Assessment of the Level of Confidence of Female SPS Students in Luis

Palad Integrated High School

A Research Proposal
Presented to
The Senior High School Faculty of
Luis Palad Integrated High School
City of Tayabas, Quezon

In Partial Fulfillment
Of the Requirements in
RESEARCH PROJECT

by:

Junell Mathew Catilo

Marc John Leonar
Jefferson Paroan
Armill Romana

March 2019
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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Modification of the body with dyes, paints, and other pigments was among

the most universal of human behaviors, present in all cultures (Brain,1979;

Jablonski,2006;&Russel,2010). However, in Western society, women perform

the majority of self-adornment (Etcoff, 1999), and perhaps the most prevalent

behavior of this kind is the use of facial cosmetics. Women report using

cosmetics for a variety of reasons, ranging from anxiety about facial appearance,

conformity to social norms, and public self-consciousness, through to appearing

more sociable and assertive to others.

Cosmetics were effective at improving social perceptions that the wearer

may wished to modulate, with individuals appearing to be healthier and earning

more(Nash, Fieldman, Hussey, Le´vêque&Pineau, 2006), displaying greater

competence, likeability and trustworthiness(Etcoff, Stock, Haley, Vickery

&House,2011), as well as appearing more prestigious and dominant(Mileva,

Jones, Russel& Little, 2016). Cosmetics also influenced the behavior of others,

especially men. It is likely that the effect of cosmetics on social perceptions was

brought about by the increase in attractiveness it conferred to faces, which is

now a well-documented effect (Etcoff, Stock, Haley, Vickery, House & Cash,
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2011; Dawson, Davis, Bowen& Galumbeck, 1989; Jones, Kramer, 2015; Ward,

2014; Mulhem, Leveque & Pineau, 2003).

Research has documented cosmetics function by altering sex-typical

coloration in faces such as facial contrast ( Jones, Russel, Ward, 2015; Stephen,

Mckeegan, 2010), by increasing the homogeneity of facial skin, or by affecting

color cues to traits such as health(Jones, Porcheron, Sweda, Morizot, 2016) and

age(Porcheron, Mauger, Russel, 2013). More cosmetics equated to appearing

more attractive. Of the range of cosmetics that could be worn, the quantity of

cosmetics applied to the eyes and mouth have been shown to be significant

predictors of attractiveness, with more cosmetics on these features leading to

higher ratings of attractiveness(Kościński, 2012).

However, other evidence suggests that the typical amount of cosmetics

applied by a sample of young women is excessive, with observers preferring

close to half the actual amount for optimal attractiveness(Jones, Kramer,

Ward,2014), calling into question the linear relationship between cosmetics

quantity and attractiveness. There are good reasons for using professionally-

applied cosmetics, as it provides a clearer test of how cosmetics alter facial

attractiveness.

The increased variability in self-applied cosmetics, due, for example, to

differences in application skill or the products used, could make it more difficult

to detect an effect of cosmetics on attractiveness, and previous work has indeed

found the effect to be small(Jones, Kramer, 2015). This distinction represents a

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trade-off between experimental control and ecological validity—the vast majority

of women, if any, do not have a professional makeup artist apply their cosmetics

daily, yet the majority of studies examining cosmetics and attractiveness draw

conclusions based on professionally-applied cosmetics, which may only

indirectly inform as to how cosmetics affect attractiveness in the real world.

This scenario that was observed primarily by the researchers prompted

them to pursue a study on the confidence level of female SPS students when it

comes to the cosmetic usage or makeup wearing. From the result that could be

derived from this study, it will be a great help for the respondents to become

aware for the effect of wearing cosmetics.

Statement of the Problem

This study aims to determine the activities and level of confidence of

female students in Special Program for Sports in Luis Palad Integrated High

School. The researchers seeks to answer the following questions.

1.What are the activities done by the female SPS students to

enhance their level of confidence?

2.What is the level of confidence of female SPS students in LPIHS

in terms of:

1. Physical 3.Social

2. Emotional 4.Mental

3. What video can be developed based on the result of the study?

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Hypothesis

There is a significant relationship in doing an activities that can improve

self-confidence in four faces: Physical, Emotional, Social and Mental faces of

each Female student in Special Program for Sports.

Conceptual Framework

Cosmetics, as popularity comes on its peak, relatively becomes eminent

on the young generation. As of now, students become a wide user of this

product driven off by the different factors: external and internal as a whole. The

researchers considered it necessary to conduct a research study to the

confidence level of female students when using makeup. The research

considers to conduct the study on Luis Palad Integrated High School on Grade

female SPS students in order to assess their confidence level on wearing

cosmetics.

Through validated survey questionnaire that focuses on the confidence

level brought by makeup will be covered in the study. This strategy would likely

suit in improving their confidence level, in other words, it is expected that this

study could contribute in making a balanced and unbiased result.

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Research Paradigm

• Reading on newspaper, journals, magazines and other related materials

on increasing confidence level based on wearing makeup
Input

• Assessment on the respondents confidence level through survey

questionnaires
Process

• Short film on Confidence level on wearing makeup based on the result of

the study
Output

Figure 1. IPO Model of Makeup is life: Facial attractiveness with theuse of

cosmetics to build up confidence of selected special program for sports
students in Luis Palad Integrated High School

In input, the researchers broaden their mind with the topic and enrich

them with the information about cosmetics on confidence level. Through reading

books, journals, magazines and news article about cosmetics on confidence

level, the researchers find out that the concept were not still go into the

knowledge of many individuals especially for the SPS students.

In the process, assessment on the respondents confidence level through

survey questionnaires. And for the output, Short film on Confidence level on

wearing makeup based on the result of the study.

Significance of the Study

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The results of the study will be of great benefit and contribute to the

following fields:

Students, from the study, they will be able to know if there is a significant

relationship of wearing makeup into their level of confidence. The results of this

study will able to boost their confidence even more. They will be able to show

their selves in public confidently.

Parents, for the reason that the result of this study can be the basis that

students prefer to use eyebrows to boost their confidence. Parents will be aware

that their children use cosmetics to be confident. From the result of the study,

they will be guided that students might need the use of makeup in order to

increase their level of confidence and they will be able to instruct them properly.

Future Researcher/s, in case that there are researchers that will

replicate this study; they are able to get information and data regarding this

topic.

Scope and Delimitation

This study focuses on determining the significant relationship of female

Special Program for Sports wearing makeup in their confidence level, in LPIHS

SPS in the school year of 2018-2019. A total of 67 female SPS students will be

asked to be the respondents of the study. The researchers will only be

conducting this study inside the locale of Luis Palad Integrated High School

SPS.

The instrument to be used for collecting data is the survey questionnaire

to determine the significant relationship of female Special Program for Sports

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wearing makeup in their confidence level in terms of the following variables

regarding federalism: division of power, constitutional change, economy and

education.

The time frame for the study is from November2018- March 2019.

Definition of Terms

These are the terms used in the study that were defined operationally:

Confidence is a feeling of self-assurance arising from one’s appreciation of

one’s own abilities or qualities.

Cosmeticare substances or products used to enhance or alter the appearance

of the face or fragrance and texture of the body.

Eyebrow pencil is a cosmetic pencil for defining or accentuating the eyebrows.

Make upare cosmetics such as lipstick or powder applied to the face, used to

enhance or alter the appearance.

School isany institution at which instruction is given in a particular discipline.

Studentrefers to people who are studying at a school or college.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies on the level of

confidence in female SPS students in Luis Palad Integrated High School.

Physical

Depends on the persons INSECURITY level. I am just as confident speaking in a

suit, to anyone, as I am in my underwear. Confidence is a state of BEING, not a

state of mind, for a truly confident person. Those who make it MENTAL are

usually those who have had confidence issues. There is a 3rd category as well.

People whose actions thrust them into a position of confidence. The proverbial “I

can do no wrong” mentality. That is the genius/scary category that would include

people such as Thomas Edison, Albert Einstein and Adolf Hitler. When you look

at what each man was willing to justify/accept as something that is “ok” you then

begin to see what I mean (Robert, 2018).

The purpose of this study is to identify whether there is a relationship between

learning Turkish as a foreign language, and to what extent, if there is such a

relationship. Finding out the existence of a relationship between the subjects’

self-confidence, and their success in learning Turkish as a foreign language was

aimed without modifying or influencing them. The final exam results and the

survey data were transferred into SPSS. All percentages, statistical

comparisons, and ratings were figured out using the SPSS software. At the end

of the study, it was concluded that subjects with higher self-confidence were

more successful than the subjects with lower self-confidence, and self-
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confidence led to a more positive outcome in learning Turkish. It was also

concluded that speaking more than one language had a positive effect on

learning Turkish (Hayrettin, 2015).

Self-doubt kills more dreams than any failure ever will, and the only way to battle

it is with rock-solid confidence. Confidence is not a reflection of what you can or

can't do. It is merely a belief of what you can or can't achieve. Like most things, it

is always

changing and resembles a swinging pendulum. However, there are some

confirmed ways to help you remain in control (Tomas, 2015).

Stylized evidence suggests that people process information about their own

ability in a biased manner. We provide a precise characterization of the nature

and extent of these biases. We directly elicit experimental subjects’ beliefs about

their relative performance on an IQ quiz and track the evolution of these beliefs

in response to noisy feedback. Our main result is that subjects update as if they

misinterpret the information content of signals, but then process these

misinterpreted signals like Bayesians. Specifically, they are asymmetric, over-

weighting positive feedback relative to negative, and conservative, updating too

little in response to both positive and negative feedback. These biases are

substantially less pronounced in a placebo experiment where ego is not at stake,

suggesting they are motivated rather than cognitive. Consistent with Bayes’ rule,

on the other hand, updating is invariant to priors (and over time) and priors are

sufficient statistics for past information. Based on these findings, we build a

model that theoretically derives the optimal bias of a decision-maker with ego
 10

utility and show that it naturally gives rise to both asymmetry and conservatism

as complementary strategies in self-confidence management (Tanya, 2014).

The aim of this study is to examine college students’ self-esteem according to

the satisfaction of their basic psychological needs and some certain variances.

The sample of the study consisted of 342 students studying in college. The data

was collected through Cooper smith Self Esteem Inventory, Basic Psychological

Needs Scale and an information form developed by the researcher. When the

obtained data was examined, it was found that the satisfaction of autonomy and

relatedness needs of the students significantly predicted their self-esteem, while

the satisfaction of competence need did not predict self-esteem. Also, self-

esteem of the students showed significant difference as to educational level of

mother, income level and perceived parent attitudes by them, whereas

educational level of father and gender did not have effect on self-esteem

(Durmuş, 2014).

Emotional

The present study was done to explore the relationship between self-esteem and

emotional intelligence among Pakistani university students. Study was

conducted with a sample size (N=250) including both boys and girls. Sample

was drawn from Rawalpindi and Islamabad universities of Pakistan. Sample was

collected by using convenient sampling technique. Rosen berg self-esteem scale

was used to measure self-esteem among university students and emotional

 11

intelligence was measured by using emotional intelligence scale by Wong and

Law. Pearson Product moment of Coefficient of correlation was used in order to

find out relationship of emotional intelligence with self-esteem among Pakistani

university students. Independent t-test was use to access gender difference in

self-esteem and emotional intelligence. Results of our study proved that there

exist positive relationship between self-esteem and emotional intelligence

among Pakistani university students and it was found that females are more

emotionally intelligent as compared to males but there does not exist any

statistically significant gender difference in self-esteem among university

students (Saleha, 2016).

Adolescence is a time in which adolescents give way to intense emotional

relationships and find self-concept and build self-esteem. Literature reports that

55%-63% of adolescents are at low level of emotional intelligence which results

in low self-esteem. The present survey was conducted to assess the relationship

between emotional intelligence and self-esteem among 200 randomly selected

(lottery method) students from six conveniently selected schools of dist. Faridkot,

Punjab by using the emotional intelligence scale (EIS), Rosenberg self-esteem

rating scale and socio demographic data sheet. Emotional intelligence scores

were compared with self-esteem scores. The Pearson's product moment

correlation, t-test and ANOVA were used for statistical analysis. The results

showed that emotional intelligence and self-esteem had significant positive

correlation at the level of 0.01. Study concluded that emotionally intelligent

adolescents have high self-esteem. Adolescents should be early identified early

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for emotionally immaturity and can be managed with help of school health nurse

in school setting by providing different strategies for emotional intelligence and

thus enhancing the self-esteem (Tajpreet, 2015).

This study was sought to determine the relationship between emotional

intelligence and self-esteem among prospective teachers during a pre-service

teacher education program. It was hypothesized that EI is a strong predictor to

self-esteem of prospective teachers. A significant positive relationship was found

between emotional intelligence and self-esteem of prospective teachers. The

results of linear regression analysis revealed that interpersonal and general

mode were found significant leading predictors of self-esteem. It is concluded

that teacher education program should revive its curricula by designing such

intervention strategies to enhance prospective teachers’ EI and self-esteem.

Future research study implications and directions for policy makers are

discussed (Sadia, 2015).

Teacher self-efficacy is related to teachers or pre-service teachers feeling

competent in their profession. The purpose of this study is to examine the

relationship between the pre-service teachers’ self-efficacy perceptions and their

emotional intelligence and self-esteem. The study group of the current research

comprised a total of 212 pre-service teachers of whom 141 are females (66.5%)

and 71 are males (33.5%) and whose ages range from 20 to 35. The study

conducted with fourth year’s students in Mehmet Akif Ersoy University and from

Early Childhood Education, Elementary Teacher Education, Social Studies

Teacher Education, and Mathematics Teaching Program. The data of the current
 13

study were collected by using Teacher Self-efficacy Belief Scale, The Emotional

Intelligence Scale-Short Form and Rosenberg Self-Esteem Scale. In the analysis

of the collected data, Pearson Product-moment Correlation Coefficient and

multiple linear regression analysis were used. When the research results were

examined, it was found that while some sub-dimensions of emotional intelligence

(well-being, sociality and self-esteem) positively and significantly predict the pre-

service teachers’ self-efficacy level, some other dimensions (self-control and

emotionality) do not significantly predict the self-efficacy level (Harun, 2017).

The interaction between the cognitive and affective components that underlines

the construct highlights the fact that affective information is being used to form

attitudes of oneself over the long term. Therefore, an individual with higher levels

of EI-abilities should be able to reason with and modify emotional information so

that over the long term, a positive overall self-evaluation is formed. The

understanding emotions-branch helps individuals to understand the complexities

of emotions that are felt. The management branch helps individuals modify the

possible negative emotions in frustration into positive emotions, thereby

potentially producing a positive self-evaluation or higher self-esteem. Therefore,

we hypothesize that each of these branches and the overall EI will positively

influence self-esteem. The present study is highly relevant because it is

conducted among student teachers of colleges of education and their self-image

and emotional intelligence are of greater importance. As student-teachers their

duty is to build self-esteem and emotional intelligence in an effective way. For

the same first of all they should be emotionally fit (Shusma & Noorjehan, 2014).
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Social

Social media has gained immense popularity in the last decade and its power

has left certain long-lasting effects on people. The upward comparisons made

using social networking sites have caused people to have lower self-esteems. In

order to test the hypothesis 150 students from institute of business management

were surveyed through questionnaires and interviews. This research was limited

to the students of Ibom and Facebook, being the most popular social networking

site was used as the representative of social media. Correlation and regression

model was applied to the data with the help of SPSS statistics to test the

relationship between social media and self-esteem. The major findings suggest

that approximately 88% people engage in making social comparisons on

Facebook and out of the 88%, 98% of the comparisons are upward social

comparisons. Further this research proves there that there is a strong

relationship between social media and self-esteem. Increase in social media

usage causes the self-esteem of individuals to decrease. One hour spent on

Facebook daily results in a 5.574 decrease in the self-esteem score of an

individual (Muqaddas, Sanobia & Nawaz, 2017).

Social media has made it incredibly easy to connect the world. One can check

Twitter and see what their favourite celebrity is up to, log onto Facebook to find

out when a friend’s birthday is, or use Instagram to advertise a new business.

However, is social media doing more harm than good? The purpose of this study

was to conclude if there is a relationship between social media and self-esteem,

especially among teenagers. 130 participants from two high schools completed
 15

two different surveys: one to assess their social media use and the second to

measure their self-esteem. Each social media variable and the participant’s self-

esteem score were utilized to run correlational tests; two variables were found to

be significant when using all 130 participants. The participants who did not have

social media were excluded for the second data set and four variables were

found to be significant against self-esteem scores including if the participants

were bothered if they did not receive as many likes as they thought they were

going to on their posts, the amount of likes on their last selfie, the amount of

likes they usually receive on their selfies, and the amount of time the participants

waited to check social media after they posted something. The conclusion of the

current study is that a relationship exists between social media and self-esteem

(Shannon, 2017).

Self-esteem is one of the most common constructs studied regarding

adolescence. Selfesteem is defined as one´s sense of pride, positive evaluation

or self-respect. Research has shown that self-esteem increases throughout

childhood but decreases in adolescence, though the decrease is greater for girls.

Recently the use of social media has increased dramatically, and research on

how self-esteem can be impacted has become more common. Research has

shown that girls often report lower self-esteem than boys and also that those

who spend more time on social media report lower self-esteem. Present study

analysed how gender and hours spent on social media could impact

adolescents´ self-esteem. The survey was conducted by ICRSA in February

2016 and was a quantitative cross-sectional study. Total number of participants

 16

was 10,687, however, a random sample of 2039 participants was used. The total

response rate nationwide was 86%. Results showed that girls had lower self-

esteem than boys, and that those who spent most time on social media had

lower self-esteem. The results are analogous to previous research. It can be

concluded that girls are more likely to have low self-esteem than boys.

Furthermore, to spend a lot of time on social media can impact adolescents´ self-

esteem (Hanna, 2017).

He recommended that researchers do further research to investigate the

relationships between social appearance anxiety, communication skills,

depression, anxiety, and self-esteem, but researchers generally disregarded his

advice. Following Doğan's (2011) recommendation, this study reports on the

association between self-esteem and social appearance anxiety in secondary

school students. A total of 2222 (1133 female and 1089 male) adolescents aged

11-15 years were selected from Merzifon City, in the central Black Sea region of

Turkey. Participants’ mean age was 12.76, with a standard deviation of .96. Self-

reporting measures consisting of a Personnel Information Form, the Rosenberg

Self-Esteem Scale, and the Social Appearance Anxiety Scale were administered

to students under the supervision of teachers. Data were analysed using

Pearson Correlation Analyses. Results indicated that there was a significant

negative relationship between self-esteem and social appearance anxiety for

each gender. These findings suggest that adolescents with low-self-esteem may

exhibit higher levels of social appearance anxiety or vice versa. The implications

of these findings, especially for guidance and counselling services in Turkey,

 17

and potential applications for guidance counsellors and researchers are also

discussed (Ertuğrul, Yaşar, Ercümend & Hatice, 2014).

This study addressed the role of influencer and influence peer status in social

influence of status-unrelated behaviours among emerging adults, while

disentangling two forms of peer status, being liked (preference) and being

powerful (popularity). Peer influence was examined in 67 women (M age = 20.5

years, SD = 2.1 years) using an experimental design. Popularity of the

influencers and influences (participants), as well as influence’s’ preference and

self-esteem were considered. Peer influence was measured through imitation of

status-unrelated behaviours and task partner choice. In both tasks, influences

moved away from, rather than towards, a popular peer. Popular young women

with low self-esteem were most likely to imitate a popular peer. Preferred young

women with high self-esteem were least likely to imitate a popular peer. The

findings demonstrate that the role of peer status in social influence processes is

not limited to adolescence, and that the peer status of influencers and the

influences continues to affect social influence on status-unrelated behaviour in

emerging adulthood (Tessa, Antonius & Johan 2015).

Mental

This study explored the relationships among mental health, self-esteem and

physical health in Hong Kong Chinese adolescents. Chinese students (N =

1945) between the ages of 12 and 19 from four secondary schools of different

regions were invited to participate in the study. This study revealed that a

significant number of adolescents in Hong Kong are experiencing depressive

 18

symptoms. The overall results indicated that self-esteem of adolescents was

correlated to and a predictor of their physical and mental health. Health care

professionals should take a more assertive role in promoting relevant health

education to the community with emphasis on helping adolescents develop

positive self-esteem (Ho Cheung, 2010).

Although low self-esteem is not categorized as a mental health condition in itself,

there are clear links between the way we feel about ourselves and our overall

mental and emotional wellbeing. U.K.-based charity, Teenage Minds, defines

self-esteem as “how a person feels about themselves and what they do.” So a

person with high self-esteem believes they are a good person; they can

recognize their good qualities and will generally strive for a happy and

successful life. Someone with low self-esteem has negative feelings about

themselves, believing that they are not worthy of love, happiness or success. As

humans, we strive to interact with others and the relationships we have with

those closest to us help define us as people. So negative relationships ultimately

equal negative feelings and a negative perception of ourselves. Psychological

studies indicate that low self-esteem in childhood and early adulthood can be a

predisposition to addiction in later life. Many addicts use substances such as

drugs or alcohol to help ease the negative feelings they have about themselves.

But over time this method of escapism develops into an addiction and of course

this has detrimental effects on their already depleted self-esteem levels. Low

self-esteem tends to work in a vicious cycle with other mental health conditions
 19

like depression and anxiety. It's hard to say which comes first, only that the

combination is both common and troublesome. Someone who already lives with

a mental illness may find that low self-esteem develops due to the social stigma

surrounding mental illness. Stigma can perpetuate the feeling that they have

somehow failed. Building self-esteem is crucial. When we learn to love

ourselves, we strive for a better life—a happier relationship, a more fulfilling

career or recovery from addiction. But changing the deep-rooted feelings we

have about ourselves isn't easy and often experts recommend some form of

therapy (usually Cognitive Behavioural Therapy) to get to the underlying reasons

behind our negative thoughts about ourselves. The key then is to challenge and

adjust these negative thoughts into more positive ones. Learning to value and

care for your mind and body through a healthy lifestyle is also important. Good

diet, exercise and meditation can be the first stepping stones in reclaiming

physical and emotional confidence. Fully engaging with those we love is

important. Feeling loved and supported (and being able to offer love and support

in return) is a wonderful way to start increasing self-esteem. If you don't have

any immediate friends or family then consider joining a support group or even

volunteering. Helping others is a great way to help yourself (Anne, 2016).

It is known that self-esteem influences health behaviours, but the number of

studies examining the association between self-esteem and overall health

behaviours including physical, psychological, and social behaviours among

Asian adolescents is limited. This cross-sectional study included middle school

students (n = 667, 67.5% boys, 31.6% girls) in Bucheon, Korea. The participants
 20

completed self-report questionnaires on self-esteem (using Rosenberg’s Self-

Esteem Scale), and overall health behaviours. Results indicated that self-esteem

was positively associated with satisfaction with school life and academic grades,

and perceived health status. Suicidal ideation and satisfaction with peer

relationships were significantly associated with self-esteem in multivariate

regression analysis. These results should be considered in the establishment of

health policies and the content of programs to improve adolescents’ health

outcomes. The study was conducted to examine the associations between self-

esteem and overall health behaviours in Korean adolescents. The main results

indicated that perceived health status, satisfaction with school life and peer

relationships, academic grades, and household economic status were positively

related to self-esteem. In contrast, depression, suicidal ideation, and sexual

intercourse were negatively correlated with self-esteem. The results of previous

studies examining self-esteem and perceived health status were similar to those

observed in this study. One Norwegian study suggested that there was no direct

association between self-esteem and perceived health (Junghyun, Young-Ho,

Seon-Joo, Sooyeon & Hae-Jeung, 2016).

We investigated Autism social identity and mental health in autistic people.

Autistic people have social and communication deficits, and experience social

stigma—factors that could interfere with the development of positive social

identity. Indeed, autistic participants (N = 272) had significantly lower personal

self-esteem, and higher levels of depression and anxiety than typically

developing controls (N = 267). Autism social identification was positively

 21

associated with personal self-esteem, and this relationship was mediated by

collective self-esteem (perceived positivity of Autism identity). Furthermore, there

were significant negative indirect effects between Autism identification and

anxiety, and between Autism identification and depression, through increases in

collective self-esteem and personal self-esteem. Thus, while autistic participants

reported poorer mental health than average, having a positive Autism social

identity appeared to offer a protective mechanism. This implies that to improve

mental health in the Autism population, clinical approaches should aim to

facilitate development of positive Autism identities (Kate, Laura & Ailsa, 2017).

The teenage period marks the emergence of primary and secondary sexual

characteristics, body and hormonal changes, and growth; at the end of this

process, the individual reaches adult physical maturity. 1 Even though each

teenager has his/her own individual reactions to this period of life, some

common characteristics include the need to become independent from parents,

the acquisition of a personal identity or lifestyle within a certain group, an

increased emphasis on and acceptance of one’s own body image, and the

establishment of sexuality, the ego, a vocation, and moral identity. In this

context, physical appearance and the development of the muscular and skeletal

frame become important. Body structure as it relates to group acceptance

influences socialization and the establishment of self-affirmation and self-

confidence. A teenage burn victim faces the physical and psychological

changes associated with his/her age, exacerbated by the injury itself. Few

studies have been conducted regarding the psychological impact of this trauma
 22

on Brazilian teenage and young adult populations. The aim of this study is to

assess the presence of depression and also the level of self-esteem of

teenagers who are going through the process of post burn rehabilitation and

determine whether the location of the burn (hand or head) or current work

situation is a factor in psychological conditions. Burns can have a negative

physiological and emotional impact, particularly among teenage victims. To

assess the presence of depression and level of self-esteem, a cross-sectional

study was conducted among 63 teenage and young adult burn victims ages 12

to 20 years undergoing physical and psychological rehabilitation at the

Outpatient Unit for Plastic Surgery and Burns at the Central Institute of the

Clínicas Hospital of the Faculty of Medicine of the University of São Paulo, São

Paulo, Brazil (Teixeira, Viviane & Ana, 2013).

Synthesis
 23
documen
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CHAPTER III the
formattin
g of the
METHODOLOGY pull
quote
This part of the research process shows the methods and the flow on how text
thebox.]

study is for. It includes the research design, research locale, research sample,

research instrument, data gathering procedure and statistical treatment.

Research Design

This study is a quantitative research that uses descriptive research

design. This research is all about the level of confidence of female SPS students

in Luis Palad Integrated High School. This research design helped the

researchers to clarify and described the level of confidence of female SPS

students.

Research Locale

The study conducted in Luis Palad Integrated High School located in

Brgy. Ipilan, Tayabas City. This school offers many programs for students to help

them guarantee the enhancement among the students. This prompted the

researchers to choose the said students and school as the locale of the study

where the target respondents were selected randomly purposive because of the

mere fact that the researchers reside here and the venue is covering the same

environment. And also Luis Palad Integrated High School is the most convenient

place for the researchers to conduct their study.

Research Sample
 24

The participants of this research were all the female SPS students in

Grade 7 to Grade 10 levels of Luis Palad Integrated High School. Respondents

were chosen through random- purposive sampling. Purposive sampling for the

reason that the researchers chose only female SPS students on all levels and

random sampling since the respondents were randomly selected from it. There

are 110 female students from SPS, through Slovin’s formula the calculated total

of respondents were 87 female students.

Research Instrument

The main instrument of the study is a survey questionnaire that

determined the level of confidence of female SPS students in Luis Palad

Integrated High School. The researchers sought for the validation of their survey

questionnaire and distributed it to the respondents. The survey was composed of

questions regarding to their level of confidence.

Data Gathering Procedure

The primary data were the collected response through survey

questionnaire. The questionnaire was distributed randomly on students. The

researchers used survey questionnaire that is validated and checked by their

research instructor. After the approval, the researchers prepared a transmittal

letter that is personally addressed the respective school, this is for the ease and

smooth flow of data gathering. After the retrieval of questionnaire, the data

collected were tallied and presented in graphical forms and tables.

Statistical Treatment

The statistical treatment to be used in the analysis of the data will be as follows:
 25

1. To determine the total number of respondents, slovin’s formula was

applied. The formula is shown below.

N
n
1  Ne2
n = population size

e = margin on error

2. To determine the level of confidence of female SPS students, weighted

average mean is applied. The formula to be used was shown below:

Where:
X
 x
x = mean N
 = summation
x = individual
N = total number of respondents

3. To determine the comparison of political interest between male and

female students of Humanities and Social Sciences, independent T-

test formula was applied. The formula to be used is shown below:

t 
d
n( d )  ( d ) 2
2

n 1
 26

Where:

t = t-value

= summation
2
d = difference of scores
n = number of respondents

4. To determine the level of local politics interest between male and female,

weighted mean (WM) was used by the researchers. The formula is shown

below.

4 f 3f 2 f  f
WM 
N
Where:

W M
= weighted mean

f = frequency of responses

N = number of respondents
 27

CHAPTER IV

RESULTS AND DISCUSSION

This chapter includes the data table’s graphs and all the discussions of

interpretations of the data collected.

Table 1. Level of Confidence of female Special Program in Sport’s

students’

4 3 2 1 WAM

Grooming myself 40 47 0 0 2.51

Using cosmetics/make-up 24 47 13 3 2.15

Dressing nicely 34 48 4 1 2.46

Doing Photoshop of my self-image 34 47 6 0 2.51

Thinking positive 54 26 6 1 2.76

Getting to know myself 61 23 3 0 2.94

Being kind and generous 57 29 1 0 2.97

Smiling 59 27 1 0 3.03

Standing tall with proper posture 48 37 2 0 2.94

Doing exercise 48 32 4 3 2.90

2.72

Table 1 shows that the level

 28

Table 2. The level of confidence of female students in Luis Palad Integrated

High school in terms of Physical

Physical 4 3 2 1

I am beautiful on my own self 35 47 5 0 208 2.39

I can show off in terms of physical

appearance 29 52 5 1 204 2.34

I can show my flaws 37 43 7 0 216 2.48

I don’t envy on other people’s look 36 48 3 0 223 2.56

I can walk without worrying others

comment 36 41 10 0 220 2.53

2.46

Table 3. The level of confidence of female students in Luis Palad Integrated

High school in terms of Emotional

Emotional 4 3 2 1

I can handle my feelings well 42 41 4 0 216 2.48

I can overcome stress well 37 45 5 0 214 2.46

I can express my thoughts 34 48 5 0 215 2.47

I don’t have emotional built up on my

chest 40 44 0 3 224 2.57

I can always release my emotions well 35 45 7 0 222 2.55

2.51
 29

Table 3. The level of confidence of female students in Luis Palad Integrated

High school in terms of Social

Social 4 3 2 1

22

To socialize to my circles of friends 45 40 2 0 1 2.54

That I can express myself in front of 20

the crowd 35 40 11 1 4 2.34

To maintain good socialization to 21

strangers 34 43 10 0 0 2.41

That I can let my real self out even 21

with other people 30 53 4 0 6 2.48

That I cannot be easily influenced by 22

my social friends. 34 45 8 0 0 2.53

2.46
 30

Table 3. The level of confidence of female students in Luis Palad Integrated

High school in terms of Mental

Mental 4 3 2 1

I can manage my priorities well 46 37 3 1 219 2.52

I am not easily blown out with

thoughts 28 57 2 0 208 2.39

I have a clear mind 44 40 3 0 227 2.61

I can provide consequences for my

actions 40 44 3 0 227 2.61

I have a firm decisions 44 37 6 0 232 2.67

2.56
 31

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