3.5066
18 54 3.3000 .39382 .05359 3.1925 3.4075
19 2 3.6000 .56569 .40000 -1.4825 8.6825
Total 100 3.3440 .39602 .03960 3.2654 3.4226
C_AVE 16 6 2.9667 .61210 .24989 2.3243 3.6090
17 38 2.7474 .58018 .09412 2.5567 2.9381
18 54 2.9889 .62213 .08466 2.8191 3.1587
19 2 3.7000 .42426 .30000 -.1119 7.5119
Total 100 2.9100 .61652 .06165 2.7877 3.0323
A_AVE 16 6 3.0000 .53666 .21909 2.4368 3.5632
17 38 2.9053 .49372 .08009 2.7430 3.0675
18 54 2.9333 .38657 .05261 2.8278 3.0388
19 2 3.4000 .28284 .20000 .8588 5.9412
Total 100 2.9360 .43751 .04375 2.8492 3.0228
GL_AVE 16 6 3.8000 .40000 .16330 3.3802 4.2198
17 38 3.5368 .49452 .08022 3.3743 3.6994
18 54 3.5407 .47841 .06510 3.4102 3.6713
19 2 3.9000 .14142 .10000 2.6294 5.1706
Total 100 3.5620 .47795 .04780 3.4672 3.6568
59

lOMoARcPSD|29892870
AC_AVE 16 6 3.3333 .46762 .19090 2.8426 3.8241

17 38 3.2421 .35461 .05753 3.1255 3.3587
18 54 3.2333 .44255 .06022 3.1125 3.3541
19 2 3.9000 .14142 .10000 2.6294 5.1706
Total 100 3.2560 .41495 .04150 3.1737 3.3383
V_AVE 16 6 3.2667 .43205 .17638 2.8133 3.7201
17 38 3.2737 .42724 .06931 3.1333 3.4141
18 54 3.2407 .52180 .07101 3.0983 3.3832
19 2 3.3000 .14142 .10000 2.0294 4.5706
Total 100 3.2560 .47318 .04732 3.1621 3.3499
AO_AVE 16 6 2.8000 .45607 .18619 2.3214 3.2786
17 38 2.7789 .62522 .10142 2.5734 2.9845
18 54 2.9074 .63450 .08634 2.7342 3.0806
19 2 3.4000 .00000 .00000 3.4000 3.4000
Total 100 2.8620 .61804 .06180 2.7394 2.9846
AVE_LSW 16 6 3.2286 .31661 .12926 2.8963 3.5608
17 38 3.1233 .25771 .04181 3.0386 3.2080
18 54 3.1635 .30684 .04176 3.0797 3.2472
19 2 3.6000 .20203 .14286 1.7848 5.4152
Total 100 3.1609 .29227 .02923 3.1029 3.2188
ANOVA
Sum of Squares df Mean Square F Sig.
FS_AVE Between Groups .330 3 .110 .695 .557
Within Groups 15.196 96 .158
Total 15.526 99
C_AVE Between Groups 2.609 3 .870 2.384 .074
Total 37.630 99
A_AVE Between Groups .491 3 .164 .852 .469
Total 18.950 99
GL_AVE Between Groups .617 3 .206 .897 .446
Total 22.616 99
AC_AVE Between Groups .900 3 .300 1.785 .155
Total 17.046 99
V_AVE Between Groups .029 3 .010 .042 .988
Total 22.166 99
AO_AVE Between Groups .975 3 .325 .847 .471
Total 37.816 99
AVE_LSW Between Groups .467 3 .156 1.871 .140
60

lOMoARcPSD|29892870
Total 8.457 99
Descriptive
95% Confidence Interval for M
N Mean Std. Deviation Std. Error Lower Bound Upper Bou
FS_AVE Only Child 11 3.5818 .34005 .10253 3.3534 3.
First Born 35 3.2743 .35008 .05917 3.1540 3.
Middle Born 21 3.3619 .45440 .09916 3.1551 3.
Last Born 33 3.3273 .40564 .07061 3.1834 3.
Total 100 3.3440 .39602 .03960 3.2654 3.
C_AVE Only Child 11 2.8909 .75559 .22782 2.3833 3.
First Born 35 2.9943 .56253 .09508 2.8011 3.
Middle Born 21 2.8286 .54876 .11975 2.5788 3.
Last Born 33 2.8788 .67812 .11805 2.6383 3.
Total 100 2.9100 .61652 .06165 2.7877 3.
A_AVE Only Child 11 2.8545 .49873 .15037 2.5195 3.
First Born 35 3.0571 .36160 .06112 2.9329 3.
Middle Born 21 2.7048 .37746 .08237 2.5329 2.
Last Born 33 2.9818 .48053 .08365 2.8114 3.
Total 100 2.9360 .43751 .04375 2.8492 3.
GL_AVE Only Child 11 3.8182 .32808 .09892 3.5978 4.
First Born 35 3.4914 .44548 .07530 3.3384 3.
Middle Born 21 3.5429 .52969 .11559 3.3017 3.
Last Born 33 3.5636 .50856 .08853 3.3833 3.
Total 100 3.5620 .47795 .04780 3.4672 3.
AC_AVE Only Child 11 3.5273 .42212 .12727 3.2437 3.
First Born 35 3.2800 .39168 .06621 3.1455 3.
Middle Born 21 3.1524 .34003 .07420 2.9976 3.
Last Born 33 3.2061 .45411 .07905 3.0450 3.
Total 100 3.2560 .41495 .04150 3.1737 3.
V_AVE Only Child 11 3.4000 .48166 .14523 3.0764 3.
First Born 35 3.2571 .43541 .07360 3.1076 3.
Middle Born 21 3.1429 .41542 .09065 2.9538 3.
Last Born 33 3.2788 .54300 .09452 3.0862 3.
Total 100 3.2560 .47318 .04732 3.1621 3.
AO_AVE Only Child 11 3.0182 .44231 .13336 2.7210 3.
First Born 35 2.7829 .56853 .09610 2.5876 2.
Middle Born 21 2.9333 .64910 .14165 2.6379 3.
Last Born 33 2.8485 .70362 .12248 2.5990 3.
Total 100 2.8620 .61804 .06180 2.7394 2.
AVE_LSW Only Child 11 3.2987 .35303 .10644 3.0615 3.
First Born 35 3.1624 .23771 .04018 3.0808 3.
Middle Born 21 3.0952 .27050 .05903 2.9721 3.
Last Born 33 3.1550 .33190 .05778 3.0373 3.
Total 100 3.1609 .29227 .02923 3.1029 3.
61

lOMoARcPSD|29892870
ANOVA
Sum of Squares df Mean Square F Sig.
FS_AVE Between Groups .808 3 .269 1.757 .161
Total 15.526 99
C_AVE Between Groups .424 3 .141 .365 .779
Total 37.630 99
A_AVE Between Groups 1.779 3 .593 3.315 .023
Total 18.950 99
GL_AVE Between Groups .904 3 .301 1.332 .268
Total 22.616 99
AC_AVE Between Groups 1.137 3 .379 2.288 .083
Total 17.046 99
V_AVE Between Groups .514 3 .171 .760 .519
Total 22.166 99
AO_AVE Between Groups .600 3 .200 .516 .672
Total 37.816 99
AVE_LSW Between Groups .301 3 .100 1.180 .322
Total 8.457 99
62

lOMoARcPSD|29892870
CURRICULUM VITAE

lOMoARcPSD|29892870
MS. FEBE QUENYHT S. ANGELES
123-3 Barangay 21-C Quezon Boulevard, Davao City
09299523311
Febequenyht01@gmail.com
PERSONAL DATA
Birth Date: February 01, 2003
Birthplace: Davao City
Sex: F
Civil Status: Single
Religion: Roman Catholic
Mother: Lorelie S. Angeles
Father: Jake B. Angeles
EDUCATIONAL ATTAINMENTS
Senior High School: University of Immaculate Conception
Junior High School: Our Lady of Fatima Academy INC.
Elementary: Kapitan Tomas Monteverde Senior Central Elementary School
Pre-School:Project Hope
64

lOMoARcPSD|29892870
MS. AIME FLOR P. CARUMBA
059-B Eagle st marfori heights 2 davao city
09561791902
carumbaaimeflor@gmail.com
PERSONAL DATA
Birth Date: September 06, 2002
Birthplace: Sibsib, Tulunan, Cotabato
Sex: Female
Mother: Florabel P. Carumba
Father: Jaime C. Carumba
Senior high School: University of the Immaculate Conception
Junior high School: Tulunan National High School
Elementary: Bual Elementary School
Pre-School: Christian Education Ministry
65

lOMoARcPSD|29892870
MS. SHERYL FLORA MAY L. MEDRANO
Tago,Purok Avocado Evergreen Surigao del Sur
09275193890
Sherylmedrano503@gmail.com
PERSONAL DATA
Birth Date: May 03, 2003
Birthplace: Tago, Surigao Del Sur
Sex: Female
Mother: Cheryl L. Medrano
Father: Floro L. Medrano Jr.
Junior high School: Purisima Diocesan School.Incorporated
Elementary: Falcon Memorial Elementary School
Pre-School: United Church of Christ in the Philippines
66

lOMoARcPSD|29892870
MS. MA. CHRISITNE JOY B. MOYA
182 Polarity St., Alpha Homes, Matina Aplaya, Davao City
09066647013
chrstnmoya@gmail.com
PERSONAL DATA
Birth Date: October 31, 2002
Birthplace: Davao City
Sex: Female
Mother: Anecita B. Moya
Father: Gumercindo L. Moya
Junior high School: Davao City Special National High School
Elementary: Davao City Special School
Pre-School: Davao Christian Learning Center
67

lOMoARcPSD|29892870
MS. BEA A. ROMANILLOS
Makabayan Village San Isidro Tagum City
09292683729
Bearomanillos9@gmail.com
PERSONAL DATA
Birth Date: December 31, 2002
Birthplace: Tagum City
Sex: Female
Mother: Ben R. Romanillos
Father: Ana A. Romanillos
Junior high School: Davao City Special National High School
Elementary: Davao City Special School
Pre-School: Davao Christian Learning Center
68

lOMoARcPSD|29892870
MS. ANGELA V. SAAVEDRA

Phase 2, Golden Plains Subdivision, Monkayo Davao De oro
09085519108
jelaysaavedra@gmail.com
PERSONAL DATA
Birth Date: November 17,2002
Birthplace: Tagum City
Sex: Female
Mother: Cyndrell V. Saavedra
Father: Arnold Saavedra
Junior high School: Monkayo National High School
Elementary: Monkayo Central Elementary School
Pre-School: Agape Christian Academy
69

Level of Self Worth Among Senior High School Students of The University of The Immaculate Conception

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Level of Self Worth Among Senior High School Students of The University of The Immaculate Conception

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Research Writing (Our Lady of Fatima University)

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LEVEL OF SELF WORTH AMONG SENIOR HIGH SCHOOL STUDENTS OF

A Research Presented to the

In Partial Fulfillment of the Requirements for

Angeles, Febe Quenyht

Downloaded by Rey Jastin I. Saucel (reysaucelo2006@gmail.com)

In completing this research and fulfilling an objective, vision and

and immense pleasure.

the researchers to provide them the determination and perseverance to complete

time and attention throughout the study.

To their parents, who are never tired of supporting the researchers

financially, spiritually, physically, and psychologically and for the consistent

encouragement, the researchers are extending their heartfelt appreciation.

researchers for giving inspiration and encouragement.

directly or indirectly to complete their research work.

Downloaded by Rey Jastin I. Saucel (reysaucelo2006@gmail.com)

Research shows that the self-worth of a person may be because of self-

acknowledgment, self-love, and self-acceptance. Focusing mainly on a person’s

of self-worth among senior high school students of the University of the

Immaculate Conception. Using descriptive-comparative research design and an

respondents is high. Moreover, there is no significant difference in the level of

self-worth among the respondents in terms of family support, competition, God’s

love, virtue, and approvals of others. However, there is a significant difference in

the level self-worth among the respondents in terms of appearance when

grouped according to birth order and academic competence when grouped

Keywords: Self-worth, Birth Order, Senior High School, Descriptive-

Downloaded by Rey Jastin I. Saucel (reysaucelo2006@gmail.com)

Background of the Study 1

Statement of the Problem 5

Review of Related Literature 8

Data Gathering Procedure 23

RESULT AND DISCUSSION 28

Downloaded by Rey Jastin I. Saucel (reysaucelo2006@gmail.com)

Respondent’s Level of Self-Worth 29

Test of Significant Difference 32

CONCLUSION AND RECOMMENDATIONS 42

Downloaded by Rey Jastin I. Saucel (reysaucelo2006@gmail.com)

TABLE DESCRIPTION PAGE

1 Profile of the Respondents 28

2 Level of Self-Worth of Senior High 31

3 Significant difference on Family Support of 32

Senior High School students

4 Significant difference on Competition of 33

Senior High School students

5 Significant difference on Appearance of 34

Senior High School students

6 Significant difference on God’s Love of 36

Senior High School students

7 Significant difference on Academic 37

Competence of Senior High School students

8 Significant difference on Virtue of 38

Senior High School students

9 Significant difference on Approval from 40

Others of Senior High School students

Downloaded by Rey Jastin I. Saucel (reysaucelo2006@gmail.com)

Background of the study

conditions. It may be a result of goal achievement, family acknowledgment, or

their family. One factor of a student’s measure of self-worth is the sibling’s

to be positive than younger siblings, containing the lowest self-evaluation as the

Experiencing self-understanding, self-love, and self-acceptance are

conditions to determine self-worth (Sicinski, 2008). It is how the person sees