Self-Esteem of The Students Od DJCNHS
Self-Esteem of The Students Od DJCNHS
Self-Esteem of The Students Od DJCNHS
made up of what we think and feel about ourselves. This state is changeable according to
the situation we are currently in and our responses you events going on around us. It is
not unusual to feel quite confident in some circumstance and less confident in others. It is
also influenced by past events and how we remember them, recalling a former success
has a very different outcome in terms of our confidence levels than thinking about an
this concept requires the ability to evaluate and compare. These are two skills that are
extraordinarily challenging for students with special needs. Therefore, these children are
often unable to accurately measure or assess their own self-esteem. (Lavoie, n.d.)
Confidence and self-esteem are terms which are often used interchangeably, but
although there is over-lap perhaps there are also subtle differences. It may have been
discouraged from being boastful but a healthy amount of self-liking and self-approval is
necessary if you have the confidence you meet life’s challenges and participate as fully as
we wish to in whatever makes life enjoyable and rewarding for us. In a sense we could
say that having healthy self-esteem leads to being self-confident. (The University of
Queensland, 2017)
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A student’s self-esteem has a significant impact on everything they do, especially
the way they engage in every activities, deals on every difficulties and challenges, and
how they will interact with others. Self-esteem also can have a mark effect on academic
focus on the given lessons and their willingness to take a risk and make an effort for
everything they do even if it’s written or oral. Positive self-esteem, on the other hand
place a role as one of the building blocks of the school success; it provides a firm
foundation for learning the challenge in working with children with low self-esteem is
you restore their belief in themselves, so that through the help of it they will be encourage
The attention given to adolescent self-esteem in the United States and other
Western nations has resulted from a consistent pattern of educational studies revealing
the academic and social benefits derived from a healthy sense of self. The heightened
importance that self-esteem has taken among school personnel and parents has spawned a
generation concerned with making sure their children develop a positive self-esteem. Yet,
al. 2003), especially in connection to academic achievement for early adolescents who
change and domain-specific school success (Wigfield et al. 1991). The influence of self-
has begun to take a more critical eye at the true meaning of self-esteem scores, especially
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when culturally contextualized and compared to actual individual performance. (Booth
Students' reported confidence at the conclusion of the course was correlated with
their academic performance in three of the four years that were examined. "It is more
likely that self-efficacy, rather than confidence, was impacted as students moved through
the course because all the activities associated with a course means a course is a domain-
specific construct, and the students' reported confidence at the end of the semester was
students is one of the most important steps educator and parents can take to ensure an
atmosphere for learning. When a child loses students self-esteem, they may lose
symbolic interaction theory), much research has validated the assumption that high self-
esteem is associated with educational achievement (Marsh, Byrne, and Yeung 1999), that
ability levels may influence depressive symptoms and levels of self-esteem (Humphrey,
Charlton, and Newton 2004), and that a positive self-concept is desirable for children’s
personal development (Branden 1994). Evidence for the reciprocal nature of self-esteem
and adolescent academic achievement has been found by some researchers, but findings
are not consistent across studies nor documented as well as the bi-directional influence
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between domain specific self-concept and academic achievement. (Booth and Gerard,
2011)
Booth and Gerard, 2011 cited that a study of 838 secondary students in the United
achievement for seventh-grade students, but not for ninth-grade (Alves-Martins et al.
concept and academic achievement based on a large sample of East and West German
Student confidence is vital to his or her success. Building confidence in students can
help prevent student dropout rates, ensure kids maintain their love for learning and help
them achieve their dreams and goals by staying in school and going to college.
Confidence in school is one of the most important areas, outside of academics, where
Students’ self-esteem can successfully be built and those who are struggling with
confidence can make improvements. The purpose of this study is to know what is the
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Statement of the Problem
This study was conducted to determine the self-esteem of the Grade 10 Students
and their Academic Performance. Specifically, this study sought to answer the following
questions:
the following:
a. Age
b. Gender
c. Religion
d. Sibling Position
e. Daily Allowance
f. Monthly income
g. Mother’s Occupation
h. Father’s Occupation
3. What is the measure of global self-worth of the respondents using the Rosenberg
Self-esteem Scale?
academic performance?
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Hypothesis
The study focused about the self-esteem of the Grade 10 students during the
characteristics of the students and the measures of global self-worth among the students.
This study was limited into 217 selected grade 10 students of Doña Juana Chioco
This research aims to produce and provide the possible outcome of self-esteem
towards academic performances of the students, specifically; this research helps the
following:
Students
to realize the importance of having a high self-esteem in dealing with their academic
grades.
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Teachers
This served as their basis on how they will appreciate and help each of the
performances.
Guidance Counselor
They determined the different aspects that can lessen the Student's self-esteem in
dealing with their Academic Performances. Throughout this research, it helped each
Principal
This study is important to the principal of the school because as the leader of the
school she has the responsibility in making things in a good state. Those students who has
a low self-esteem that affects their academic performances is a part of his/her problem
that is why through the help of this study, it is easier to resolve all of it.
Parents
This study is important to the parents of the students who actually experiencing
low self-esteem when it comes to their academic performances because through the help
of this study, it lead to the parents the realization of that will be the negative effects of it
to their child. It helped them to know how they will go to help each of their children.
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Definition of Terms
Academic Performances it refers to the grades of the respondents in their first grading
for the School Year 2017 – 2018 in Mathematics, Science, English and Filipino.
Achievement refers to the things that students already attain on his or her academic
career.
Respondents refer to the selected students from Grade 10 of the School Year 2017 –
Rosenberg Self-esteem Scale is the questionnaire that used in gathering data that came
performances
Struggling refers to the respondents who are experiencing lost of hopes on something.
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Conceptual Paradigm
Independent Variable
Socio-Demographic Characteristics
a. Age
b. Gender
c. Religion
e. Daily Allowance
g. Mother’s Occupation
h. Father’s Occupation
Scale
Figure 1 shows the conceptual paradigm of the study. It shows the mental window
of the research processes. It represents the variables being studied in this study. Socio-
with and the measure of Rosenberg Self-esteem Scale were the independent variables. On
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METHODOLOGY
This chapter of the study presents the research design, sampling, instrumentation,
Research Design
In this study, the researcher used descriptive quantitative type to analyze and to
interpret the conducted information for us to come up into our conclusions. The
find out the prevalence of a phenomenon, situation, problem, attitude or issue by taking a
researcher decides what he wants to find out, identify the study population, select a
sample if needed, and contact the respondents to find out the required information.
Sampling
In this study, the researcher used Random Sampling in selecting the respondents.
The researchers used the Slovin’s Formula to get the appropriated number of the
𝑁
respondents. The Slovin’s Formula is = , the n=sample size, N=Population size
1+𝑁𝑒 2
and the e = margin of error. The total population of Grade 10 students based on the
register’s record was 476. Using the Slovin’s Formula, with a 5% margin of error, 217
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Instrumentation
respondents. The respondents of the study red and interpreted the expected questions and
answers. In this study, the research questionnaire was composed of these main parts.
The first part was intended in gathering information about the socio-demographic
characteristics of the respondents such as age, gender, religion, sibling position, daily
The second part was intended for determining the academic performance of the
students in English, Math, Science and Filipino based on the first grading of the School
This third part was the adapted list of questions from the internet, Rosenberg Self-
esteem Scale. The Rosenberg Scale was widely used self-report instrument for evaluating
self-esteem.
The data collected were classifies, categorized and analyzed in accordance with
the objective of the study. The different variables were described by means of frequency
All data responses from the questionnaire form were tabulated and analyzed using
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The relationship between the dependent and independent variables were
determined using correlation program in Statistical Package for Social Science (SPSS).
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RESULTS AND DISCUSSION
This chapter presents the result of the study. The different data was presented
a. Age
Table 1 shows the age of the respondents. The youngest respondent is 14 years
old and the oldest respondent is 19 years old. The average age of the respondent is 15.26
with a standard deviation of 0.782. Therefore, the respondents’ age was not far from each
14 – 19 15.26 0.782
b. Gender
Table 2 shows the gender of the respondents. Most of the respondents are female
with the frequency of 124 with an equivalent percentage of 57.10 % and the remaining is
Male 93 42.90
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c. Religion
Table 3 shows the religion of the respondents and most of the respondents
religion is Roman Catholic with a frequency of 133 and has equivalent of 61.30 %. While
the other remaining percentage are Born Again , Jesus Christ , Espiritista,and the most
least number of listed are Pentecost, Iglesia Filipina Independiente, Iglesia Ni Cristo,
Jehovah’s Witnesses, Baptism, Islam and Raman with an equal Frequency of 1 and
percentage of 0.50 %.
Espiritista 3 1.40
Pentecost 1 .50
Baptism 1 .50
Islam 1 .50
Raman 1 .50
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d. Sibling Position
Table 4 shows the sibling position of the respondents and most of the respondents
are eldest with the frequency of 82 and a percentage of 37.80% to be followed by the
middle child with the frequency of 79 and has a percentage of 36.40 %. While the
Eldest 82 37.80
Youngest 56 25.80
e. Daily Allowance
Table 5 shows the daily allowance of the respondents and most of the
respondents’ allowance is within 20-150 with the standard deviation of 22.9768 and has a
mean that is equivalent to 60.276. Therefore, it means that most of the respondents
allowances depends on their social status, some of them has a big amount of allowance
everyday while the others allowance are lower than the others.
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f. Monthly Income
Table 6 shows the monthly income of the respondents and the result of
respondents income is 200-50,000 with the standard deviation of 8860.0721 and has a
mean of 7356.959. It only means that most of the respondents’ family income is not that
high.
g. Mother’s Occupation
Table 7 shows the mother’s occupation of the respondents and most of the
respondents answer that there Mother is Housewife with the frequency of 130 with an
their mothers is OFW, Vendor, Farmer, Baker, and Teacher. While the least number
result of the respondents Mother’s occupation are the Machine Operator, Caregiver,
Businesswoman, Lady Guard, Dressmaker, Beautician, Midwife, Brgy. Official and some
are deceased with the same frequency of 1 and have the same percentage of 0.50 %. It
means that most of the respondents Mother have no work at all. They are just staying at
home.
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Mother’s Occupation Frequency Percent
OFW 36 16.60
Deceased 19 8.80
Vendor 14 6.50
Farmer 5 2.30
Baker 2 .90
Teacher 2 .90
Beautician 2 .90
Caregiver 1 .50
Businesswoman 1 .50
Midwife 1 .50
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h. Father’s Occupation
respondents answer that their Father’s Occupation are Farmer with the frequency of 92
Construction worker, Housekeeper Farmer, and OFW. While the least number result of
the respondent’s Father’s Occupation are the Baker, Vendor, Machine Operator,
Sewer, Soldier, Technician, Barber, Referee, Welder, Palay Buying Station, PCSO,
Electrician, Engineer, Gasoline Boy, DSP, MWSD, Manager, Police Officer, Dealer and
some are deceased with the same frequency of 1 and has an equivalent percentage of 0.50
%. This result means that most of the respondent’s fathers are farmers so that is why they
Farmer 92 42.40
Deceased 29 13.40
Driver 27 12.40
Vendor 5 2.30
Housekeeper 4 1.80
OFW 4 1.80
Electrician 3 1.40
Businessman 3 1.40
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Teacher 3 1.40
Seaman 2 .90
Technician 2 .90
Baker 1 .50
Doctor 1 .50
Sewer 1 .50
Soldier 1 .50
Barber 1 .50
Referee 1 .50
Welder 1 .50
PCSO 1 .50
Engineer 1 .50
DSP 1 .50
MWSD 1 .50
Manager 1 .50
Dealer 1 .50
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i. Types of Guardian Living with
Table 9 shows the types of guardian living with the respondents. 82% of the
respondents answered they are living with their Family with the frequency of 178 and has
are living with their relatives with a frequency of 39 and has an equivalent percentage of
18 %. This only means that most of the respondents are living in a house with their own
family and some of them are living with their relatives like in their Grandparents, Aunties
and Uncles.
Relatives 39 18.00
j. English
Table 10 shows the Respondent’s Grades on their English Subject during the first
grading period. The results shows that the respondent’s grades on English subject have a
high standard deviation that is equivalent to 4.884, it only means that their grades are too
far from each other. And the results also say that the mean of the results are around 84.35.
This shows that not all of the respondents are performing well on this subject. Some of
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English Mean Standard Deviation
75 – 94 84.35 4.884
k. Science
Table 11 shows the Respondent’s Grades on their Science Subject during the first
grading period. The results shows that the respondent’s grades on science subject have a
high standard deviation that is equivalent to 5.382, it only means that their grades are too
far from each other. And the results also say that the mean of the results are around 83.68.
It is much lower than the mean of the grades in English Subject. This shows that not all
of the respondents are performing well on this subject. Some of them are excelling and
74 – 96 83.68 5.382
l. Math
Table 12 shows the Respondent’s Grades on their Mathematics Subject during the
first grading period. The results shows that the respondent’s grades on Mathematics
subject have a high standard deviation that is equivalent to 4.210, it only means that their
grades are too far from each other like the other grades. And the results also say that the
mean of the results are around 82.23. This shows that not all of the respondents are
performing well on this subject. Some of them are excelling and some of them are not but
then if we are going to compare it to the other subjects, the resulted mean are lower than
the others.
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Math Mean Standard Deviation
73 – 93 82.23 4.210
m. Filipino
Table 13 shows the Respondent’s Grades on their Filipino Subject during the first
grading period. The results shows that the respondent’s grades on Filipino subject have a
high standard deviation that is equivalent to 5.110, it only means that their grades are too
far from each other. And the results also say that the mean of the results are around 85.54.
This shows that not all of the respondents are performing well on this subject. Some of
70 – 95 85.54 5.110
respondents agree that they are satisfied with themselves, it has a weight mean of 1.93
and has a standard deviation of 0.819. It means that most of the respondents believed that
they are already satisfied in all the things that they are doing. They believe on everything
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In the statement: At times I think I am no good at all, most of the respondents
agree that they are good at all, it has a weight mean of 2.39 and has a standard deviation
of 0.821. This shows that most of the respondents believed that there are times that they
are thinking they are not good at all. It means that there are times that the respondents’
In the statement I feel that I have a number of good qualities, most of the
respondents agree that they have a number of good qualities, it has a weight mean of 2.24
and has a standard deviation of 0.744. It means that most of the respondents believed that
they have a lot number of good qualities. This shows that these respondents have their
high self-esteem when it comes to their abilities or in the good things about them.
In the statement: I am able to do things as well as most other people., most of the
respondents agree that they are able to do things as well as most other people, it has a
weight mean of 2.26 and has a standard deviation of 0.828. It means that most of the
respondents believed that they believe that they can also do what the other people can do.
They have a high self-esteem and a high fighting spirit that they can also do everything.
In the statement: I feel I do not have much to be proud of, most of the respondents
disagree that they do not have much to be proud of , it has a weight mean of 2.55 and has
a standard deviation of 0.855. It means that most of the respondents believed that they
In the statement: I certainly feel useless at times., most of the respondents agree
that they feel useless at times, it has a weight mean of 2.50 and has a standard deviation
of 0.893. It means that most of the respondents believed that there are sometimes that
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they may feel uncomfortable on what they are doing, that’s why they think that they are
In the statement: I feel that I’m a person of worth, at least on an equal plane with
others, most of the respondents agree that they are a person of worth , at least on an equal
plane with others, it has a weight mean of 2.22 and has a standard deviation of 0.774. It
means that most of the respondents believed that they can be as worth it as others.
In the statement: I wish I could have more respect for myself, most of the
respondents agree that they should have some more respect for others, it has a weight
mean of 2.12 and has a standard deviation of 0.940. It means that most of the respondents
believed that they should have respect for themselves, respect to believe that they can do
things.
In the statement: All in all, I am inclined to feel that I am a failure, most of the
respondents disagree that they are inclined to feel that they are a failure, it has a weight
mean of 2.52 and has a standard deviation of 0.850. It means that most of the respondents
In the statement: I take a positive attitude toward myself, most of the respondents
agree that they take positive attitude toward themselves, it has a weight mean of 2.04 and
has a standard deviation of 0.942. It means that most of the respondents believed that
they should take a positive attitude toward themselves for them to build their self-esteem
strong.
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Statement WM SD QD
Table 14. The Measure of Global Self-worth Using Rosenberg Self-esteem Scale
Correlated Variables
Age and English has negative relationship to each other at -0.197. It shows that
English and monthly Income has positive relationship to each other at 0.144. It
shows that the Higher the Monthly income of the respondents, the higher their
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English and Statement number 9 has positive relationship to each other at 0.139.
It shows that the lower the grade of the respondents on their English subject, the more
-0.203. It shows that the lower the grade of the respondents on their English subject, the
Science and Statement number 4 has negative relationship to each other at -0.158.
It shows that the lower the grade of the respondents in science, the higher the
respondent’s think that they are able to do things as well as most people.
-0.171. It shows that the higher the grade of the respondent’s on their English Subject,
the higher the respondent think that they are really satisfied with themselves.
-0.137. It shows that that the lower the grade of the respondents in mathematics, the
higher the respondent’s thinks that they are able to do things as well as most people.
0.144. It shows that that the higher the grade of the respondents in mathematics, the
higher the respondent’s thinks that they are able to do things as well as most people.
Filipino and statement number 4 has negative relationship to each other at -0.143.
It shows that that the lower the grade of the respondents in Filipinos, the higher the
respondent’s thinks that they are able to do things as well as most people.
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Filipino and statement number 5 has positive relationship to each other at 0.162. It
shows that that the higher the grade of the respondents in Filipinos, the higher the
Filipino and statement number 9 has positive relationship to each other at 0.156. It
shows that that the higher the grade of the respondents in Filipinos, the higher the
-0.147. It shows that that the lower the grade of the respondents in Filipinos, the higher
the respondent’s thinks that they have to take a positive attitude about themselves.
Age and statement number 3 has negative relationship to each other at -0.141. It
shows that that the younger the age of the respondents, the higher the respondent’s thinks
Sibling Position and statement number 10 has positive relationship to each other
at 0.149. It shows that that the eldest among the respondents in their sibling position, the
higher the respondent’s thinks that they have to take a positive attitude about themselves.
Daily allowance and statement number 9 has negative relationship to each other at
-0.204. It shows that that the lower the allowance of the respondents daily, the higher the
Monthly income and statement number 10 has negative relationship to each other
at -0.143. It shows that that the lower the monthly income of the respondents, the higher
the respondent’s thinks that they have to take a positive attitude about themselves.
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Mother’s Occupation and statement number 2 has positive relationship to each
other at 0.159. It shows that if the mother’s occupation of the respondent is not that good,
the higher the respondent’s thinks that they are no good at all
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CONCLUSION
grade 10 respondents and their academic performances have a direct impact when it
Based on the data’s that we have been gathered by the researchers, First, The
study shows that the English Subject and the Statement Number 9 in the Rosenberg Self-
Esteem Scale has a positive relationship to each other at 0.139. It shows that the lower the
grade of the Respondents on their English Subject, the more they think that they are a
failure. But it is contradicting on the result of the negative relationship between English
Subject and the statement number 10 on the Rosenberg Self-Esteem scale at -0.203. It
shows that the lower the grade of the respondents the higher they take a positive attitude
about themselves. Second, Science and statement number 4 in the Rosenberg Self-esteem
scale has a negative relationship to each other at -0.158. It shows that the lower the grade
of the respondents in Science, the higher they think that they are able to do things as well
as most others. Third, Mathematics and Statement number 1 in the Rosenberg Self-
Esteem Scale has negative relationship to each other at -0.171. It shows that the higher
the grade of the Respondent’s grade in mathematics the higher the respondent’s think that
they are really satisfied with themselves. It only means that The Academic Performances
of the Respondents can affect each of the Respondent’s Self-Esteem whether it is positive
or negative.
respondents and the statement number 3 has a negative relationship to each other at -
0.141. It shows that the younger the age of the respondents, the higher the respondent’s
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think that they have a number of good qualities. Second, Sibling position of the
respondents and the statement number 10 in the Rosenberg Self-Esteem Scale has a
positive relationship to each other at 0.149. It shows that the eldest among the
respondents when it comes into their sibling position in the family, the higher the
respondent’s think that they have to take a positive attitude about themselves. Third,
Daily allowance of the respondents and the statement number 9 in the Rosenberg Self-
Esteem Scale has a negative relationship to each other at -0.204. It shows that the lower
the allowance of the respondents daily the higher they think that they are failure. And
last, Monthly income of the respondent’s family and the statement number 10 in the
Rosenberg Self-Esteem Scale has a negative relationship to each other at -0.143. It shows
that the lower the monthly income of the Respondents, the higher the respondent’s think
that they have to take a positive attitude about themselves. It only means that the Self-
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RECOMMENDATIONS
In this study, the researchers notice something that should be improved by the
other researchers that have the same topics or related on this and also for those people
who will be affected in this case. The following are the given recommendations:
1. Researchers that have the same topics as this research or even just related on this
topic should facilitate those students who doesn’t have enough knowledge on
answering the given questionnaires for you to come up with the validity of the
that try to encourage and Let them know that your situation as a researcher can be
2. The researcher should secure and validate the given sample questionnaire for you
to come up and make sure that the collected data’s are valid.
3. Make sure that before the researcher gathered data from the students, they
actually get some approval letter from the Principal of the School. It will serve as
your permit to disturb each classes of the assigned Respondents on this study. It is
much appropriate rather than collecting data’s without any permit from the higher
4. The researcher should check each and every detail of the respondents especially
those data’s that are included on their socio-demographic identity. It will affect
the margin of error of your study if you are not responsible enough and including
each details.
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REFERENCES
Lavoie, R. D. (n.d.) Self-esteem: The Cause and Effect of success for the Child with
Learning Differences. http://www.ricklavoie.com/selfesteemart.html
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