1

“MAULAW MAN KO UY” A QUALITATIVE STUDY TO THE LIVED

EXPERIENCES OF THE SENIOR HIGH SCHOOL STUDENTS FROM THE

IMPACTS OF HAVING LOW SELF-ESTEEM

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A Research Proposal Presented to the Senior Faculty

St. Mary’s of Tagum Inc.

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In Partial Fulfillment of the Requirements for the subject

Practical Research

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Mary Grace Batalla

Winsthon S. Saludo

Crianne Mae Wang

Bea H. Lumba
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Darryl P. Boniao

Franciss Lloyd Elbanbuena

May 2023
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ACKNOWLEDGEMENT

We would like to express our sincere gratitude to the individuals that

have contributed to the completion of this research project.

We would like to extend our heartfelt appreciation to our research

adviser sir Marc Ian A. Pacilan, whose exceptional guidance, patient

mentorship, and invaluable feedback have been instrumental in shaping the

outcome of our research project. His dedication to teaching and commitment

to our academic growth have been truly inspiring. We are also grateful for his

unwavering support in proofreading and editing our research work, which has

helped to elevate the quality of our writing and presentation. His meticulous

attention to detail and constructive criticism have been crucial in refining our

research and making it more impactful.

We are grateful to our Principal Mr. Raymond W. Dela Cuesta, LPT,

MAED who gave us the golden opportunity to do this wonderful project on the

topic “A Qualitative Study to the Lived Experiences of SHS students from the

Impacts of Low Self-Esteem”.

We are also grateful to the participants who willingly gave their time

and shared their experiences for this study. Their contributions are essential

to the success of this research project.

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Finally, we would like to thank our families and friends for their

unwavering support throughout this research project. Their encouragement

and patience have been instrumental in helping us to complete this work.

In summary, this research project would not have been possible

without the contributions of many individuals. We are deeply grateful for their

support and assistance throughout the process.

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TABLE OF CONTENTS

TITLE PAGE i

ACKNOWLEDGEMENT ix

TABLE OF CONTENTS xi

CHAPTER

1. INTRODUCTION

Purpose of the Study 10

Research Question 10

Theoretical Lens 10

Importance of the Study 10

Scope and Limitations of the Study 12

Definition of Terms 12

Organization of the Study 13

2. REVIEW RELATED LITERATURE

Effects of self-esteem on students performances 14

Students Challenges of Having Low Self-Esteem 17

Coping strategy of students with low self-esteem 19

3. METHODOLOGY

Research Design 21

Research Participants 22

Role of the Researcher 23

Data Sources 23

Data Collection Procedure 25

Data Analysis 25
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Trustworthiness of the Study 24

Ethical Consideration 28

References 31
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Chapter 1

INTRODUCTION

How we see and regard ourselves is a measure of our self-esteem. It is

based on our perceptions of ourselves, which can be challenging to change. This

may also be referred to as confidence. However, if the level of our self esteem is low,

we will feel and think negatively to ourselves, Thus, limiting us to show our true self

and achieve many opportunities we have. Furthermore, in the context of education,

specifically to the students on senior high school, the students who has low self-

esteem are doubting their ability to succeed, making them hesitant to engage in

learning or take appropriate academic growth risk.

In China, Lui et, al. (2022) conducted a study to the College students tracking

their self-esteem levels for four years. Later in his study it was found out that the

students who have low self-esteem have more negative impacts on their lives.

Making their anxiety level high and having difficult to participate with various

activities. In addition the study confirmed that Low self-esteem can be a hindrance to

the performance each students.

Furthermore in Japan, Kimura (2019) conducted a study to the students with

low self esteem, the study found out that mostly of the students feel failure to

themselves. This instances causes depression, anxiety, and other mental issues to

the students.

In the Philippine context, Gavarra et, al. (2018) conducted a study to the

senior high students in Bestlink College of the Philippines. The result showed that

SHS students has low self esteem and are having difficulties on their academic

activities; such as performance task, group activities, and written works. It was
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proven in the study that dealing with academic activities as a student is difficult if you

have low self-esteem.

Moreover, a study conducted by Hernandez (2017) to the freshmen students

in Calapan City, to their self-esteem. Even though they have low level of self esteem,

they still managed to adapt on the new system that they are in.

As a researcher, I can see the hardships of my fellow students with low self

esteem on the daily challenges we faced in School. We conducted a small interview

to the three students specifically those who have low self-esteem. In the interview we

found out that whenever they do activities that requires confidence, such as oral

participation, report, and speeches, it takes for time for us to deal those challenges

than most average students with good self-esteem. Furthermore, having low self-

esteem makes us difficult to engage with social interactions with other students.

Thus, making us feel left behind or being lonely.

In a hindsight, most of these researches are more focused on the impacts

and experiences of the students dealing with the low self-esteem. Thus, this study

will be conducted to those students who are having low self-esteem. This students

that have low self-esteem are indeed struggling with the daily battles the faced

everyday, especially to the challenges in the school. Hence, those students will share

their struggles to the world for us to find better solutions that can help them to

improve themselves.

This study is straightforward to unearth the lived experiences of the students

from the impacts of low self esteem. This study holds the significance especially to

the senior high school students in our locality, exploring on how they cope with their

challenges. Furthermore, this will allow new insights regarding with how they can

possibly manage their challenges that affects their academic performance on their

schools, consequently, these assumptions led us the researcher to carry out this

investigation.
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Purpose of the Study

The purpose of this phenomenological study was to describe the

impacts of low self-esteem on senior high school students in Tagum City and

how it affects their academic performances.

Research Questions:

1) What are the coping mechanisms of the senior high school student

dealing with low self-esteem?

2) What can cause low self-esteem in a senior high school student to

decrease academic performance?

Theoretical Lens

This study was prompted by the process theory of self-esteem

proposed by Cherry (2022).

The process theory of self-esteem was an expedition. Similar to self-

respect, self-esteem refers to the subjective perception of your total worth or

value. A powerful belief in oneself can influence our motivation, mental health,

and general quality of life. Nonetheless, self-esteem that is either excessively

high or excessively low might prove problematic. Hence, poor self-esteem is

complicated and can develop into a pasture of mental health conditions, such

as anxiety disorders and depressive disorders.

In this study, self-esteem was significant in our lives. Determining the

impacts and causes of its justifications. It plays an important role in our lives

because it impacts our decision-making process, our relationships, our

emotional health, and our overall well-being. In contrast, a person with low
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self-esteem has a high chance to evolve strong negative self-perceptions.

According to a study, feeling good about yourself and treating yourself with

respect, especially when you are a kid, can help you adapt to life's hardships.

Furthermore, a student with low self-esteem tends to feel skepticism

toward their abilities and skills. They may feel unmotivated to attempt novel

things because they do not believe they cannot attain their goals. They tend to

stay within their comfort zone. Students with poor self-esteem could struggle

in relationships and with expressing their desires. As well as they could lack

confidence and feel incapable of love and undeserving.

In addition, as a student, it takes effort, perseverance, and a desire

to investigate and challenge negative self-talk as well as actively reinforce

positive self-thoughts in order to increase self-esteem. As previously stated,

developing your self-esteem takes time and effort, but it is well worth the

effort. If students value themself enough, they must show themself that they

are worthy as an individual and take care of themselves.

This theory explains how self-esteem is essential to our well-being

and how we can deal with poor self-esteem and unfavorable thoughts.

Furthermore, this study addressed the concerns of people and adolescents

who lacked confidence. Self-esteem growth is an ongoing process.

Importance of the Study

The study on the impacts of low self-esteem on senior high school

students in Tagum city is significant for several reasons.

The study can shed light on the prevalence of low self-esteem among

senior high school students in Tagum City. By distinguishing this issue and its
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factors, educators, parents, and policymakers can develop appropriate

interventions and support systems to address the problem.

Academic performance: Low self-esteem can have a negative

impact on academic performance. Students with low self-esteem may be less

motivated to learn, have difficulty concentrating, and struggle with test anxiety.

By understanding the collisions of low self-esteem on academic performance,

schools can take steps to create a positive learning environment and provide

support to students who are struggling.

Mental health: Low self-esteem is often associated with mental

health issues such as anxiety and depression. The study can help to identify

students who are at risk for mental health issues and provide early

interventions and support to address these issues.

Social development: Low self-esteem can impact social

development and relationships with peers. Students with low self-esteem may

have difficulty making friends or struggle with social anxiety. By understanding

the impact of low self-esteem on social development, schools can aid support

and guidance to students to help them develop healthy relationships with their

peers.

Overall, the study on the impacts of low self-esteem on senior high

school students in Tagum City is significant for identifying a common issue,

improving academic performance, supporting mental health, and promoting

healthy social development.

Scope and Limitation of the Study

This study is delimited to the impact of low self-esteem on the

academic performance of senior high school students . in addition, this will be

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conducted during the Second Semester of School Year 2022-2023. In

addition, this study aimed to examine the linkage between low self-esteem

and academic performance in high school whether this problem directly or

indirectly affects students performance. This study will not make up for on the

other problems that are not connected towards the topic which is low self-

esteem and may not the study not inferred to the other students that will not

formerly attend school.

Definition of Terms

For a clearer understanding of this study, the following terms which

were used in this study were defined conceptually and operationally:

Senior high school students. In the context of this study, it refers to

a senior high student who is currently dealing with low self-esteem in a remote

area, particularly in Tagum city.

Dealing with Low self-esteem. Low self-esteem or lack of

confidence leaves students doubting their ability to succeed, making them

hesitant to engage in learning or take appropriate academic growth risks

(APA)

Organization of the Study

This study is organized from chapter one. Below is the presentation

and discussion of the organization of the study:

Chapter 1 presents the purpose of this study and its impacts. It

includes the introduction, purpose of the study, theoretical lens, importance of

the study, scope, and limitation, definition of terms, and the research

questions especially the organization of the study, for the research is well

organized.
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Chapter 2 presents a review of related literature and relevant research

to rationalize the study. This study was attained through the Internet and other

publications.

Chapter 3 discusses the plan and procedures used for the research

being undertaken. It includes research design, the role of researcher,

research participants, data collection, data analysis, trustworthiness and

credibility, and ethical consideration.

Chapter 2
Review of Related Literature

This chapter presents the review of related literature that bears

significance to this study. It is also divided into various subheadings: Effects of

Low self-esteem on students performance, Challenges of having low self-

esteem, and coping mechanism of students with low self-esteem.

Effects of self-esteem on students performances

Yu et, al. (2022) stated that one of the non-cognitive traits that are key

in shaping students’ performance is self-esteem. They said that most

educators believed that self-esteem was necessary for students to face their

challenges in learning and to develop a high perception of competence in a

specific subject. In contrast, they said that students who have low self-esteem

are more likely to achieve poor performance in school as they have less

motivation to learn. Thus lowering the learning efficiency.

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In accordance with Eccles and Wigfield (2022) the students’ confidence

in their academic ability can influence their participation in school activities

and learning tasks. Students who are confident in their academic abilities will

put more effort into academic tasks, while those who lack self-confidence will

be less engaged in their studies and are more likely to give up.

Another statement from Harvey & Boynton (2021), self-esteem is

defined as the perception of individuals self-worth. It is a personal

perseverance to resiliency and the ability to overcome adverse life events.

In addition, in the study of Archin & Amaoka (2019), It was found out

that students’ self-esteem is significant to their overall development. In

addition that students with high self-esteem tend to be more competent and

have a guaranteed future in their country. In contrast students who have low

self-esteem tend to be unqualified and will have difficulty in their future.

According to the study of Meropamabi (2014), self-esteem is

individuals percieved self-worth, and it is sometimes influenced by societal

and cultural beliefs. The result in the study, that most of the students who

have good self-esteem has shown excellence more specifically in academics,

while students who do not have good self-esteem show failures especially in

academics.

In the study of Zhao et al. (2021), it suggests that in order to increase

student academic engagement, it is important to take into account adolescent

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self-esteem, academic self-efficacy, and perceived social support. As a result,

parents and school personnel should actively assist teenagers in raising their

sense of self-worth and academic self-efficacy. In order to increase kids’

perceptions of social support and their academic engagement, parents and

educators should also put in place a strong social support system.

Moreover, in the Study of Evans (2022) in order for the students to take

risks in their learning and to recover from failure or hardship, they need to feel

confident in themselves and sense that they are competent. Students who

lack confidence or have low self-esteem are less likely to believe in their own

abilities, which makes them reluctant to engage in learning or take necessary

risks for academic advancement.

Furthermore, according to Noronha (2018), the goal of self-esteem is to

feel and envision what people have built up in their brains about themselves

over time. Self-esteem is simply self-evaluation; this perception and judgment

might be positive or negative, pleasurable or unpleasant. Children with high

self-esteem typically feel good about themselves, are better able to handle

disagreements with other children, and are resistant to problem-solving. Self-

esteem is one of the most significant human characteristics for reaching

goals. The phrase “self-esteem” implies “reverence for oneself,” and the “self”

refers to our values, beliefs, and attitudes toward ourselves. Self-esteem and

a sense of self-worth are strongly tied to having a strong will, self-confidence,

decision-making power, originality, creativity, sanity, and mental health.

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Students Challenges of Having Low Self-Esteem

Zogmaister, et al. (2022) stated that sttudents face frequent formal and

informal tests, both in the academic context and social life. On each of these

occasions, they risk falling short of their own or others’ expectations. Facing

failure is a psychological challenge, and people can react with defensive

strategies, which may have negative consequences. Previous research has

demonstrated that, in the face of failure, individuals with discrepant (fragile:

high explicit and low implicit, or damaged: high implicit and low explicit) self-

esteem are more likely to engage in defensive mechanisms than individuals

with consistent implicit and explicit self-esteem.

In addition, According to the study of Dewi, et al. (2022), due to low

self-esteem students faced difficulties more specifically in speaking. The study

was conducted to different students on different levels. In his study, results

showed that self-esteem has a big impacts on students ability to do

something. Moreover, different research objects produce different results.

Furthermore, a study was conducted by Orth (2014) that the impacts of

low self-esteem that students faced. The study was conducted on the

students more specifically on aged 16-17 years old with low self-esteem.

Later on, the study shows that most of the students has signs of Depression.
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The study proved that one of the hardest challenges that students with low

self-esteem are depressions.

According to the article American Psychological Association (2018),

students with low self-esteem may: Avoid a task or challenge without even

trying. This often signals a fear of failure or a sense of helplessness. Quit

soon after beginning a game or a task, give up at the first sign of frustration.

Cheat or lie when they think they’re going to lose a game or do poorly. Show

signs of regression, acting baby like or very silly. These types of behavior

invite teasing and name-calling from other kids, worsening the problem.

Become controlling, bossy or inflexible as ways of hiding feelings of

inadequacy, frustration or powerlessness.

A study was conducted by Masselink (2018) results showed that

students with low self-esteem remain vulnerable to developing depressive

symptoms. It focused on the students self-esteem and social problem.

Moreover, the article from WebMD (2022) entitled “Signs of low self-

esteem” shows that students with low self-esteem show signs of being

mentally and physically unhealthy. Students who often neglect their physical

health leads to negative consequences such as obesity, malnutrition and

other negative results. This consequences often exposes them to be bullied.

Likewise, the students who abuses their mental capacity leads to mental

exhaustion. If does frequently may results to getting unhealthy mental health.

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Coping strategy of students with low self-esteem

Shore (2020) suggest that student can gain self-esteem from

involvement in activities they care about. Find a few minutes every day to talk

with her about her favorite hobbies, sports, television programs, or musical

groups. If necessary, ask her parents for the information you need as a basis

for talking with her.

In addition, according to the article written by MAYOCLINIC (2022)

entitled “Accept your thoughts”. Instead of resisting or being overwhelmed by

negative thoughts or feelings, accept them. You don’t have to like them. Just

allow yourself to feel them. Negative thoughts don’t need to be controlled,

changed or acted upon. Aim to lessen their power on your behavior. These

steps might seem awkward at first. But they’ll get easier with practice.

Recognizing the thoughts and beliefs that affect low self-esteem allows you to

change the way you think about them. This will help you accept your value as

a person. As your self-esteem increases, your confidence and sense of well-

being are likely to soar. In addition to these suggestions, remember that

you’re worth special care.

Moreover, According to the article by DICLUTTERTH MIND (2023)

entitled “Develop New Skills”. If the students beliefs about themselves are
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true, and they fear them ave low self-esteem because they are not good

enough, then it’s time to stop bad habits and develop new skills. The

treatment for self-esteem will boil down to making positive changes. Most

advice will tell you you’re perfect the way you are. And that’s true to an extent.

There’s nothing wrong with trying to get better. They can read books about

communication if they are having verbal conflicts with people. If people think

they are a jerk, they can try to do more kind gestures for others. Whatever

the issue is, they can find an article or book to help them fix that area of

themselves.

According to the article by PSYCHOLOGIES (2023) entitled “Be non-

judgemental”. Low students self-esteem often arises from judging themselves

far too harshly. When approach their lives non-judgementally, they simply

accept themselves, they experiences, their failures and successes and other

people just as they are, neither good or bad, without pride or shame. Shifting

their mindset to be less judgmental is a great way to approach low self-

esteem and build their confidence.

Moreover, according to the article written by HEALTHLINE (2023)

entitled “Focus on baby steps”. Overcoming insecurity and building up

students self-esteem don’t happen overnight. The students must to be kind to

themselves during this process and don’t get discouraged if things aren’t

improving as fast as they would like too. Even if they don’t feel confident

today, the small baby steps they are taking now will eventually grow into

bigger steps and keep you moving forward.

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Furthermore, according to the article by AU.REACHOUT (2023)

entitled “Focus on what you can change”. It’s easy for students to get hung up

on all the things that are out of their control, but it won’t achieve much.

Instead, they should try to focus their energy on identifying the things that are

within their control and seeing what they can do about them.

Chapter 3

METHODOLOGY

This chapter discusses how the investigation process undergo,

including research design, research participants, data sources, and data

collection procedures, the study’s credibility, roles of the researcher, data

analysis, and ethical considerations.

Research Design

This study employed a qualitative phenomenological approach in

exploring the lived experiences of the student who have low self esteem.

According to Bhandari, (2020) qualitative research is a collecting and

analyzing sets of non-numerical data, this includes; concepts, opinion, or

experiences that the people lived.

We will employ the qualitative research design to understand and

uncover the lived experiences of the students from the impacts of having low

self esteem. In addition, this design is appropriate to use since it is known for
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interpreting or understanding the experiences, problems, and human

instances. Moreover, it is the most usual strategy used in gathering data

through interviews which maybe structured, semi-structured, and

unstructured. Each of the data is extracted from the location of the

participants.

According to Greonewald (2004) phenomenology is one of the

approach of qualitative research. It aims to understand and describe the true

nature of phenomenon. They also said that this approach investigates the

everyday experiences of human beings while suspending the researchers’

preconceived assumptions about the phenomenon.

We will use the phenomenological approach because it suit in the

study of the impacts and lived experiences. And it was an effective tool in

getting clear understanding of human experiences, to get the target

information most especially the experiences of students with low self esteem.

In this study it is appropriate to use the phenomenological research

design since we gathered the data about the experiences of the students from

the impacts of low self-esteem through interviews. All the data we gathered

were used to interpret, analyze, and understand the phenomena to describe

the data.

Research Participants

In this research of ours, there will be 12 students all of whom were the

senior high school at Mary’s College students from one of the best schools in

Tagum city. We will target those 12 students who experienced low self-
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esteem because some of them may compare themselves to their peers and

feel inferior if they perceive themselves to be less successful, attractive, or

popular and one of the students is Lack of Support: Students who do not

receive support from their parents, teachers, or peers may feel unimportant,

leading to low self-esteem.

In addition, students with low self-esteem tend to perform poor

academically, they are also afraid to take on leadership roles, try new

activities, handle criticism, and they manage their stress poorly. It is important

to support and encourage students to build their self-esteem to help them

succeed in school and life.

In conclusion, the participants or the students of our study, experienced

low self-esteem in school for a variety of reasons. It is essential for educators,

parents, and peers to be aware of these factors and provide support to help

students build their self-esteem and confidence

Data Sources

Bhandari (2020) cited that qualitative research involves collecting and

analyzing non-numerical data (e.g., text, video, or audio) to understand

concepts, opinions, or experiences. It can be used to gather in-depth insights

into a problem or generate new ideas for research. In addition, qualitative

research is done to comprehend how individuals see their surroundings.

In the context of our study, Bhandari (2020) demonstrates that there

are many other ways of collecting data, such as observations, surveys,

interviews, and documentation of audio and visual to prompt new ideas about
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the prodigies. Also, open-ended questions are applicable in qualitative

research to take a holistic and comprehensive look at the issues being studied

because open-ended responses permit respondents to provide more options

and opinions (Albudaiwi, n.d.).

Correspondingly, the extensive interview that we will conduct, we

expect participants to respond with their own words. In that situation, We will

up with a few inquiries and let the conversation develop as needed for a scrap

of supporting information and to explain the answers that respondents

provided. Thus, it will accompany us to discover their backgrounds and a real

story to reinforce a matter.

On the other hand, a focus group discussion (FGD) is a qualitative

research method and data collection technique in which a selected group of

people discusses a given topic or issue in depth. Also, focus group discussion

(FGD) helps to identify and clarify shared knowledge among groups and

communities (Briët, Swiss TPH, 2017). This approach serves as a survey of

their attitude, beliefs, opinions, and world views.

Specifically, during our observation of focus group discussions, as we

gave our participants permission to share their thoughts and ideas, we expect

that each had their own way of seeing the world. They will make sure feel

them enthusiastic to state their feelings and thoughts, particularly when they

are intrigued by the questions. For this purpose, this helps me accumulate

multiple perspectives that can support my study.

In addition to data sources, we will also utilize secondary sources, such

as books, newspapers, and articles that are credible, to reinforce our

research. Furthermore, the objective of this study was to derive and see their
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insights with regard to the study matter. To this end, focus group discussions

helped gather data, and we assured you that these methods are suited to

gathering data and data analysis to understand participants’ views.

Data Collection Procedure

As a researcher, there are different steps in collecting the research

data from the participants. According to Bhandari (2020), data collection is a

systematic process of gathering observations or measurements. Whether you

are performing research for business, governmental or academic purposes,

data collection allows you to gain first-hand knowledge and original insights

into your research problem.

Before we conduct this study, the researcher ensures the safety

protocols and the health protocols as we start our interview. We will interview

the 12 SHS students in St. Mary’s College of Tagum who experienced or have

low self-esteem.

Data Analysis

According to LeCompte and Schensul (2020), research data analysis is

the process by which researchers reduce data to a story and analyze it in

order to get insights. It makes sense for the data analysis process to help

reduce a large piece of data into smaller bits. In the analysis of this study we

will use coding and the thematic analysis, which will help us in the

interpretation of data.
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Medalyan (2023) stated that Coding is a method of labeling and

organizing qualitative data in order to identify various themes and their

relationships. These labels can be words, phrases, or numbers; we

recommend using words or short phrases, since they’re easier to remember,

skim, and organize. In the context of our study, we highlighted key phrases

and recurrent themes in the text under analysis with highlighters and colored

pens. We then plan to organize the material using highlighters and pens of the

same color and give labels for words and brief sentences.

On the other hand, Thematic analysis according to Kiger & Varpio

( 2020) is an appropriate method in seeking to understand experiences,

thoughts, or behaviors across data set. This procedure requires the us to

collect and synthesize the data to come up with various themes. In this study,

we will use thematic analysis to identify patterns in the responses from the

chosen participants. Furthermore, we also provided codenames into our

participants.

Trustworthiness of the Study

According to Pilot & Beck (2014), trustworthiness or rigor of a study

refers to the degree of confidence in data, interpretation, and methods used to

ensure the quality of a study. We will also considering the credibility,

dependability, transferability, and confirmability, in order for us to achieve the

trustworthiness of our study.

Credibility according to Universal Teachers (2018) it is the confidence

of your data. In research, even if that qualitative research uses the validity and
27

reliability as procedures is that they are still justifiable. Furthermore, Lincoln

and Cuba () describes the different techniques in establishing the credibility;

this includes the prolonged ingagement, persistent observation, triangulation,

peer debriefing, negative case analysis, referred adequacy, and member

checking. But in our study we will only use the triangulation and peer

debriefing in achieving the credibility in our study.

Triangulation in qualitative research, refers to the use of various

methods or data sources to build a thorough understanding of phenomena. In

our study we will apply this by using our secondary sources as a means of

triangulation to our primary data that will be analyze to ensure the accuracy of

our understanding and interpretation of the data.

While peer debriefing according to SlidePlayer (2023) is that when a

professional who has a general understanding of the study analyze materials,

test working hypothesis, and emerging designs. In other words it is a

discussion where in a professional person gives a review to your study. In our

study we will apply this technique by asking help to the professional persons

or colleagues to review or analyze our findings to see if it is reasonable and

plausible.

Dependability according to Korstjeans & Moser (2018) is the quality of

being able to be trusted and being very likely to do what people expect. It is

the consistency of the results overtime. The primary feature of this method is

consistency, and is the involvement of the participants in evaluating the

study’s findings, interpretations, and recommendations.

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In this study, we will observe the focusing of the members checking

principle after the result. The participants will be respectfully asked if there will

be coherence between their thoughts and the researcher.

Transferability according to the study of Lani (2022) that it is

established by presenting readers with proof that the research study’s findings

could be applied to various contexts, situations, times, and populations. It is

crucial to realize that you as the researcher cannot verify that the research

study’s findings will be applicable.

In the context of our study, we made sure that there is a deep

description of the methodology of this study. Therefore, all the transcripts and

data analyses were included in the appendix to serve as references for future

use and to avoid bias. During, before, and after the interview we will gather

soft and hard copy for each document and it will be place on a safe place.

Conformability according to Milliron (2020) is achieved when data are

reviewed and rechecked during data collection and processing to ensure

results would likely be repeated by others. An organized coding schema that

lists the codes and patterns found during analyses can serve as proof of this.

We will use this method by not insisting our own presumptions and we will not

inforce our own beliefs.

We will use the audit trail because it will be also a concrete method in

our study. Consequently we will keep all raw data, documents, interview, and

observation notes for inquiry. Furthermore, by doing it our ways of tracking the

responses of every participants will go smoothly and so for the data analyst.

Ethical Consideration
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The focus of this study was to broaden our knowledge, demonstrate

a good understanding, allocate enough examples, and provide important

details about the effects of having low self-esteem as a senior high school

student in Tagum City. To establish ethical consideration, We respect patents,

copyrights, and other forms of intellectual property. We do not use

unpublished data, methods, or results without permission and we do not

plagiarize.

Respect for Persons. It requires a commitment from the researcher

to ensure the autonomy of research participants , and, where autonomy may

be diminished, protect people from exploitation of their vulnerability. Respect

for individuals is a crucial premise in research: it is the acknowledgement of a

person as an independent, distinct, and free entity. It also implies that we

acknowledge each person’s right to and capacity to make her or his own

decisions (FHI, 2004). A person’s dignity is ensured by respect. We also

made sure to give credits to the author we used to support our study.

Beneficence, It refers to acting in such a way to benefit others while

promoting their welfare and safety (Borrow, 2022).

In the context of our study, to initiate the beneficence, the outcome of

our study will help in making mew strategies/programs that would adress the

students difficulties regarding to having low self-esteem. By doing so,

participants of this study would be enhanced and developed their self-esteem

management.

Justice. According to Tri-council Policy Statement (2014) this principle

is defined as being fair to the participant in giving them what they deserve.
30

Moreover, justice requires fulfilling promises made to them, such as protection

from the negative consequences of participating in the research. Aside from

that, this could imply compensating them as much as possible for the time

they will spend during the Interview.

Also, in terms of this principle, the researcher will keep in mind to avoid

saying anything that will turn the interview into a self-imposed conversation.

The questions that will be prepared will guide the researcher so that the

participants will stay on track and will not be misled during the discussion,

ensuring a high level of objectivity. Another assurance that will be given the

participants is that their rights will not be violated, and they will be free to

continue or refuse to share. We will upfront about my intention to conduct the

interview and use appropriate language. Furthermore, we will appreciate and

be grateful for they will be imparting their time and knowledge in the course of

this study.
31

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