Palo Alto Integrated School: Calamba City, Laguna Language Research For Grade 10

PALO ALTO INTEGRATED SCHOOL
Junior High School Department

Calamba City, Laguna
Language Research for Grade 10
CORRELATION OF CLASSROOM PERFORMANCE TASKS TO

STUDENT’S SELF-ESTEEM: A BASIS FOR IMPROVED
TEACHING APPROACH IN GROUP DYNAMICS
Burgos, Ceejay
Arizanga, Adrian Lawrence
Cabrera, Eugine
Carlos, Ashley Jyhna Kirsten
Gapas, Andrea Marie
Geronimo, John Ed
Hipolito, Twinnie
Lopera, Trisha Laine
Manalo, Sean Clarence
Miravite, Ma. Christina Yvonne
Orosco, Roden
Pontenosa, Katrina
Salarda, Lee Niebe
RESEARCHERS
Mrs. Danica Ann Sta. Rosa

Adviser
March 2020
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is one of the root components to thrive in this world full of circumstances. It
concludes distinctive level of proficiency aspects in connection to the skill that the education
wants us to acquire. Education plays a vital role in an established and coordinated system,
wherein it is able to produce educated and trained professionals. Academic performance is
one way to test learners’ capabilities as well as hone their self-esteem. Hence, having self-
esteem is considered as one of the most important development processes to the students.
Situations, such as uncertain activities beyond their capabilities may contribute to the
students’ level of self-esteem.
The shift to performance and standards-based grading from the traditional standardized
testing has been reinforced more greatly in pursuance of the Deped Order No. 8,s,.2015,
otherwise known, Policy Guidelines on Classroom Assessment for the K to 12 Basic
Education Program in the Philippines. In (Dep Ed, 2012)The increased emphasis to
performance-based assessments, as compared to the previously rescinded grading system it
aims to provide appropriate performance assessments that learners enable to transfer their
knowledge, understanding, and skills as what are also being implemented in other countries.
The purpose of this study is to determine the impact of school-based performance tasks
to the students’ level of self-esteem, as perceived by the selected grade 10 students of Palo
Alto Integrated School (PAIS). This study is guided by research objectives, which is to
determine who fulfilled their abilities which makes disparate to themselves to be a new forge
people and the different level of self-esteem through accomplishment of performance tasks.
Self esteem is that feeling at the center of your being of self-worth, self-confidence, and
self-respect. Self-esteem is the disposition to experience oneself as being competent to cope
with the basic challenges of life and of being worthy of happiness. It is confidence in the
efficacy of one's mind, and ability to think.
It is also the experience that success, achievement, fulfillment, happiness which are right
and natural for people .It is respect for or a favorable opinion of oneself and also an unduly
high opinion of oneself. In psychology, self-esteem reflects a person's overall self-appraisal
of the own worth. Self-esteem is a disposition that a person has which represents their
judgments of their own worthiness.
It exists as a consequence of the implicit judgment that every person has of their ability
to face life's challenges, to understand and solve problems, and, their right to achieve
happiness, and be given respect.
In the famous book "The power of self-esteem", self esteem is defined as the experience
that we are appropriate to life and to the requirements of life. More specifically, self-esteem
is confidence in our ability to think and to cope with the basic challenges of life and
confidence in our right to be happy, the feeling of being worthy, deserving, entitled to assert
our needs and wants and to enjoy the fruits of our efforts.
Self esteem is an important aspect of human personality. It reflects a person's overall
evaluation or appraisal of his or her own worth. It encompasses beliefs and emotions such as
despair, pride and shame. Self esteem usually regarded as an enduring characteristic of
human personality. Self esteem can be low as well as high. High self-esteem is when the
person feels good, happy, satisfied about himself and thinks he is capable of achieving
anything and the person has lots of energy, focused, confident and persistent to achieve
success anytime. Low self-esteem is basically the opposite of High self-esteem.
Conceptual Framework
The technology we have today is rapidly developing. Although the current advanced
technology has many advantages, disadvantages do exist. Most of us become almost
dependent to them, especially the 21st century children. The probability of them being able
to hone their other skills had become low.
Attesting the effectiveness of performance-based and authentic tasks in increasing
proficiency, performance tasks became more complex, the proficiency rate increased. In an
exploration into the assessment reform policy and its implementation in the Philippine
public secondary education. Performance tasks are much really effective to determine the
stage of student’s interior taught.

The variables in the study were the performance tasks and the students’ self-esteem. It
was. Throughout this process, the researchers must prove the effectiveness of social
dynamics and performance tasks as self-esteem developer.
Statement of the Problem
Specifically, this study aimed to test the following problems:
1. What is the students’ level of self-esteem in relation to social dynamics in the
classroom?
2. How do students’ view classroom-based performance task in improving one’s self-
esteem?
3. Is the students’ level of self-esteem significantly related to classroom-based
performance tasks?
4. What teaching techniques or methods can be proposed to improve teaching
approaches in delivering lessons?
Null Hypothesis
Ho: Students’ level of self-esteem is not significantly related to classroom-based performance
tasks.
Scope and Limitations
This study will focus only on the impact of school-based performances to the level of
their self-esteem by the selected Grade 10 students of Palo Alto Integrated School only;
hence, the result of this study will not be the general statement of other grade school level.
This study examines only the case of Grade 10 students, who’ve been affected or gain
knowledge and participated. Some of the students in this study had modified programs in
certain subject areas. This program is resource room or basic skills. Students social circles
could have affected popularity of students at the time of study that factor could influence by
their arguments between peers throughout the school year. Daily moods of students, at the
time the personal attribute inventory was taken, could have affected the way they viewed
themselves.
Significance of the Study
The generality of this study aimed to contribute to the students’ interpersonal
communication skills and academic performance. Vivid outcomes of the research can be
beneficial and significant directly to the surroundings of the students, wherein a lot of
teenagers are prone to obsession of gadgets. With the help of study's results many of
students can be more persuaded to boost their confidence more to become a better
individual in our community.
This study helps us to determine the results and findings about the different impact.
Grade 10 students of Palo-Alto Integrated School and the level of their self-esteem. The
findings and results of this study may also provide important information about the feelings
of the people who have no confidence to shoe their selves.
This study aims to determine the reasons why do students lose their vanity and how do
gain their worth. It also aims us to know the other effects of student’s self-esteem that helps
us to know if there are effects in the students to their school- based performances in order
to improve student’s confidence.

This study will likewise be significant to future researchers. Every researcher needs a
reference to be able enhance their study. It can be used as additional information for those
who wish to improve this study and its outcome more.
Definition of terms
For better comprehension and understanding of the study, the researchers gave several
terms that were defined conceptually and operationally as used in the study.
Education – the process of receiving or giving systematic instruction, especially at a school
or university, an enlightening experience.
Efficacy – the ability to produce a desired or intended result.
Performance – the action or process of carrying out or accomplishing an action, task, or
function, an act of staging or presenting a play, concert, or other form of entertainment.
Performance tasks –any learning activity or assessment that asks students to perform to
demonstrate their knowledge, understanding and proficiency.
Proficiency– a high degree of competence or skill; expertise.
Self-Esteem–self confidence; self worth; belief and confidence in your own ability and value
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the related literature and studies after the comprehensive search of
the researchers. This will also show the synthesis to fully understand the research to be done.
Related Literatures and Studies
Emotional Cues Finally, Bandura argues that emotional cues dictate self-efficacy. A
person who expects to fail at some task or finds something too demanding is likely to
experience certain physiological symptoms: a pounding heart, feeling flushed, sweaty palms,
headaches, and so on. The symptoms vary from individual to individual, but if they persist
may become associated with poor performance. Self-efficacy has been related to other
motivation theories. Edwin Locke and Gary Latham suggest that goal-setting theory and
self-efficacy theory complement each other. When a leader sets difficult goals for employees,
this leads employees to have a higher level of self-efficacy and also leads them to set higher
goals for their own performance. Why does this happen? Research has shown that setting
difficult goals for people communicates confidence (Locke & Latham, 2002).
The Pygmalion effect also has been used in the workplace. Research has indicated that
when managers are confident that their subordinates can successfully perform a task, the
subordinates perform at a higher level. However, the power of the persuasion would be
contingent on the leader’s credibility, previous relationship with the employees, and the
leader’s influence in the organization (Eden, 2003).

Teachers were told by their supervisor that one group of students had very high IQ
scores (when in fact they had average to low IQ scores), and the same teacher was told that
another group of students had low IQ scores (when in fact they had high IQ scores).
Consistent with the Pygmalion effect, the teachers spent more time with the students they
thought were smart, gave them more challenging assignments, and expected more of them
all of which led to higher student self-efficacy and better student grades. A more recent
experiment conducted by Harvard researchers in a ghetto community produced similar
results (Rist, 2000).
The findings in this study find support from Abdullah and Akinleke who found out that
self-esteem did not predict objective measure of students’ academic performance. Vialle,
Heaven &Ciarrochi likewise claimed a no correlation between self-esteem and academic
achievement (Vialle, W. J., Heaven, P. C. L. .&Ciarrochi, J. V. 2005).
In an extensive literature review on self-efficacy, concluded that self-efficacy is a powerful
determinant of job performance. Sources of Self-Efficacy Since self-efficacy can have
powerful effects on organizations, it is important to identify its origin (Albert Bandura and
Edwin Locke 2003).
Assertiveness is a desirable behavioral trait closely related to communicative competence.
It is the capacity to make requests; to actively disagree; to express positive or negative
personal rights and feelings; to initiate, maintain, or disengage from conversations; and to
stand up for oneself without attacking another(E.S Pagaduan,2017).

The first pure psychological use of the term can be traced back to 1890 and the work of
William James who is generally seen as the father of modern psychology. James had a very
simple definition of self esteem: success divided by pretentions then higher our self esteem.
Raiseself esteem, therefore, we have two options lower our expectations of our selves or
increase our achievements.(Gamosa ,2018).
Primarily the research is focused on the development and validation of the Academic
Self-efficacy Scale (ASES-FJHS) for Filipino junior high school students. Self-efficacy refers
to people’s beliefs in their capabilities to produce certain effects and to learn or perform
behaviors at designated levels (Bandura, 2006, 2012).
Finally, a specific relationship behaviors perspective suggests that self-esteem impacts
particular behaviors (more specific than disengagement and withdrawal) that have broader
implications for the functioning of social relationships. Sociometer theory contends that
when the interpersonal monitor of social acceptance detects cues from relationship partners
signaling threat or potential rejection, the resulting negative affect motivates individuals to
engage in behaviors that resolve relationship conflicts and reduce the development of
dysfunctional relationship patterns or disapproving relationship partners (Leary, 2005)
According to Pekrun et al. (2002), students experience a great variety of self-referenced,
task-related, and social emotions in academic settings. The effect of academic learning and
academic achievement is pivotal in every aspect of life, starting from social relations,
academic careers, and ability to allocate recourses due to the fact that all the above-
mentioned aspects depend on individual achievement. Furthermore, the influence of

emotions on students’ cognitive processes and performance has been suggested to be
associated with students’ psychological and physical health as well (Pekrun et al., 2002)
Development of self-esteem is considered to be shaped by learning experiences, lived
throughout life, and a dynamic process, and it encompasses individual perspectives and
qualities of the self (Sari et al., 2018).
Synthesis
Based on the different study of researchers the correlation between self-esteem and
performance tasks is effective to gain the confidence that an individual needed to forge the
key to success. It is being dominate in many aspects such as past performance, vicarious
experience, verbal persuasion and emotional cues. It concludes the level and limitations of
efficacy in consistent growing and developing some confidence to enhance their skills, to
improve and to build a new role to play in the community. Today’s education system wants
us to be the designated role model not just a spokesperson but to be a generation influencer
to their stakeholders with the Enhanced Basic Education Act of 2013, more commonly
known as the K to 12, a reforming assessment in pursuance of its DepEd Order 73
mandated that all students will be assessed based on knowledge, process, understanding, and
performance.
Chapter 3
METHODOLOGY AND PROCEDURE
The main goal of performing this study is to determine the effectivity of group dynamics
as self-esteem innovator. In this chapter, methodology is described including how the study
is carried out, an overview of the study, the data collection process, and data analysis
procedures.
Research Methodology
Quantitative research is an inquiry into a social problem; explain phenomena by gathering
numerical data that are analyzed using mathematically based-technique especially in
particular statistics. This method deals in numbers, logic and an objective stance. The
overreaching aim of quantitative research study is to classify features, count them and
construct statistical models in an attempt to explain what is observed.
IPO
Input Process Output

Correlation of -Survey Basis for
Classroom questionnaire Improved
Performance Teaching
Tasks to Student’s -Data analysis and Approach in
Self-Esteem interpretation for
Group Dynamics
quantitative data
Figure 1 shows the Process, Input, and Output of the study, performance tasks on
developing self-esteem. On the first box, it demonstrates the variables in the study, which
are the input, the relation of classroom performance tasks and self-esteem. Figure’s second
box, the process, illustrates the statistical treatment that is about to use in this study, which is
data analysis and interpretation of quantitative data. Lastly, the third box of the figure shows
the output or result of the done experiment it shall prove the effectiveness of the
performance tasks correlated to self-esteem.
Participants of the Study
The researchers chose grade 10 students as the respondent of the study. In Palo Alto
Integrated School, researchers notice that grade 10 students experience different school
based performance that indicates to make their selves as social related.
Research Locale
This study will be conducted in Palo Alto Integrated School. The school was established
by Don Vicente Garcia named Don Vicente Garcia Memorial School and after he died, the
lot is donated to the government and was called Palo Alto National High School in year
1967 to 2017. The school was renamed Palo Alto Integrated School because of K-12
curriculum.
Data Gathering Procedures
We asked our research teacher for the permission to affair our data gathering procedure.
We propose a letter, total 120 copies of survey questionnaires and selected 15 students per
classroom to be able to comprehend the total number of students who’ve been experience
an effective improved teaching approach to student’s, comprehend level and the correlation
of classroom performance tasks to students self-esteem.
Instruments
The main instrument used in this survey study was a questionnaire. The questionnaire
had two parts Part A: Classroom-based performance tasks on self-esteem based on 5 liker
scales. 5-Always 4-Often 3-Sometimes 2-Rarely 1-Never, Part B: Students’ level of self
esteem based on 5 liker scales. 5-Strongly Agree 4-Agree 3-Moderately Agree 2-Disagree 1-
Strongly Disagree. Questionnaire validity and reliability: Concerning the validity of the
questionnaire.
Validation of Instruments
The research questionnaire was validated by three language teacher; they give advice and
revise our work.

Statistical Treatment of Data
In order to arrive at the needed analysis and interpretation of the data gathered,
the following statistical treatment were applied.
1. Percentage – this formula was utilized to determine the state of the students
when it comes on how they validate certain information from different
sources. The formula is as follows:
P= (f/N x 100%)
2. Simple mean – this tool was used to determine the degree of awareness of the
respondents on misinformation scattered everywhere. The formula is as
follows:
AM =
AM – is the average mean
- is the sum of product of frequency and the raw score
N – is the number of cases
3. Pearson-R – is a statistical formula that measures the strength between
variables and relationships. To determine how strong the relationship is
between two variables. r=

√
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the data gathered together with the corresponding analysis and
interpretation. The data are presented in tabular form organized in a sequential manner,
following the order of the specific problems posed at the beginning of the study.
TABLE 1: Frequency Distribution, Percentage and Mean of Respondents
According To Classroom-Based Performance Tasks on Self-Esteem
5 4 3 2 1 Mean Interpretation
Group dynamics help us to work 38 37 30 0 0

as a team.
(36.2%) (35.2%) (28.6%) (0%) (0%) 4.07 Often
Classroom-based performance 43 45 17 0 0
tasks help us to speak and express
ourselves in front of people (41%) (42.9%) (16.2%) (0%) (0%) 4.25 Always
confidently.
Classroom performance tasks 50 40 14 0 1

improve our interpersonal
communication skills. (47.6%) (38.1%) (13.3%) (0%) (1%) 4.31 Always
Performance tasks motivate us to 48 37 18 2 0

improve our academic
performance. (45.7%) (35.2%) (17.1%) (2%) (0%) 4.25 Always
Performance tasks inspire us to 43 37 20 3 2

share our thoughts and opinions
freely. (41%) (35.2%) (19%) (2.9%) (2%) 4.10 Often
4.25-5.00 Always Composite mean= 4.20
3.45-4.24 Often
2.65-3.44 Sometimes
1.85-2.64 Rarely
1.00-1.84 Never
TABLE 2: Frequency Distribution, Percentage and Mean of Respondents
According to Students’ Level of Self-Esteem
5 4 3 2 1 Mean Interpretation
I can express my thoughts and 20 51 32 2 0

opinions in group discussions
without hesitations. (19%) (48.6%) (30.5%) (1.9%) (0%) 3.85 Agree
I can speak and present our 24 47 33 1 0

outputs before my classmates or
audience confidently. (22.8%) (44.8%) (31.4%) (1%) (0%) 3.90 Agree
I interact with the other 26 54 24 1 0

members of the group or class
productively. (24.8%) (51.4%) (22.8%) (1%) (0%) 4.0 Agree
I can communicate effectively 33 44 24 2 2

with our teachers regarding
issues, lessons or topics being (31.4%) (41.9%) (22.9%) (1.9%) (1.9%) 3.99 Agree
discussed.
I can resolve conflicts in group 25 35 36 8 1

without prejudicing the group’s
output. (23.8%) (33.3%) (34.4%) (7.6%) (1%) 3.71 Agree
4.25-5.00 Strongly Agree Composite Mean= 3.89
3.45-4.24 Agree
2.65-3.44 Moderately Agree
1.85-2.64 Disagree
1.00-1.84 Strongly Disagree
Paired variable Computed R-value Critical R-value
Group performance tasks

inside the classroom and the 0.223559 0.195
level of self esteem of the
students
Chapter 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of the findings revealed in the study, the conclusion
drawn and the recommendations suggested by the researchers regarding this study.
Summary
Specifically, this study aimed to test the following problems:
1. What is the students’ level of self-esteem in relation to social dynamics in the
classroom?
2. How do students’ view classroom-based performance task in improving one’s self-
esteem?
In conducting this study, we find out that correlation between classroom performances
in self esteem is probably effective to increase their confidence in initiate to do their tasks
completely; we search for some basis to support our study. The researchers applied data
analysis to gather the needed data.
Pearson-R, percentage, and composite mean were the statistical treatment used in the
study.
Findings
The following findings were based on the results of the analysis that this study had gone
through.
1. In terms of developing self-esteem, the majority of data analysis that we gathered is
that classroom based performance tasks helps us to speak and express ourselves in
front of people confidently and the following is Classroom performance tasks
improve our interpersonal communication skills lastly Performance tasks motivate us
to improve our academic performance which all of them interpretation was
“Always” and in table no. 2 all the results are “Agree”.
2. The data analysis shows in the table. 1 measures a composite mean of 4.20 while the
table. 2 composite mean is 3.89 where each of them showed significant results with
the computed R-value of 0.223559 critical R-value of 0.195.
Conclusions
Based on the findings derived from this study the researchers formulated the following
conclusions:
1. That if you do most of the things successfully, you gain confidence and as a result,
the self-worth of yours increases.
2. That building a healthy body image and good self-esteem can be hard work because
it takes time to be confident.
3. That as you perform your role effectively, you will experience self acceptance and
learn to recognize the qualities, skills, and talents that make you special from others
with dignity values.
4. That you will gain self confidence as you accept yourself and flaws.
5. That building self confidence is important because losing self confidence can affect
your lifestyle.
Recommendations
Based on the conclusion reached in the study, the following recommendations were
presented.
1. The researchers encourage future researchers to make studies that will inspire the
students to empower themselves as a new individual that will help them to face the
latterly environment to socialize in that particular spot.
2. Future researchers should know that every individual had different level of self-
esteem to assure the interiors taught in correlation to group dynamics.
3. The future researchers should also have a basis to support their study on the
questionnaire produced to further support its effectivity, as well as to discover more
significant relation between the variables.
4. The future researchers should try to manipulate the composition or methodology of
the data analysis which utilized the evidence or processes that will enable the study to
determine knowing the different confidence of the students will make them more
compact and easier to socialize with.
5. The group dynamics percentage is recommended to be measured, so that the future
researchers can further improve the self esteem and performance of the individual.
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Burgos, Ceejay C.
210 Purok 3 Palo-Alto Calamba City, Laguna
Email address: [email protected]
Contact no: 09356305312
PERSONAL INFORMATION
Age: 16
Birthdate: November 03, 2003
Birthplace: Sta.Cruz, Manila
Gender: Male
Civil status: Single
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Secondary: Palo-Alto Integrated School
Palo-Alto Calamba City, Laguna
Junior high school
2016-2020
Primary: Palo-Alto Elementary School

Graduated
2013-2016
Christian Science Academy

Canlubang Calamba City, Laguna
2010-2013
Arizanga, Adrian Lawrence C.

Blk 11 Lot 35 Pacific Hills Palo-Alto Calamba City,
Laguna
Email Address: [email protected]
Contact no: 09562848379
Age: 15
Birthdate: May 31, 2004
Birthplace: Paranaque City
Gender: Male
Civil Status: Single
Secondary: Pacita complex national high school
Pacita San pedro, laguna
Junior high school
2016-2018
Dr. Arcadio santos national high school
Brgy. SMDP Paranaque city
2018-2019
Palo-Alto Integrated School
Palo Alto Calamba City, Laguna
2019-2020
Primary: Adelina 1 Complex National High School
San Pedro, Laguna
Graduated
2013-2016
San Pedro Central Elementary School
San Pedro, Laguna
2010-2013
Cabrera, Eugine A.
Blk 8 Lot 2 St Joseph homes Laguerta Calamba City,
Laguna
Contact no: 09507313103
Age: 17
Birthdate: September 2, 2002
Birthplace: Quezon Province
Gender: Male
Junior high school
2016-2020
Primary: Basiad Elementary School

Basiad Camarines Norte
Graduated
2013-2016
Carlos, Ashley Jyhna Kirsten R.

Blk 10 Lot 20 Oakhill Subdivision Palo-Alto Calamba City,
Laguna
Contact no: 09183692196
Age: 16
Birthdate: January 5, 2004
Birthplace: Pakil Laguna
Gender: Female
Junior high school
2016-2020
Primary: Palo Alto Elementary School

Palo Alto Calamba City
Graduated
2010-2016
Gapas, Andrea Marie F.

Blk 8 Lot 5 Carmel Phase 2 Barandal Calamba City,
Laguna
Contact no: 09298117084
Age: 16
Birthdate: January 9, 2004
Birthplace: Pasay City
Gender: Female
Junior high school
2016-2020
Primary: Majada Out Elementary School

Majada Out Calamba City, Laguna
Graduated
2015-2016
Salawag Elementary School
Dasmarinas Cavite
2012-2015
Geronimo, John Ed B.
Blk 37 Lot 15 palm hill palo-alto Calamba City, Laguna
Contact no: 09167496576
Age: 16
Birthdate: December 5, 2005
Birthplace: Calamba City
Gender: Male
Religion: Iglesia Ni Cristo
Junior high school
2016-2020

Graduated
2010-2016
Hipolito, Twinnie T.
Blk 3 Lot 9 Hacienda Hills Palo Alto Calamba City,
Laguna
Contact no. 09217444527
Age: 15
Birthdate: July 7, 2004
Birthplace: Calamba City, Laguna
Gender: Female
Junior high school
2016-2020

Graduated
2010-2016
Lopera, Trisha Laine S.

Blk 18 lot 57 St. Joseph Homes Laguerta Calamba City,
Laguna
Contact no: 09083119491
Age: 16
Birthdate: August 03, 2003
Birthplace: Ragay Camarines Sur
Gender: Female
Junior high school
2016-2020
Primary: Ragay Central School

Ragay Camarines Sur
Graduated
2010-2016
Manalo, Sean Clarence S.

246 Purok 3 Palo-Alto Calamba City, Laguna
Contact no: 09560755374
Age: 15
Birthplace: Pamana Calamba City
Gender: Male
Junior high school
2016-2020
Primary: Pittland Elementary School

Brgy. Terelay Cabuyao City, Laguna
Graduated
2013-2016
Miravite, Ma. Christina Yvonne B.

Purok 3 Majada Out Calamba City Laguna
Contact no: 09060762649
Age: 15
Birthdate: April 01, 2004
Birthplace: Sta. Cruz, Laguna
Gender: Female
Junior high school
2016-2020
Primary: Majada Out Elementary School

Majada Out Calamba City
Graduated
2013-2016
Orosco, Roden B.
Sto Domingo Mayapa Calamba City, Laguna
Email address:
Contact no: 09560755374
Age: 16
Birthdate: March 18, 2003
Birthplace: Antipolo City
Gender: Male
Junior high school
2016-2020
Primary: Mayapa Elementary School

Calamba City
Graduated
2013-2016
Pontenosa, Katrina B.
Blk 5 Lot 1 South Residences Calamba City, Laguna
Contact no: 09183636235
Age: 16
Birthdate: June 25, 2003
Birthplace: Tuburan Ligao City Bicol
Gender: Female
Junior high school
2016-2020
Primary: Ligao East Central School

Tuburan Ligao City School
Graduated
2009-2015
Salarda, Lee Niebe V.

Blk 26 Lot 6 Manfil Kapayapaan Village Canlubang
Contact no: 09566302995
Age: 16
Birthplace: Bacolod City
Gender: Female
Junior high school
2016-2020
Primary: Palo-Alto Elementary School

Graduated
2010-2016

Palo Alto Integrated School: Calamba City, Laguna Language Research For Grade 10

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PALO ALTO INTEGRATED SCHOOL

Junior High School Department

CORRELATION OF CLASSROOM PERFORMANCE TASKS TO

Mrs. Danica Ann Sta. Rosa

THE PROBLEM AND ITS BACKGROUND

wherein it is able to produce educated and trained professionals. Academic performance is

students’ level of self-esteem.

otherwise known, Policy Guidelines on Classroom Assessment for the K to 12 Basic

Education Program in the Philippines. In (Dep Ed, 2012)The increased emphasis to

performance-based assessments, as compared to the previously rescinded grading system it

self-respect. Self-esteem is the disposition to experience oneself as being competent to cope

efficacy of one's mind, and ability to think.

high opinion of oneself. In psychology, self-esteem reflects a person's overall self-appraisal

judgments of their own worthiness.

happiness, and be given respect.

Self esteem is an important aspect of human personality. It reflects a person's overall

success anytime. Low self-esteem is basically the opposite of High self-esteem.

technology has many advantages, disadvantages do exist. Most of us become almost

to hone their other skills had become low.

Attesting the effectiveness of performance-based and authentic tasks in increasing

stage of student’s interior taught.

Statement of the Problem

Specifically, this study aimed to test the following problems:

1. What is the students’ level of self-esteem in relation to social dynamics in the

2. How do students’ view classroom-based performance task in improving one’s self-

3. Is the students’ level of self-esteem significantly related to classroom-based

4. What teaching techniques or methods can be proposed to improve teaching

approaches in delivering lessons?

Ho: Students’ level of self-esteem is not significantly related to classroom-based performance

Scope and Limitations

Significance of the Study

The generality of this study aimed to contribute to the students’ interpersonal

individual in our community.

of the people who have no confidence to shoe their selves.

to improve student’s confidence.

Education – the process of receiving or giving systematic instruction, especially at a school

or university, an enlightening experience.

Efficacy – the ability to produce a desired or intended result.

Performance – the action or process of carrying out or accomplishing an action, task, or

function, an act of staging or presenting a play, concert, or other form of entertainment.

demonstrate their knowledge, understanding and proficiency.

Proficiency– a high degree of competence or skill; expertise.

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literatures and Studies

leader’s influence in the organization (Eden, 2003).

experiment conducted by Harvard researchers in a ghetto community produced similar

results (Rist, 2000).

Heaven &Ciarrochi likewise claimed a no correlation between self-esteem and academic

achievement (Vialle, W. J., Heaven, P. C. L. .&Ciarrochi, J. V. 2005).

In an extensive literature review on self-efficacy, concluded that self-efficacy is a powerful

determinant of job performance. Sources of Self-Efficacy Since self-efficacy can have

Edwin Locke 2003).

Assertiveness is a desirable behavioral trait closely related to communicative competence.

It is the capacity to make requests; to actively disagree; to express positive or negative

stand up for oneself without attacking another(E.S Pagaduan,2017).

increase our achievements.(Gamosa ,2018).

behaviors at designated levels (Bandura, 2006, 2012).

Finally, a specific relationship behaviors perspective suggests that self-esteem impacts