Research Paper Humss 201 Chapter 1 and 2

SELF ESTEEM, SELF EFFICACY AND ACADEMIC PERFORMANCE
DIVISION OF MABALACAT CITY i
Self Esteem And Self Efficacy of Students and Its Effect on the Academic
Performance of Senior High Students
A Research Paper Presented to the Faculty of Madapdap Rest. Senior High School
Division of Mabalacat City, Pampanga
In Partial Fulfillment of the Course Requirements in Practical Research 2

leading to the Completion of the Humanities and Social Sciences (HUMSS) Strand in
Senior High School Program
Arcega, Mariel D.
Soliman, Jenny Rose G.
Dabu, Lj Ann D.
Ho, Kreasha Camille C.
Valencia, Maricris A.
Leodones, James R.
Jimenez, Gorvachieve A.
October 2022
Madapdap Resettlement Senior High School

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Approval sheet
This research paper entitled “Self Esteem And Self Efficacy and Its Effect on
the Academic Performance of Senior High Students“prepared and submitted by:
Arcega, Mariel, Soliman, Jenny Rose, Dabu, Lj Ann, Ho, Kreasha Camille, Valencia,
Maricris, Leodones, James, Jimenez, Gorvachieve , in partial fulfillment of the course
requirements in Practical Research 2 leading to the completion of the “Humanities and
Social Sciences (HUMSS)” Strand in Senior High School Program.
JEFFREY R. YUMANG, EdD
Research Adviser and Chairman
______________________
Date Signed

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Table of Contents
Front
Page………………………………………………………………………………..… 1
Approval sheet……………………………………………………………………….
Table of contents………………………………………………………….…..………
Abstract………………………………………………………………………….……
Chapter I
Introduction……………………………………………………………………….
Conceptual Framework……….…………………………………………………
Statement of the Problem.........................................................................................
Significance of the Study……………………….……………………………….
Scope and Delimitation…………………………………..…………………………
Definition of Terms…………………………………….………………………..….
Chapter 2
Research Design……………………………………………………………………..
Instrument………………………………………………………………………….
Data Collection Procedure…………………………………………………………
Ethical Considerations……………………………………………………………..
Statistical Treatment of Data……………………………………………………

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Trends
It has been found in several studies that among the important factors affecting
motivation are self esteem and self efficacy. It is believed that higher self-efficacy and
self-esteem results in higher level of motivation in the students. Self-esteem and self-
efficacy of student are crucial right now since the face to face classes started.
People with high levels of self-efficacy put in a lot of effort and keep going
after failures. High self-efficacy enables people to respond less defensively when they
get critical feedback in a dynamic work environment where continuing learning and
performance improvement are required. Zajacova et al. (2005), indicated that students
with high self-efficacy study most in advanced fields. It helps in selection of special
(optional) courses. Moreover, Espenshade (2005), explicated students continuously
work, and they find out effective ways to control difficulties in achieving their goals.
While students with low self-efficacy will discontinue, they are unable to remove
barriers in achieving and learning.
Greeno (2001) notes that self-esteem is always attributed to best performances in
tasks and at work place. Self value may strengthen the learners’ relationship with the
facilitator. This implies that the students may benefit more from the teacher due to the
free atmosphere. It also reduces problems like; truancy, absenteeism, drug and

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substance abuse and teenage pregnancies that are known to cause poor performances.
Character building emanate from self-esteem. Students with self-esteem are able to
manage and use their leisure time well.
Issues
Wright, Jenkins-Guarnieri, and Murdock, (2012), stated that academic self-
efficacy affects students’ academic efforts and persistence. Compared with students
with low levels of academic self-efficacy, students with high levels of academic self-
efficacy commit to higher goals and academic expectations, have stronger resistance to
frustration, and demonstrate greater persistence when facing difficulties. Moreover,
psycho-sociological evidences abound that lack of achievement motivation and low
self-esteem, creates in students lack of interest to strive for high academic
performances, and zeal to contribute positively and efficiently to national development.
Additionally, Covington (2000), revealed that analyses of self-esteem suggest
that academic and social problems are the result of con- tingent, unstable, or fragile
self-esteem, rather than low engage in activities that provide opportunities for them to
achieve success and avoid failure in domains on which they stake their self-worth.
Furthermore, Awan, Noureen, Naz (2011), stated that lacking motivation as a
related concept of self–efficacy was the root of the weakening of education standards
and an obstacle in learning. The motivation was defined as an inner condition that
guides and upholds behavior, and it was inevitable that a strong correlation is present

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between motivation and learning.
Objective
This study aims to seek data regarding the effects of self-efficacy and self-
esteem in academic performance of senior high school students and to understand the
predictive nature of self-efficacy and self-esteem. Additionally, to raise awareness and
knowledge regarding the effect of self-esteem and self-efficacy of students on their
academic performance.
Contribution
By the information compiled here, it can be basis for factual information and
details for having a knowledge and insight how the self-efficacy and self esteem
affects the students academic performance. This study is vital right now for students,
educator and guardians to know its factor for the learners.
Review of Related Literature and Studies
Self - Esteem and Academic Performance
The study by D'Amico and Cardaci (2003), they pointed out that if student
performance is successful in the setting of the classroom, some students may feel good
about themselves and such positive self-esteem will induce them to believe that their
academic capabilities as more positive as a result. Moreover, Körük, S. (2017), found
that the course in which the achievement was measured is functioning as a moderator
in the effect of self-esteem on student achievement.

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Dondo, (2005), discussed that person’s self-esteem can be perceived as negative
or positive depending on how one evaluates their worth .The value that one attaches to
self leads to the level of self-esteem that they have. As a result, this level of self-esteem
can influence ones performance of tasks in various situations in life. Positive self-
esteem implies that, comparing ones value to others, the individuals find themselves
superior. This can lead to behaviors like arrogance, selfishness and difficult in coping
with others. Such behavior may influence an individual’s academic performance.
Ahmad, Zeb, Ullah, and Ali, (2013), stated in their study "Relationship
between Self-Esteem and Academic performances of Students from the Government
Secondary Schools," that there is a significantly high correlation between academic
performances and self-esteem within students. An essential academic construct in the
course of education is self-esteem. Also, it is acknowledged as one of the main factors
in the students' learning results. The results demonstrate that whenever there is present
positive self-esteem within students, they have a high level of academic performance.
In addition. Ahmad, Zeb, Ullah, and Ali (2013), reported in their study
"Relationship between Self-Esteem and Academic performances of Students from the
Government Secondary Schools," that there is a significantly high correlation between
academic performances and self-esteem within students. An essential academic
construct in the course of education is self-esteem. Also, it is acknowledged as one of
the main factors in the students' learning results. The results demonstrate that whenever

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there is present positive self-esteem within students, they have a high level of academic
performance.
Ogot (2017), showed his study found that students' academic performance is
influenced by their self-esteem and existing relationships. Their research discovered a
strong connection between academic success and self-esteem. Students with high self-
esteem achieve high grades.
In contrast with other research finding, Baumeister, Campbell, Krueger and
Vohs, (2003) claimed that the modest correlations between self-esteem and school
performance do not indicate that high self-esteem leads to good performance. Instead,
high self-esteem is partly the result of good school performance. Efforts to boost the
self-esteem of pupils have not been shown to improve academic performance and may
sometimes be counterproductive.
Balami's (2015), revealed in his, "Relationship between Self-efficacy Belief and
Academic performance of Face to face classes' self-efficacy has no significant
relationship with their academic performance. This finding is supported by a study
conducted by Rahim (2016) who investigated the association between emotional
intelligence, self-esteem, and academic achievement among 300 university students.
The results of the data analyses displayed that emotional intelligence and self-esteem
had no significant relationship with academic achievement.
Additionally, Abdullah (2000), determine in his study the extent university
student's academic performance was influenced by achievement motivation, self-

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esteem, and locus of control of university students in a Nigerian University. Results
from multiple regression analysis revealed that clearly the subjective independent
variables did not predict objective measure of the students’ academic performance.
The study of Twinomugisha (2008) revealed that that if self-esteem increased
then academic success will increase. The study concluded that there was a positive
relationship between self-esteem and academic achievement although the relationship
was weak.
Self-Efficacy and Academic Performance
Chemers, and Garcia, (2001), confirmed that students who have high self-
efficacy view academic demands as challenges rather than threats, and they have
higher academic expectations and do better academically than students who have low
self-efficacy.
The study of Lodewyk and Winnie (2005), showed that students who have a
strong sense of self-efficacy appear to self-regulate more productively, to take on more
challenging tasks more willingly, to apply more effort, to persevere longer despite
obstacles, to experience less anxiety, to use more effective tactics and strategies, to
achieve better academic performances, and to cognitively process information more
effectively.
In broader sense, Dullas (2018), investigated the development of the academic
self-efficacy scale intended for high school students in the Philippines. The study
emphasized the significance of academic performance and self-efficacy and how it

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affects their behavior at school. The study identified the connection of the variables
through the use of the revised self-efficacy scale which measures the skills of every
student from private and public schools in Nueva Ecija. The findings manifested that
there is a significant correlation to academic self-efficacy. And it concluded that having
high self-efficacy improves the students’ academic performance.
A study of Wright, Jenkins-Guarneri, and Murdock (2012), explained that
academic self-efficacy affects students’ academic efforts and persistence. Compared
with students with low levels of academic self-efficacy, students with high levels of
academic self-efficacy commit to higher goals and academic expectations, have
stronger resistance to frustration, and demonstrate greater persistence when facing
difficulties.
As mentioned by Murphy and Alexander (2000), self-efficacy was concerned
with the student's perceived capabilities in relation to the tasks that a student is required
to execute in the academic sphere. As a result, the pupils have the willpower to learn
these abilities in order to improve their academic performance.
Hattie and Timperley (2007) asserted after experiencing positive feedback,
students with high and low self-efficacy might differ in their response to negative
feedback on a later assessment; high self-efficacy students may cope better, while low
self-efficacy students might seek to avoid critical but constructive feedback.
Additionally, Clickenbeard (2012) stated that as students’ self-efficacy levels
increase, their independence and intrinsic motivation translate into greater success in

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the classroom. “In order for students to maintain a high level of self-efficacy, they need
to believe that they are equipped with the skills and talents for a specific task. Also,
Chen (2003), found that “self-efficacy played a direct role in predicting students’ math
performance. The effects of prior math achievement on math performance were
mediated largely through the students’ self-efficacy beliefs”.
In the study by Bhagat (2017), showed that respondents studying in government
and private schools show a positive but not significant relationship found between
negative self-males and females with their academic performance. Self – efficacy is the
perception to do an assigned task more effectively. It is a positive attitude toward the
self that any tasks given could be accomplished through a person's capabilities.
Self - Esteem and Self - Efficacy on Academic Performance

Essel and Owusu, (2017), indicated in their study that self–related perceptions
have turned into an essential subject in education, given its impacts on students'
behavior and academic performance. These self-related psychological perceptions
include self – concept, self – esteem, and self – efficacy.
Caprara and Cervone, (2000), revealed that according to the perspective of
personality as a complex system, characteristics, self-esteem, and self-efficacy beliefs
are important predictors of academic accomplishment because they address distinct
structures and processes that contribute to academic performance at different levels.
Furthermore, Lane, Lane, and Kyprianou (2004), studied the relations between
self-efficacy, self-esteem, previous performance accomplishments, and academic
performance in 205 postgraduate students. The correlation results revealed that there

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were substantial correlations between self-efficacy and self-esteem. According to the
results of multiple regressions, self-efficacy mediated the association between
performance accomplishments and academic success. The findings confirmed the
predictive validity of self-efficacy measures in academic settings.
In addition, Ruzek, Hafen, Allen, Gregory, Mikami, and Pianta (2016),
pointed out to their study that self-esteem has a significant impact on academic
engagement. However, it remains to be further explored how self-esteem influences
academic engagement and what internal mechanism drives this relationship. Self-
efficacy theory posits that academic self-efficacy is a motivational factor that can
induce and maintain adaptive learning behaviors.
Maropamabi (2014), stated that pupils with high levels of self-efficacy and self-
esteem are more likely to perform well in school. Worldwide Self-Esteem and the Self-
efficacy and self-esteem were assessed using general self-efficacy scales, respectively.
Yazon (2018), explained in his study how having a high level and low level of
self-efficacy can affect the academic performance of college students. The study
emphasizes understanding the importance and relation of self-efficacy, self-esteem and
academic performance of high level and low level of respondents. The outcome of the
study states that there is no significant difference between the students’ grades and self-
efficacy. The study concluded that a student must be able to know the level of his self-
efficacy to do the task successfully.

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However, Tus (2020), revealed that self-concept, self-esteem, and self-efficacy
do not significantly affect senior high school students' academic performance.
Moreover, it is suggested that the school personnel and parents monitor and provide the
needed support and guidance to their children while searching for their identities. Also,
devise additional programs for their students' proper guidance and make progress on
the learning activities and teaching-learning plan to maximize their learning experience
and boost the students' performance in class.
In view of the existing literature and studies, the researchers are determine to
know the effects of self-esteem and self-efficacy of academic performance.
Conceptual Framework
This study used the Input Process Output (IPO) Model. This framework has a
powerful influence on this research, much of which either explicitly or implicitly
invokes the IPO model. The researcher constructed the figure 1 to demonstrate the
connection between the variables in the study. The conceptual frame work consists of
three dimensions: input, process and output. Input lead to process that in turn to lead to
outcomes.
The input contains the level of self-esteem, level of self-efficacy, academic
performance of the respondents, significant relationship between self-esteem and
academic performance and self-efficacy and academic performance. The process
includes the data gathering of the study such as creating questioners in a form of
scaling, distribution of the questioners to the respondents, statistical analysis of data

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and interpretation. The output box denotes the study’s findings in determining the
effect of self-esteem and self-efficacy on the academic performance of senior high
school students.
This study will clarify the effects of the self-esteem and self-efficacy of the
students to their academic performance. The respondents would be the students of
Madapdap Resettlement Senior High School.

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Input Process Output
1.Level of self-
esteem of the
respondent.
2. Level of self-
efficacy of the
respondents.
3. Academic 1. Creating Clarified the Effect of

Self-Esteem and Self
performance of the questioners in a Efficacy on the
Academic
respondents. form of scaling.
Performance of Senior
4. Significant 2. Distribution of the High School Students
relationship questioners to the
between: respondents
4.1. self esteem 3. Statistical analysis
and academic of data and
performance. interpretation.
4.2. self efficacy
and academic
performance.
Figure 1
Paradigm of the Study

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Statement of the Problem
The major concern of the study is to assess the Self Esteem and Self Efficacy
and its Effect on the Academic Performance of Senior High School Students for the
school year 2022 - 2023. Specifically it seeks to answer the following:
1. How may the level of self-esteem and the respondent describe?
2 .How may the level of self-efficacy of the respondents be described?
3 .How may the academic performance of the respondents be described?
4. Is there a significant relationship between:
4.1 self-esteem and academic performance?
4.2. self-efficacy and academic performance?
Hypothesis
This study is anchored on the alternative hypotheses that:
1. there a significant relationship between self-esteem and academic performance
2. there a significant relationship between self-efficacy and academic performance
Significance of the Study
The results of the study will help the school heads, teachers, parents, students
and future researchers to continue work for a better understanding regarding the effects
of self-esteem and self-efficacy to the academic performance of students. Therefore,
the study is significant with regards to the following:
School heads. The major functions of the school head are planning, organizing,
controlling, and directing. To be effective in running the school, this study will serve

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as overview and provides awareness of the contemplation of the effects of self esteem
and self efficacy toward students, as well as to sustain their respective role and to
achieve a goal for the school.`
Teachers. It is necessary to say that not all teachers are aware of what are the
factors that affect the academic performances of students. So through this study, it will
give an awareness to the teachers regarding the effects of self-efficacy and self-esteem
in academic performance of senior high school students. The informations compiled
here can be a basis for factual information and details for having a vast knowledge and
insight on how the self-efficacy and self-esteem affects the students academic
performance.
Parents. The outcome of this research may be useful and helpful to parents.
They will be able to recognize their children's actions or behaviors and effectively
monitor their academic performance.
Students. This study may serve as guide reference and spread awareness about
the self-esteem and self-efficacy and how it affects their academic performance.
Future Researchers. This study will be very beneficial. It will be an
instrument that will guide and navigate them in discovering credible, reliable, and
tantamount factors that are known as indispensable data for further understanding on
the topic. Indeed, this research is going to be their basis or reference that they will
surely need in their own studies.

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Scope and Delimitation
The major concern of the study is to assess the self-esteem and self-efficacy and
their effects on the academic performance of senior high school students for the school
year 2020–2023. The respondents are the senior high school students, particularly
Grade 12 with academic tracks.
The total number of respondents is 143. They were selected accordance with
their strands to respond to the survey questionnaire. Participants' identities will be kept
private; neither their names nor any other details about them will be disclosed as part of
the research. The study was conducted at Madapdap Resettlement Senior High School
(Mabalacat, Pampanga).
This study specifically demonstrates the effect of self-efficacy and self-esteem
on students' academic performance as assessed by the student respondents, the level of
self-esteem perceived by the student respondents, the level of self-efficacy of the
student respondents, and the significance of the relationship between the self-esteem
and self-efficacy academic performance of students.
Definition of Terms
The following terms are conceptually and operationally defined:
Failure. This is about fact of someone or something not succeeding (Oxford
dictionary). In this study, it refers to the as one of the variable that determine the failure
in academic performance due to self-efficacy and self-esteem of the respondents.

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Motivation. this is the reason why somebody does something or behaves in
particular way and the feeling of wanting to do something, especially something that
involves hard work and effort (Oxford dictionary). In this particular study, it refers as
one of the variable that determines the motivation of students towards their desired
academic performance outcome.
Self-efficacy. This refers to people's beliefs about their capabilities to exercise
control over their own activities (Oxford dictionary). It refers as one of the variables in
the study that will helps to determine the effect of self-efficacy towards academic
performance of students.
Self-esteem. This is about belief and confidence in your own ability and value
(Oxford dictionary). In this particular study, it refers as one of the variable that helps
to know the effect of self-esteem towards academic performance of students.

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CHAPTER 2
This chapter presents the method of conducting the research, on how it is
designed, respondents, instrument, data collection procedure, ethical considerations and
statistical treatment.
Research Design
This study will utilize quantitative research design. Bhandari (2022), defined
that quantitative research design is a process of collecting and analyzing numerical data.
It can be used to find patterns and averages, make predictions, test causal relationships,
and generalize results to wider populations. The descriptive-correlational research
design will be use. It is descriptive because this study aims to give an understanding
about current circumstances and it is correlational since it investigate the relationship
between variables, whether positive or negative, their cause and effects and that the
coefficient is what of correlation establishes the degree of correlation.
According to McBurney & White, (2009), descriptive-correlational design
method is used in research studies that aim to provide static pictures of situations as
well as establish the relationship between different variables. In this research, the
researcher will use the descriptive-correlational design method taking into
consideration that the main focus of the study is to determine the effect of self- esteem
and self-efficacy on the academic performance of the students. As stated by Lappe,
(2000), descriptive-correlational studies are useful for describing now one phenomenon
is related to another in situations where the researcher has no control over the

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independent variables, the variables that are believed to cause or influence the
dependent or outcome variable.
Moreover, the descriptive will be utilized in this study to present the impact of
the self-esteem and self efficacy on the academic performance of the students. The
correlational will be used to determine the effect of the independent variable,
characterized by the self-esteem and self-efficacy of students, and the dependent
variable, represented by academic performance.
Respondents
The researchers will select grade 12 students of Madapdap Resettlement Senior
High School to be the respondent of the study. A total of one hundred forty (135)
students will be selected as the respondents. The respondents will be taken particularly
from the strand (37) ABM , (56) HUMSS, (16) GAS and (34) STEM . The researches
utilized the Slovin formula to determine the sample size. Since the population is
manageable, total enumeration will be employed to select the sample.
Target populations are selected from different strand so that the researchers can
gather respondents that will provide the best information fit for this study. The
researchers will employ stratified sampling. According to study of Parson (2014)
Stratified sampling is a probability sampling method that is implemented in sample
surveys. The target population's elements are divided into distinct groups or strata
where within each stratum the elements are similar to each other with respect to select
characteristics of importance to the survey. The researcher will utilize this sampling in

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order to gather relevant and accurate data from different respondents. Table 1 shows
the summary and distribution of the population and the respondent of the study.
Table 1
Respondents of the Study
STRAND POPULATION SAMPLE SIZE
ABM 59 37
HUMSS 89 56
STEM 55 34
GAS 26 16
TOTAL 229 143
Instrument
This study will utilize a survey questionnaire to measure the self-esteem and
self-efficacy of senior high school students and to determine the role of self-efficacy
and self-esteem in academic performance. Roopa and Rani (2012) define
questionnaires as the primary means of collecting primary data for quantitative
research; they are quantitative data collected to obtain internally consistent and
coherent data for analysis. The designed questionnaire must meet the research
objectives. The target group is Madapdap Resettlement Senior high school students.

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The questionnaire is composed of 30 items divided into three components with
10 items, such as (1) level of self-esteem, (2) level of self-efficacy (3) academic
performance. It will be distributed to 143 students in 5 classes HUMSS, STEM, GAS
and ABM, with different students in Senior High School. The item can be answered
using the five-point likert scale, where a questionnaire was designed containing the
following variables: self-esteem, self-efficacy, variables.
Part 1. Self-Esteem
In measuring the level of the effect of the self esteem of the respondent on their
academic performance uses pre-given answer categories: strongly agree = 5, agree = 4,
neutral = 3 disagree = 2, and strongly disagree = 1. The sum of the scores for the ten
items yields a self-esteem score where the higher the score, the higher the self-esteem
for an individual and vice versa.
Part 2. Self- Efficacy
To determine the effect of the level of self-efficacy of the respondents on their
academic performance, the scale consists of 5 items all with pre-given answer
categories (e.g. strongly agree = 5, agree = 4, neutral = 3 disagree = 2, and strongly
disagree = 1 ). Participants will be ask to rate on a 1 to 5 scale how well they believe
they perform certain academic tasks.
Data Collection Procedure
The researcher present a consent letter to the head teacher to conduct the study
at Madapdap resettlement senior high school. Afterwards, a letter of consent to

DIVISION OF MABALACAT CITY xxiv
respondent will also sent to their social media before the distribution of the
questionnaire. Following that, the researcher will explain the importance of their
response to the study. After which, they will be oriented regarding the procedure of the
survey questionnaire. Clarification of some terms will be done so that the respondents
can answer the questionnaire with full knowledge of their responsibility as the subject
of the study.
The researcher will distribute the survey questionnaire via available platforms,
messenger or email using Google forms to the 143 respondents. The link of the
validated question will be disseminate to the respondents. Then, researcher will collect
all the data gather in survey, analyzed and will identify the differences and similarities
of their information provided by the participants. Additionally, researchers will
interpreted, analyze, process and examined using proper statistical method the gathered
responses to each survey questionnaires.
Ethical Consideration
Ethical standards must be followed to ensure that approval is granted, as a
result, those who were identified and qualified based on the criteria provided were
asked for their explicit consent via available platform. Confidentiality was also
addressed, and respondents were assured that all information would be kept secret. The
study's findings will only be utilized for academic purposes. Before disseminating the
questionnaires, the researcher will get informed consent from the student respondents.
Another aspect of compliance is writing a detailed explanation of the study's objectives.

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Finally, the actual distribution strategy will be determined to accommodate the
respondents' convenience and the official time frame.
Statistical Treatment of Data
The obtained data will be tallied, tabulated and computed following the
statistical treatment outlined below.
The statistical measures below will be used to analyze and interpret the
gathered data.
1. Weighted Mean, to describe the level of self-esteem of the respondents. The
following scales will be used for interpretation.
Scale Descriptive Equivalent Interpretation
4.3 - 5 Very high self-esteem Strongly agree
3.5 - 4.2 High self-esteem Agree
2.7 - 3.4 Moderate Neutral
1.9 - 2.6 Low self-esteem Disagree
1 - 1.8 Very low Strongly disagree
2. Weighted Mean, to describe the self efficacy of the respondents. The
following scales will be used for interpretation.

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Scale Descriptive Equivalent Interpretation
5 Very high self-efficacy Strongly agree
4 High self-efficacy Agree
3 Moderate Neutral
2 Very low self-efficacy Disagree
1 Low self-efficacy Strongly disagree
3. Mean, to determine academic performance of the students. The following
scale would be used for interpretation.
Scale Score Description
5 90 – 100 Outstanding
4 85 – 89 Very Satisfactory
3 80 – 84 Satisfactory
2 75 – 79 Fairly Satisfactory
1 Below 75 Did Not Meet Expectation

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4. Pearson r, This tool will be used to established the relationship between the
self-esteem and academic performance. Additionally, the self efficacy and academic
performance.

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Appendix A
LETTER REQUEST TO CONDUCT THE STUDY IN THE MDAPDAP
RESETTLEMENT SENIOR HIGH SCHOOL
Dear Ma’am:
In partial fulfillment of our requirements for our subject Practical Research 2,
we grade 12, HUMSS 201 students of the Humanities and Social Sciences currently
conducting a study entitled Self Esteem and Self Efficacy and Its Effect on the
Academic Performance of Senior High School Students in Madapdap Resettlement
Senior High School.
We hope for your positive response on this humble matter. Your approval to
conduct this study will be greatly appreciated.
Thank you very much for cooperation!
Respectfully yours,
MARIEL D. ARCEGA, JENNY ROSE G. SOLIMAN, LJ ANN DABU,
KREASHA CAMILLE HO, MARICRIS VALENCIA, JAMES LEODONES,
GORVACHIEVE JIMENEZ
Researchers
JEFFREY R. YUMANG
Thesis Adviser
Approved:

DIVISION OF MABALACAT CITY xxxv
Appendix B
Research Instrument
The statements below should be carefully read and understood. Depending on
how much you agree or disagree with each statement, mark the number that best
represents your response. Using the scale below as your guide:
Scale Value Descriptive Ratings Range of Weighted Mean
5 Strongly Agree 4.3 - 5
4 Agree 3.5 - 4.2
3 Neutral 2.7 - 3.4
2 Disagree 1.9 - 2.6
1 Strongly Disagree 1 - 1.8
I. Scale of Self-Esteem of the Students on their Academic Performance
Strongly Agree Neutral Disagree Strongly

Statements Agree Disagree
5 4 3 2 1
1. The level of my self-esteem
have an effect to my academic
performance.
2. I am having hard time to
participate in class when you have
low self-efficacy.
3. I find it very hard to talk in front
of the class because of my self-
esteem.

DIVISION OF MABALACAT CITY xxxvi
4. My self-esteem helps to be more

active participating in the class.
5. My self-esteem motivates me to
do academic works.
6. I feel that i have a number of
good qualities related to my
academic works
7. I am able to do projects and
assignments as well as others.
8. When I receive a low grade on
an assignment or quiz, I am very
disappointed in myself.
II. Scale of Self-Efficacy of the Students on their Academic Performance

5 4 3 2 1
1. I can remain calm when facing
difficulties in my academic works
and can rely on my coping
abilities.
2. I'm capable of answering any
sudden test that is given to us
even without prior notice.
3. I always able to accomplish my

DIVISION OF MABALACAT CITY xxxvii
school works even though it's
harder than I expected.
4. I am unable to complete the
academic tasks without the
assistance of guidebooks, previous
notes, and ect.
5. I always to fail plan to set
higher goals in my study.
6. When things are tough in school
I can not perform that well
7. I have no problem in taking
responsibility in schoolworks,
starting tasks, managing time
efficiently, and staying on task.
8. I monitor my own progress and
adjust my learning strategies as
necessary.
9. I develop learning tactics for a
subject i have never studied before.

DIVISION OF MABALACAT CITY xxxviii
10. I can easily adopt our lesson.
III. Scale of Self-Esteem and Self Efficacy of Students and Its Effects on their
academic Performance

5 4 3 2 1
1. I can finish school works on
time due to the self esteem and self
efficacy that I had in myself.
2. I am always been active in class.
3. I always have a good outcomes
in different academic
performances.
4. I am confident in setting
personal objectives to achieve a
given task, adapting my approach
to overcome difficulties to produce
work of the required quality.
5. I can contribute and do well in
any group and individual activities.
6. I feel confident to work with my
peers to accomplish project,
objectives and activities to get a
good academic record.

DIVISION OF MABALACAT CITY xxxix
7. I cannot focus on class and other

school academic performances.
8. I lack motivation in participating
academic performance
9. I feel ashamed for not doing
well in any group activities and its
poorly affect my academic
performances
10. I’m not always active in class
and cannot focus well due to
having a low self esteem and self
efficacy.

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SELF ESTEEM, SELF EFFICACY AND ACADEMIC PERFORMANCE

DIVISION OF MABALACAT CITY i

Division of Mabalacat City, Pampanga

In Partial Fulfillment of the Course Requirements in Practical Research 2

Soliman, Jenny Rose G.

Ho, Kreasha Camille C.

Madapdap Resettlement Senior High School

DIVISION OF MABALACAT CITY ii

the Academic Performance of Senior High Students“prepared and submitted by:

Maricris, Leodones, James, Jimenez, Gorvachieve , in partial fulfillment of the course

requirements in Practical Research 2 leading to the completion of the “Humanities and

Social Sciences (HUMSS)” Strand in Senior High School Program.

JEFFREY R. YUMANG, EdD

Research Adviser and Chairman

Madapdap Resettlement Senior High School

DIVISION OF MABALACAT CITY iii

Statement of the Problem.........................................................................................

Significance of the Study……………………….……………………………….

Scope and Delimitation…………………………………..…………………………

Data Collection Procedure…………………………………………………………

Statistical Treatment of Data……………………………………………………

Madapdap Resettlement Senior High School

DIVISION OF MABALACAT CITY iv

THE PROBLEM AND ITS BACKGROUND

(optional) courses. Moreover, Espenshade (2005), explicated students continuously

barriers in achieving and learning.

Greeno (2001) notes that self-esteem is always attributed to best performances in

Madapdap Resettlement Senior High School

DIVISION OF MABALACAT CITY v

manage and use their leisure time well.

Wright, Jenkins-Guarnieri, and Murdock, (2012), stated that academic self-

frustration, and demonstrate greater persistence when facing difficulties. Moreover,

psycho-sociological evidences abound that lack of achievement motivation and low

self-esteem, creates in students lack of interest to strive for high academic

performances, and zeal to contribute positively and efficiently to national development.

Additionally, Covington (2000), revealed that analyses of self-esteem suggest

Furthermore, Awan, Noureen, Naz (2011), stated that lacking motivation as a

Madapdap Resettlement Senior High School

DIVISION OF MABALACAT CITY vi

between motivation and learning.

predictive nature of self-efficacy and self-esteem. Additionally, to raise awareness and

knowledge regarding the effect of self-esteem and self-efficacy of students on their

educator and guardians to know its factor for the learners.

Review of Related Literature and Studies

Self - Esteem and Academic Performance

academic capabilities as more positive as a result. Moreover, Körük, S. (2017), found

in the effect of self-esteem on student achievement.

Madapdap Resettlement Senior High School

DIVISION OF MABALACAT CITY vii

Dondo, (2005), discussed that person’s self-esteem can be perceived as negative

with others. Such behavior may influence an individual’s academic performance.

between Self-Esteem and Academic performances of Students from the Government

Secondary Schools," that there is a significantly high correlation between academic

performances and self-esteem within students. An essential academic construct in the

course of education is self-esteem. Also, it is acknowledged as one of the main factors

"Relationship between Self-Esteem and Academic performances of Students from the

Government Secondary Schools," that there is a significantly high correlation between

academic performances and self-esteem within students. An essential academic

construct in the course of education is self-esteem. Also, it is acknowledged as one of

Madapdap Resettlement Senior High School

DIVISION OF MABALACAT CITY viii

influenced by their self-esteem and existing relationships. Their research discovered a

esteem achieve high grades.