THE ACADEMIC SELF-CONCEPT OF STUDENTS IN FACE-TO-FACE

AND MODULAR LEARNING MODALITY

Chloe Carmela L. Madriaga1, Verlyn Gail B. Buensuceso1, Cherry P. Fernandez1, Mayolita C.

Aluba1, John Bernard T. Nacilla1, Carmela S. Cruz1, Alissa L. Carido1, Macel Mae M. Caballero1,
Angel L. Asuncion1, Sophia Vreen A. Salazar1, Mariane Joice T. Verceles1, Zhalica Jane DC.
Diaz1, Philip S. Dela Cruz1, Marck John Paul Quilit2
Accountancy Business, and Management
Teacher: Marck John Paul Quilit – Statistics and Probability
Westbridge Institute of Technology, Inc
E-mail of corresponding author: chloemadriaga16@gmail.com

INTRODUCTION
Self-concept has more something to do with self-esteem as it does with our identities. It is the
identity and the restrictions of our self-esteem. Academic performance is how well students can
comprehend, process, or how they acknowledge themselves in the different kinds of learning
modalities like the FTF and online learning. Self-concept can also be the way that students
perceives in terms of what they have in their mind or simply, thoughts and ideas. Self-concept is
related on how individuals compare themselves to other people that exists in this world, this also
has a vital impact on the level of academic performances. However, a student's academic
performance isn't the same with any other individuals every time they accomplished a task this is
because not all students have the same learning abilities, some excel more in FTF and the rest
more prefer online learning modality. Several variables interfere an academic performance of a
student such as, motivation, energy levels, distractions, environmental issues, potential home or
even social issues. Above all these variables, though, self-concept is the most important in
determining a student's academic performance (Lynch, 2021).

Any type of academic learning is important whether it is FTF or online learning. On the other
hand, the performance of every student still depends on where do their positive self-concept
shows. The purpose of this study was to examine students’ academic self-concept and social
presence in face-to-face (FTF) and online learning. When in online learning, some student's self-
concept decreases perhaps it's because of too much isolation that anxieties of students increases
because it's hard for them to show their abilities online. While in face-to-face classes most of the
student's self-concept increases because their social battery boosts since other students are
surrounding them. But some students have social anxiety which makes them think that they're a
weak individual, or they might even ask themselves "why am I like this? why am I not like other
people?" and that affects their incapability to be active in class. According to Lynch, 2021 for
two main reasons, self-concept is very closely related to academic success. For starters, a
student's self-concept may influence how long it takes them to grasp specific topics or how much
effort it takes to complete a difficult lesson or difficult homework. Second, when a young child is
closely examined in their work performance level, either by a parent or a teacher, the way they
feel their own talents and self is immediately impacted. The child's self-concept can then be
altered by either good or negative feedback. The image we have of ourselves is referred to as our
self-concept. Many factors influence it, including our interactions with important individuals in
our lives. It is our perception of our own behaviors, abilities, and distinguishing features. Self-
concept is not static, which means it can shift. This process is influenced by our surroundings.
Places that have a lot of meaning for us actively contribute to our future self-concept through
how we relate to them and how society interacts with them. The people with whom we interact
can also influence our self-concept. This is especially true for those in our lives who hold
positions of leadership. They have the potential to influence both the collective self (the self in
social groups) and the relational self (the self in relationships). In certain circumstances, a
medical diagnosis might help people comprehend why they feel the way they do, such as when
someone receives an autism diagnosis later in life, finally offering insight as to why they feel
different (Kendra, 2022).
Based on the information’s above, student’s self-concept depends on the type of their learning
modality, and the higher of a student self-concept has, the more likely he/she will get a better
academic performance. Self-concepts impact on a wide range of wellbeing outcomes including
happiness, motivation, anxiety, depression and academic striving behaviors. Positive academic
self-concept facilitates positive academic perspectives and behaviors such as persistence at
academic tasks, positive academic choices, educational aspirations and academic achievement.
The goal is to change students perceptions of school around them. To build in our confidence. To
keep self-doubts away, that we are more than our fears. Whether its FTF or online learning,
students can still be more, they can still show teachers their best performance yet. Thus, we
examined the self-esteem, self-knowledge, and social self of the Senior High School students at
Westbridge Institute of Technology Inc. Specifically, this study aimed to determine the level of
the respondents’ self-concept and performance in FTF and online learning. This study is to find
out which among the indicators of self-concept significantly predict the performance of the
respondents. The findings of this study will serve as the blueprint on how do students view
themselves in the two kinds of learning modalities.