“A STUDY ON SELF-ESTEEM AND ACADEMIC PERFORMANCE AMONG GRADE

12 STUDENTS AT DARAGA NATIONAL HIGH SCHOOL”

By:

ANGELICA MAE R. LONEZO

NOELLA GAMBOA

NICOLE BARONA

CINDY CONDA

REYNALD DAEN

DRANREB MIRABEL

A Research Study presented to the Faculty of the Senior high School Department

Daraga National High School

In Partial Fulfillment of the Requirement in Practical Research

MARILOU G. CO, MST

Research Teacher
 ABSTRACT

Self-esteem refers to a person’s overall evaluation of his or her own worth. In this study

the researchers intend to provide insights about the factors which affect self-esteem and academic

performance among Grade 12 Students in Daraga National High School and in what ways they

can enhance it. Some of the reasons behind why some students lack with self-esteem are

peers/friends, teachers, parents and even experiences. In this study, the researchers seek to answer

the following sub problems: (1) What factors affect self-esteem among grade 12 senior high

students? (2) What are the effects of self-esteem on academic performance of grade 12 senior high

student? (3) How do teachers, parents and classmate/friends affect the student self-esteem? (4)

What intervention can be made to improve student self-esteem? The researcher used the

descriptive method with qualitative type of research. The study came out with the following

findings;

● Students are mostly affected by the possible comments of others and embarrassed in public

places which both has the same result of 30.15% from the respondents.

● Most students said that they sometimes feel worthless when someone did not appreciate

their work.

● The students with low self-esteem strongly agree that they are not liked either by their

peers, parents or even their teachers. Such students feel that they don't belong. They often

view things in the negative and display a state of disparity and unworthiness.

● The most preferable ways of students sustaining their self-esteem was to talk with their

friends about their problems followed by focusing on their studies, sleeping and stress

eating.
In gathering the data needed for the findings, the researchers used primary sources through

survey questionnaire. The researchers also used random sampling for selecting 200 respondents

from different strands and blocks. We conclude that the self-esteem of students has significant

effect to their academic performance either positively or negatively. Some student who

recognized their self-worth, strive hard to achieve better academic performance. From the

findings, students who feel the importance given by the people around her/him felt motivated to

learn and aim to have a brighter future ahead.

 ACKNOWLEDGEMENT

We are happy to acknowledge with gratitude, our research teacher, Mrs. Marilou G. Co, who was
constantly guiding us on the best way on how to write a research proposal and carry out a good research.

We wish to express our thanks to certain individuals with whom without them, our research study would
have been impossible. We thank Mrs. Sharon R. Matabuena our 3is’ subject teacher for her valuable
advice on our research project

We are also thankful to our Principals, Mr. Rumualdo B. Bernal, Mrs. Leny O. Boragay and Mrs. Ma. Merle
A. Lupo, who grant us the permission to conduct research survey and to collect data from the students
for the accomplishment of our study.

Also to Grade 12 students, our respondents who shared their time and effort in answering the survey
questionnaire.

Our families, who support us emotionally and financially. They never fail to help and motivate us to do
everything and and for reminding us always to give our best for our research study.
INTRODUCTION and being timid in front of other people.

Opening yourself to others is a decision

Background of the Study one might consider. It is the first step in

facing your fear and also being brave

Facing different circumstances
enough to conquer it.
by being a child, sibling, neighbour,

friend, student and a citizen builds who According to Maslow (1970)

you are. Encountering situations or there are two types of self-esteem need,

problems in your house, school and the self-esteem and esteem from others,

society gives you experiences that will where self-esteem concern for capability,

affect you either in a good or bad way. It’s competency, achievement, sufficiency,

not about the things you are lacking of or assurance and liberty. Necessarily we feel

the things you don’t have, it’s about the worthwhile, confident and useful meeting

things you have and the people you're this needs. While esteem from others

surrounded with which play a big role in involves a desire for recognition,

guiding and accompanying you until you appreciation, attention, honour and fame.

grow and learn things on your own. This means we want others to recognize

our worth feel somewhat respected.

Exposure is something that will

help you develop self-esteem. Rationale

Conquering your fear and lessening the
This study entitled "A Study on
feeling of being nervous can help you not
Self Esteem and Academic Performance
feeling uncomfortable, wary, cautious
among Grade 12 Students in Daraga
National High School” is to know how know the factors that affect the self-

self esteem can affect the academic esteem and school performance of

performance of the students. We choose students.

this topic for us to know why they can’t

The findings of this study will
interact with other people, why they can’t
have a great benefit to students improving
stand in front of the crowd and why they
their self-esteem, to teachers on what to
can’t express their feelings. We don’t
do with student that has low self-esteem
know but there is a lot of reason out there.
and to parents giving guidance and
This study also help us develop their self-
understanding.
esteem by citing recommendations drawn
Statement of the Problem
from this study. It can also help us

determine in what ways we can help those Main problem:

students who tend to have low self esteem

This study aims to:
and how to improve their academic

performance. 1. Investigate the effect of self-

esteem on academic performance

Multiple studies were related to
of grade 12 Senior high students
our research. Some defines self-esteem
at Daraga National High School.
and the effects of these to academic
2. Examine the effect of factors such
performance of students.
as teachers, parents, and

This study is about self-esteem classmates on students' self-

and academic performance of Grade 12 esteem and academic

Senior High School at Daraga National performance.

High School. The researchers want to

Sub-problems: METHODOLOGY

● What factors affect self-esteem This research used quantitative

among Grade 12 Senior High method where data were collected

Students? through set of questionnaire that had been

● What are the effects of self- distributed among participants from

esteem on academic Grade 12 Senior High Students from

performances of Grade 12 Senior different strands and blocks because that

High Student at Daraga National was the convenient and efficient way to

High School? gain information for the research.

● How do teachers, parents and Qualitative method is defined as

peers affect the students' self- statistical analysis, mathematical or
esteem? numerical data collected through

● What interventions can be made questionnaires, surveys or statistical data

to improve students' self-esteem? and manipulating by existing

computerized calculation techniques

Hypothesis
(Babbie And Earl R, 2010) Also, Burn
The researchers hypothesized that
and Grove (2005) have defined
the alternative and the null hypothesis
quantitative method as a formal,
both appeared in this study.
objective, systematic process of obtain

HO: There is no significant effect in self- data and analysed using statistics.

esteem and academic performance Quantitative methods involve help

among Grade 12 students at Daraga researcher to for group of people to

National High School. explain phenomena that occur. These

quantitative method help researcher to bring out an individual self-esteem

distinguished information obtain into concept. These questions aimed at

numerical value and summarized into eliciting emotions on how students felt

mathematical process towards the teacher, fellow students,

(Bogdan&Biklen,1998). parents and the school environment at

large.
Population refers to a group of

individuals or items that share one or Permission from the mentioned

more same characteristics from which above were sought for the purpose of

data can be gathered. The research used collecting data. Upon approval, the

random sampling method in the study researches were able to gather

where participants were selected informations from schools after

randomly. The population of this research organizing the appropriate dates to carry

is focused on some of Grade 12 Senior out the exercise with the head teachers.

High School Students at Daraga National

The researchers began their study
High School, male and female whose age
by locating their information from
ranges from 17 to 20 years old. The
libraries and internet regarding the
Sample of the population of this study is
research problem. The researchers got
stood at 200 students.
some of the related studies and literature

Partially structured and open from different unpublished

ended questionnaires were developed to undergraduate thesis from the internet.

collect data on the variables identified for From the information gathered, the

the study. Since self-esteem concept is researchers were able to supply the data

abstract, affective questions were used to related to the study.

 The researchers made processed manually. This method is

questionnaires and got the total known as “Frequency and percentage

population of senior high school students distribution table method”

in Daraga National High School, and then

Formula:
one of our members of the group
P=f/n x100%
computed the overall number of

respondents. After identifying the Where:

number of respondents, the researchers

P= percentage
prepared questionnaires that were

personally distributed by the researchers f= frequency or number of response per

to the respondents in order to talk to them category

personally and guide the respondents the n= total number of respondents

sequencing of the questions they have to
100% = constant value of the percentage
answer.

Definition of Terms
Some respondents were dishonest

in volunteering information on their Academic performance- The study

perceptions of self-esteem. refers to strong desire to achieve good

grades that would

The data was gathered from the

respondents and were tabulated and

lead to admission for university education. Coping- A candid and realistic facing up to

threatening situations that usually require

personal, honesty and willingness to RESULT, ANALYSIS AND

acknowledge openly the imperfections of the DISCUSSION

self.
TABLE 1: FREQUENCY DISTRIBUTION

Grade- Class or level or standard OF STUDENTS

Self-efficacy - the explanation of Options Frequency Percentage

successfully meeting the challenges and YES 179 89.5%

overcoming the obstacle; a general sense of NO 21 10.5%

control of self and environment. Total: 200 100%

Table 1 shows the total no. of

Self-esteem- a stable sense of personal worth
respondents who responded Yes and No.
or worthiness, the experience of being
Therefore, from this data you will see that
competent to cope with the basic challenges
the majority of respondents experienced low
of life.
self-esteem by 89.5% and 10.5% of students
References
who didn't.

https://www.google.com/search?q=maslow
TABLE 2:
%27s+Hierarchy+of+needs+original+five-
Factors Frequency Percentage
stage+model&client=firefox-
Embarrassed
beta&rls=org.mozilla:en-
in public 54 30.15%

places
 Past This table shows the factors that affects the
51 28.49%
experience self-esteem of the students. It shows that the

Possible students were mostly affected by the

54 30.15%
comments possible comments of others and

Family issues 16 8.93% embarrassed in public places which both has

Others 4 2.23% the same percentage of 30.15

Total: 200 100%

TABLE3. Self-esteem and Academic performance

Statements Always Sometimes Never Total

F % F % F % F %

When not in your class, do you study on 67.5 100

39 19.5% 135 26 13% 200
your own? % %

do you complete your assignment on 69.5 100

39 19.5% 139 22 11% 200
time? % %
Do you consult your teacher for
100
clarification or assistance in any difficult 46 23% 120 60% 34 17% 200
%
topic?
Do you feel worthless when teacher 57.5 100
45 22.5% 115 40 20% 200
don’t appreciate you work? % %

Whenever I get good grades, I like 29.5 100

33 16.5% 108 54% 59 200
showing it to others. % %

The analysis in Table 3 indicates that 67.5% that sometimes they felt worthless when
of students said that they sometimes studied teachers did not appreciate their work while
on their own. Most students (57.5%), said 20% said that they did not feel worthless. It
was also evident that 16.5% of the student showing their good grades. Only 29% said
felt like showing their good grades and 54% they did not like revealing their grades to
of the students said that they sometimes felt others.

TABLE 4. Students ratings to their academic performance.

Very Satisfied Fairly Satisfied Not Satisfied Total

Statement

f % f % f % f %
Consider your general
academic performance, are you
45 22.5% 115 57.5% 40 20% 200 100%
satisfied with the way you are
performing?

The study reveals that the majority of with their general academic performance.
students (57.5%) are fairly satisfied with their Only 20% of the student said that they were
general academic performance and 22.5% of not satisfied. This meant that the students has
the students said that they were very satisfied average level of self-concept.

TABLE 5. Statements that describe low self-esteem

Strongly Strongly
Agree Disagree Total
Statements agree disagree
F % f % F % F %
I am not as popular as
67 33.5% 99 49.5% 22 11% 12 6% 100%
others
I usually keep things to
myself because other 29 14.5% 83 41.5% 38 19% 50 25% 100%
people don’t like me
My parents expect too
50 25% 79 39.5% 57 28.5% 14 7% 100%
much from me
My teachers expect too
17 8.5% 80 40% 84 42% 19 9.5% 100%
much from me
To the things we do in
school, i am at least as
21 10.5% 98 49% 70 35% 11 5.5% 100%
good as other students in
my class
 I often feel worthless in
2 1% 59 29.5% 91 45.5% 22 11% 100%
school
Most of my teachers do
13 6.5% 55 27.5% 100 50% 32 16% 100%
not understand me
It seems that however
hard i try i never get the 26 13% 10 5% 87 43.5% 17 8.5% 100%
grade i deserve.
School is hard for me 23 11.5% 77 38.5% 81 40.5% 19 9.5% 100%

The table 5 shows how students felt about
their self-esteem. The analysis on low self-
esteem is looked at from a few numbers of
respondents who strongly agree or agree with
the statements on low self-esteem. The
majority of the respondents (49.5%) agreed
and only 33.5% of the respondents strongly
agreed that they were not as popular as others
and 14.5% of the respondents strongly
agreed and 41.5% of the student agreed that
they kept things to themselves because other
people don’t like them. 25% of the students
strongly agreed that their parent expect too
much from them. Only 6.5% of the students
strongly agreed that their teacher did not
understand them and 29% agreed that they
felt worthless in school.

TABLE 6. Statements that describe high self-esteem

Strongly Strongly
Agree Disagree Total
Statements agree disagree
f % f % f % f %
26 45. 22.5 100
I have so many friends 52 91 45 12 6%
% 5% % %
Other people enjoy being in my 16. 52. 25.5 5.5 100
33 105 51 11
company 5% 5% % % %
28. 49 7.5 100
My parents are proud of who i am 57 98 30 15% 15
5% % % %
26. 50. 14.5 8.5 100
My parents understand me 53 101 29 17
5% 5% % % %
34. 41. 10 100
I am important person to my family 69 83 28 14% 20
5% 5% % %
My parents believe that i’ll be 46. 38 7.5 100
93 76 16 8% 15
successful in the future 5% % % %
I am usually proud of my 26 45 21.5 7.5 100
52 90 43 15
performance % % % % %
My teacher are happy with my 26 56. 10 100
52 113 15 7.5% 20
performance in school % 5% % %
96. 3.5 100
My teachers inspired me 193 7
5% % %

The table 6. Shows how students felt about
their self-esteem. From the data, it is evident
that students feel motivated to learn if both
their parents and teachers as well as the peers
appreciate their effort. Thus 45.5% of the
students said they had many friends . this
meant that the students could easily work
cooperatively during group discussion which
could lead to better performance. Nearly 50%
(49%) of the students said that their parents
are proud of the kind of people they are. This
gives the students a sense of worth resulting in
high self-esteem. Only 90% of the students
agreed that they usually felt proud of their
performance while 96% of the students strongly
agreed that their teachers inspired them.

TABLE 7: Practices in maintaining Based on table 7 the highest percentage is

students’ high self-esteem 28.57% which is having a supportive parents

followed by having a peers or circle of

options Frequency Percentage
friends with a percentage of 23.80% next is
Playing
3 14.29%
sports
playing sports and others got the same

Having percentage of 14.29% and the lowest

supportive 6 28.57% percentage is the focusing on acads.

parents
TABLE 8: Preferable ways in sustaining
Focusing on
4 1.05% their self-esteem
Acads

Having a Options Frequency Percentage

good peers or Talk with

5 23.80%
circle of your frend
83 46.4%
friends
about your
others 3 14.29%
problem
Total 21 100%
 Stress embarrassed in public places which
20 11.2%
eating both got 30.15% of the respondents;

Sleeping 28 15.6% ● Most students (57.5%), said that they

Focusing on sometimes felt worthless when

42 23.5%
you acads teachers did not appreciate their

others 6 3.3% work;

Total: 179 100% ● The majority of students (57.5%) are

fairly satisfied with their

performance at school. Therefore,

Based on the table 8, having a talk with your
the students of grade 12 senior high
friends about your problem got the highest
scho has the average level of self-
percentage of 46.4% followed by focusing
concept;
on the acads with the percentage of 23.5% ,
● The majority of the respondents
sleeping with a percentage of 15.6% next is
(49.5%) agreed and only 33.5% of
stress eating with a percentage of 11.2% and
the respondents strongly agreed that
the others got the lowest percentage which is
they were not as popular as others
3.3%.
and 14.5% of the respondents
Findings
strongly agreed and 41.5% of the

The study came out with the following student agreed that they kept things

findings; to themselves because other people

don’t like them. 25% of the students

● Students were mostly affected by the
strongly agreed that their parent
possible comments of others and
expect too much from them. Only
 6.5% of the students strongly agreed esteem. Only 90% of the students

that their teacher did not understand agreed that they usually felt proud of

them and 29% agreed that they felt their performance while 96% of the

worthless in school. From these students strongly agreed that their

findings it is possible to conclude teachers inspired them. From above

that students with low self-esteem findings it is possible to conclude

strongly agree that they are not liked that academic performance of

either by their peers, parents or even students is identified on their self-

their teachers. Such students feel esteem which is affected by their

withdrawn from the rest. They often parents, peers as well as teachers;

view things in the negative and ● 67.5% of students said that they

display a state of disparity and sometimes studied on their own.

unworthiness; Most students (57.5%), said that

● 45.5% of the students said that they sometimes they felt worthless when

have many friends. This meant that teachers did not appreciate their

the students could easily work work while 20% said they did not

cooperatively during group feel worthless. It was also evident

discussion which could lead to better that 16.5% of the student felt like

performance. Nearly 50% (49%) of showing their good grades and thus

the students said that their parents 54% of the students said they

are proud of the kind of people they sometimes felt showing their good

are. This gives the students a sense grades. Only 29% said they did not

of worth resulting in high self- like revealing their grades to others.

● The students' preferred

practices/habits which maintain their

Conclusion
self-esteem got the highest
From the findings, the following conclusions
percentage by 28.57% which is
have been drawn in relation with the set
having a supportive parents followed
objectives.
by having a peers or circle of friends

with a percentage of 23.80% next is We conclude that self-esteem of students has

playing sports and others got the a significant effect to their academic

same percentage of 14.29% and the performance either positively or negatively.

lowest percentage is the focusing on Students who recognized their self-worth

academic. strive hard to achieve better academic

● The most preferable ways of students performance. From the findings, students

in sustaining their self-esteem was to who feel the importance given by the people

talk with their friends about their around her/him felt motivated to learn and

problem in the percentage of 46.4% aim to have a brighter future ahead. The

followed by focusing on the findings revealed that such students engaged

academic with the percentage of themselves in group discussion, and

23.5% , sleeping with a percentage completed their assignment and were free to

of 15.6% next is stress eating with a consult their teachers for clarification in

percentage of 11.2% and the others areas that posed challenges to them. On the

got the lowest percentage which is other hand, students who feel the

3.3%. worthlessness never completed their work in

time.
 they think that no matter how hard they try

they could not get good grades. In this kind

Recommendation
of manner students should practice more in
On the basis of the findings and conclusions
loving and accepting their self. On the other
discussed herein, the following
hand, parents should always motivate their
recommendations are made.
children by appreciating the work they do in

The school environment is a powerful school and also encouraging them to have a

agency of nurturing students to have high better future ahead.

self-esteem. The teacher therefore should

Since this study investigated the self-esteem
engage the students in more school activities
and academic performance of the students in
to enhance their self-esteem. Also teacher
public secondary school, we recommend to
should guide and counsel students
have also a study about the self-esteem and
constantly to avoid desperation. Because
academic performance between public and
mostly, the students could not improve their
private secondary school involving different
performance and develop stereotype because
factors.