ENVERGA UNIVERSITY

TECHNOLOGY INTEGRATION PRACTICES OF PUBLIC ELEMENTARY

SCHOOL TEACHERS IN CATANAUAN DISTRICT II:

TECHNOLOGY INTEGRATION PLAN

An Undergraduate Thesis

Presented to the Faculty of the College of Education

Manuel S. Enverga University Foundation

Catanauan, Quezon

In Partial Fulfillment of the Requirements

for the Degree Bachelor of Elementary Education

by

Hubilla, Joshua

Moreno, Mark Emmanuel

Riota, Reymer

Ballesteros, Rizaryl
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Darilag, Jeryl

Morales, Chlarizze

Reyes, Sophia

January 2024

II. Background

A. Rationale of the Research

A lack of confidence in students can be a barrier to academic success, reduce student

participation in class, and hinder social interaction. It can also limit opportunities for personal

and professional growth. As Norman & Hyland (2003) state confidence is a factor in learning

which can have its effects on students’ participation and progress. Self-confidence is the most

important for a student to take risks and engage in the learning activities in the other hand those

who have self-confidence they are pretty sure about their abilities and also they are setting goals

for themselves and work hard to achieve their goals without worrying about the outcomes

(Kanza, 2016). Students with low confidence may be unable to express their thoughts due to fear

of judgment. This can reduce student participation, limiting their ability to engage with the

content and develop critical thinking skills. In addition, a lack of confidence can lead to the

avoidance of challenges, limiting academic and personal growth. Participation is important for

the success of the class. Many researchers on participation have been cited in the study of

(Mahdikhani (2015). It could also have an effect on socializing, collaboration, and establishing

connections, which are all required and necessary skills for the future. Overall, confidence plays

a crucial role in a student's holistic growth. Here are some factor that influencing senior
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highschool students: fear of failure or negative assessment: there’s a possibilities that students

may be afraid of making mistakes, being judged harshly, or not meeting their goals.

Perfectionism, low self-esteem, or previous negative experiences. Self-awareness: Some

students may not be fully aware of their strengths and talents, making it difficult to identify and

showcase them. Teacher expectations and the school climate: unwanted or competitive

classroom environments can discourage students from taking initiative or express themselves

creatively. Gender stereotypes: traditional gender roles can restrict the types of skills that

students are able to demonstrate. Girls, on the other hand, are less likely to engage in activities

that are perceived as "masculine."

Self-esteem refers to an individual's general perception of their own worth or value. It

encompasses feelings of self-acceptance, self-esteem, and confidence in one's abilities. Positive

experiences, accomplishments, and supportive relationships can boost self-esteem, while

negative experiences will cause criticism or a lack of support can lower it. In an academic

setting, a student's self-esteem is influenced by their perception of their abilities,

accomplishments, and overall worth as a learner. Positive experiences, encouragement, and

recognition can boost self-esteem, but challenges, criticism, or constant comparison can

negatively impact it. For encourage positive self-esteem in students, it is important to create a

better environment, set realistic goals, and acknowledge progress. Self-esteem in an academic

setting is closely linked to perceptions of competence and value as a learner. (Stanulis, 2012)

enumerated ten benefits of getting students to participate in classroom discussions. Positive

reinforcement, constructive feedback, and acknowledgement of achievements contribute to a

healthy sense of self-worth. On the other hand, constant criticism, unrealistically high
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expectations, or a hostile environment can damage self-esteem. The learning environment,

learning methods, and peer interactions all play an important role. (Parks-Stamm, 2017) and

(Herstentein and Platt, 2017), more than 70% of students involved in their study perceived a

positive relationship between their own participation and learning. Motivation to learn. Teachers

play an important role in establishing and maintaining healthy environments for children to learn

and grow. They can help students who are not confident in themselves or are afraid to make

mistakes to build their feelings of confidence. Teachers can also play an important role in

referring students experiencing low self-esteem to professionals in the building who can be of

assistance.

This study emphasizes the importance of understanding why some students are reluctant

to express their talents in formal settings. Students' resistance to judgment, low self-esteem, peer

pressure, and external pressures can all play a vital role in this. We aim to provide educators with

insights that will help them create a positive learning environment by examining these factors,

thereby fostering a sense of belonging and empowerment among students. The findings of this

study could lead to interventions that address these core issues and create more inclusive and

nurturing learning environments. Moreover, the report explores the effect of societal stereotypes

and cultural norms on students' inability to express their abilities. For example, social norms and

gender norms can contribute to a lack of confidence in certain areas. Combining these external

influences with individual psychological factors will give a comprehensive picture of the

dynamics at play. Teachers can tailor interventions that not only address individual insecurities

but also tackle organizational barriers by highlighting these multiple aspects, creating a safe

environment in which each student is able to express and express their individual strengths.
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B. Purpose of the Research

This purpose of this study is to figure out what factors influencing the students’

reluctance to showcase their abilities. The issue will look into different factors that leads them to

unwillingness to showcase their talents. Specifically it sought answers to the following

questions.

1. What is the demographic profile of the students’ respondents?

1.1 Gender

1.2 Age

1.3 Strand

2. What are the factors that affecting Senior High School students' unwillingness to showcase

their abilities in academic settings?

3. What is the importance of showcasing individual's abilities?

4. What will be the possible solution to increase their abilities willingness to showcase their

talents?

C. Theoretical Framewrok
Theories of Self-Esteem: Early and Modern

Self-esteem was defined by a simple formula by William James, who said that self-

esteem equals success divided by our pretentions. In this case, pretensions refer to our goals,

values, and what we believe about our potential. We therefore see ourselves as failures if our

actual accomplishments are low and our hoped potential and goals are high. Conversely, and you

will probably remember an example like this, if your success meets your needs, you feel good

about yourself and your self-esteem increases.

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Early childhood experiences and parental influences were often cited as a factor in

decision making. Positive and negative interactions during the teen years, according to these

theories, can significantly influence an individual's self-esteem. Freud said, for example, that the

resolution of psychosexual stages could have an effect on one's self-esteem. Modern theories

take a more holistic approach, including cognitive, social, and cultural variables. Albert bandura,

a social cognitive scientist, argues that observational learning and social comparisons play a vital

role in the development of self-esteem. In addition, self-determination theory argues that

autonomy, competence, and relatedness are essential factors in shaping self-esteem. Although

early theories focused on early experiences, modern theories considered a broader range of

factors, including cognitive pathways, social interactions, and cultural contexts in assessing self-

esteem.

C. Literature Survey

If the students aren't confident in themselves, they may be tempted to engage in class

discussions, ask questions, and take risks in their studies. It’s also possible that they will

continue to live in their shadow and choose to remain merely because they don't want to be

mocked by others. Norman and hyland (2003) emphasize the importance of confidence as a

factor in learning. They argue that confidence plays a crucial role in determining students' levels

of participation and overall progress in an academic context. The study is likely to explore how

confidence in students influences their participation in learning activities and ultimately their

academic growth. Understanding the dynamics of confidence in learning is crucial to devising

effective learning strategies that promote student success.

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According to the study by sasson (2019), a lack of motivation can be explained by insufficient

levels of desire and excitement for task completion. It emphasizes the importance of recognizing

and addressing this issue in a variety of ways. It is important for us to understand the possible

motivations for doing the task. Understanding and addressing a lack of enthusiasm is vital

because it directly affects work performance and overall productivity. When individuals lack

motivation, they may be unable to initiate, sustain, or complete tasks, limiting their personal and

professional growth. Identifying the root causes of this problem helps to plan interventions that

will boost motivation and help achieve a more engaged and effective approach to tasks.

The article "everyone at japari school (2018)" highlights the widespread problem of low

motivation, both for students and teachers. Addressing this challenge is vital, as sustained

motivation is essential to successful learning and positive educational outcomes. Understanding

the root causes and implementing targeted learning plans will result in a more interactive and

supportive learning environment for all parties. To better tailor education, it could involve

examining teaching methods, curriculum relevance, or identifying individual learning styles.

Teachers, students, and parents can collaborate to create a culture of inspiration by highlighting

the importance of learning and providing the necessary support services. To address low

motivation, one must take a multifaceted approach to create an environment in which both

students and teachers are able to learn and teach effectively.

* in the study by kolubinski et al. (2019), the researchers discovered that certain factors,

particularly negative metacognitions, self-critical rumination, and self-criticism, were linked to

an individual's self-esteem. This indicates a connection between one's metacognitive skills,

reflective thinking patterns, and the tendency to engage in self-critical thinking, all of which play
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a role in determining and impacting one's overall self-esteem. A lack of awareness and control of

thought processes can result in a decrease in self-esteem. This means that individuals who

engage in harmful metacognitive habits more often will perceive themselves less positively. The

report also highlights the effect of self-critical rumination, showing that persistent, negative

reflection about oneself can be a significant contributor to lower self-esteem levels. The

association of self-criticism and other factors demonstrates the importance of how individuals

evaluate and judge their own actions, habits, and characteristics, which influence their overall

self-esteem. Understanding these connections can be helpful in devising interventions or

strategies aimed at raising self-esteem by addressing these specific cognitive and reflective

aspects.

* filippello et al.'s report reveals that the study was flawed. In 2019, a significant association

between an individual's self-esteem and their academic performance was uncovered. According

to the study findings, higher self-esteem correlates with increased levels of academic

involvement or participation in educational activities. Understanding the relationship between

self-esteem and academic engagement can have a huge effect on the development of

interventions or support services in educational settings. Provides valuable insights into the

relationship of psychology and education. According to the findings, an individual's perception

of self-worth has a direct effect on their academic performance, potentially affecting factors such

as motivation, resilience, and overall commitment to learning. According to this association,

encouraging positive self-esteem could be a practical strategy for educators and policymakers

looking to enhance students' academic experiences. The report also emphasizes the intricate
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relationship between psychological influences and educational outcomes, stressing the

importance of a holistic approach to student well-being in the academic context.

D. Significance of the Research

This research is aimed at finding the different factors affecting students’ reluctance

showcasing their abilities. This study is Important to the following individuals:

To the Students, it is important to have confidence in ourselves and recognize that

showcasing our talents can contribute to our personal growth in various ways. Even as teenagers,

we are constantly evolving and striving to become better individuals. We are influenced by

numerous factors, each of which has an impact on our development and emotions.

To the Parents, It is of important to provide guidance to our children regarding their

unique abilities. This guidance not only cultivates their self-esteem but also empowers them to

confidently showcase their talents without the fear of ridicule. Furthermore, understanding our

children's abilities allows us to establish a deeper connection with them, fostering stronger bonds

and cherished memories.

To the Teachers, it is important to assess the information collected and identify students

who require additional support, it is crucial for teachers to take a comprehensive approach. They

should consider the broader context of each student's reluctance to showcase their talents and

understand how it affects their daily lives. Moreover, teachers should strive for an outcome that

fosters a genuine appreciation for the diverse nature of talents and abilities among students. By

doing so, they can create an inclusive and supportive environment that nurtures the potential of

every individual.

E. Definition of terms

F. Scope and Limitation of the Study

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The scope of the study Unveiling Potential: Exploring Factors Influencing Senior HighSchool

Students' Reluctance to Showcase Their Abilities in Educational Settings. In each grade level in

senior high we randomly selected fiftheen (15) students in grade 11 and fifteen (15) students in

grade 12 with the total sample of thirty (30) respondents in Manuel S. Enverga University

Foundation Catanuan. Other issues that are not regarded as being related to reluctant student’

will not be covered by this study. Exactly the same questionnaires are given to each respondent

to complete. The study's findings will only be relevant to the participants; they will not be used to

evaluate the reasons behind students' reluctance to showcase their skills to people who are not

included in the study's sample. The questionnaire, which the researchers have prepared, will be

the primary source of data.