ACADEMIC SELF-CONCEPT OF GRADE

12 STUDENTS OF NAGPAYONG HIGH

SCHOOL S.Y. 2019-2020

PRESENTED BY : GROUP 1
 Chapter 1

PROBLEM AND ITS

SETTING
 Chapter 1

The PROBLEM AND ITS SETTING

Introduction
Academic self-concept is the perception of a student when it comes to his/her
academic abilities such as in recitation, performance and exams. Academic self-concept
may consist of set of attitudes, beliefs and perception of a student’s towards to their
academic skills and performance (Lent, Brown & Gore 1997).
 This study wants
to find out if the
academic self-
concept can affect
the academic
OBJECTIVE performance of the
students when it
comes to gender,
academic confidence
and efforts.
 Theoretical Framework
Self-Efficacy Model
Also stressing the importance of self-perceptions on
performance and motivation, Bandura (1982) asserted
that children are more likely to seek out challenging
tasks when they believe in their own intrinsic
capability of 19 accomplishing such tasks. Self-
efficacy theory (Bandura, 1997) claims that positive,
efficacious self-beliefs promote the exertion of
effort, perseverance on tasks, selection of adaptive
goals, and behavioral choices that align with goals.
 Conceptual Framework
INPUT PROCESS OUTPUT
1. What is the respondent’s profile in Data Gathering Data Gathered on:
terms of:

Survey Questionnaire on 1. Academic self-concept of

1.1 gender
“Academic Self-Concept and
1.2 academic performance the respondents in terms of:
Academic Performance of Grade 12
Students in Nagpayong High
2. What is the respondent’s academic School” Academic Confidence and
self-concept in terms of:
Academic Effort
2.1. Academic Confidence
Statistical Treatment of Data
2.2. Academic Effort Recommendation
Data Analysis and Interpretation
3. Is there a significant difference in
academic self-concept of the students
in terms of academic confidence and Conclusion
academic effort when grouped
according to their profile?

FEEDBACK
 The main purpose of the study is to
determine if there is a significant
difference between academic performance
and academic self-concept in terms of:
academic confidence and academic effort of
Nagpayong High School’s Grade 12 students.

Specifically, it seeks to answer the

following questions:
STATEMENT 1. What is the respondent’s profile in
terms of:
OF THE • gender
• academic performance
PROBLEM 2. What is the respondent’s academic
self-concept in terms of:
2.1 Academic Confidence and
2.2 Academic Effort
3. Is there a significant difference in
academic self-concept of the students in
terms of academic confidence and academic
effort when grouped according to their
profile?
 Hypothesis
There is no significant
difference in academic
performance and academic self-
concept of the students in terms
of academic confidence and
 Scope and Limitations
The study has the selected grade 12 GAS students in Nagpayong

Senior High School as respondents. The study is from S.Y 2019-

2020. The resources or a material needed is the General Average

of the respondents from 1st semester S.Y. 2019-2020. The basic

limitations of this study are on its coverage. This study should

not interview or gather data from all students but only for the

selected once. The answer of other students except from the

selected students is not part of the study.

 Significance of the study

-Curriculum
-Developers
-Students
-Teachers
-Parents
-Future researchers
 Definition of terms
-Academic confidence
-Academic effort
-Academic
-performance
-Gender
-Self-efficacy
 Chapter 2

REVIEW OF RELATED
LITERATURE AND STUDIES
ACADEMIC SELF-CONCEPT
Self-Confidence
ACADEMIC EFFORT
 GENDER, ACADEMIC
SELF-CONCEPT AND
ACADEMIC ACHIEVEMENT
 THE IMPORTANCE OF
ACADEMIC AND SOCIAL
SELF-CONCEPT FOR
ACHIEVEMENT
 ADOLESCENTS WITH
HIGH SELF-CONCEPT
AND ENGAGEMENT IN SCHOOL
 RELATIONSHIP BETWEEN SELF-
CONCEPT AND PERSONALITY AND
STUDENT’S ACADEMIC
PERFORMANCE
 Chapter 3

RESEARCH METHODOLOGY
 Method Of Research

The descriptive quantitative method of

research is utilized in conducting this
study. According to Fraenkel and Wallen,
(2003), the purpose of descriptive research
is to become more familiar with phenomena,
to gain new insight, and to formulate a more
specific research problem or hypothesis.
 Population, Sample size and Sampling Technique

The population of the study was the grade

12 students of Nagpayong High School, S.Y.
2019-2020. The sample size was determined
using Slovin’s Formula

The sample size of was derived with the use

of Stratified Random Sampling. This is the
process of selecting sample in such a way
that identified subgroup or strata is
represented in the sample in the same
 Description of the Respondents

The respondents of this study

were the selected Grade 12
students in Nagpayong high school
who were officially enrolled
during the First Semester of S.Y.
2019-2020. The respondents are
chosen because of availability
 SA A D SD
Academic Confidence
4 3 2 1

1 I can follow the lessons easily.

2 I am able to help my classmates with their schoolwork if permitted.

Research Instrument 3

5
If I work hard, I think I can go to college and university.

Most of my classmates are smarter than I am.

My teachers feel that I am poor in my work.

6 I often forget what I have learnt.

7 I get frightened when I am asked a question by the teacher.

8 I am good in most of my school subjects.

9 I always do poorly in tests.

10 I am able to do better than my friends in most subjects.

SA A D SD
Academic Effort
4 3 2 1

11 I day dream a lot in class.

12 I often do my homework without thinking.

13 I pay attention to the teachers during lessons.

14 I study hard for my tests.

15 I am usually interested in my schoolwork.

16 I am willing to do my best to pass all the subjects.

17 I often feel like quitting school.

18 I am always waiting for the lessons to end.

I do not give up easily when I am faced with a difficult question in

19
my schoolwork.

20 I am not willing to put in more effort in my school work.

 Data Gathering Procedure
The first stage of the data gathering procedure was the
collection of information from the sample respondents. The
researchers sought the approval of the advisers to get the
total number of the target population.
The next stage is distribution of the survey questionnaire to
the selected respondents. The researchers asked the permission
of the teachers concerned to undertake the activity for the
purpose of gathering information though the research
questionnaire to the selected students. Particularly, the
survey questionnaire was distributed inside the classroom.
At the end, the researchers retrieved the survey questionnaires
from the respondents. Lastly, the researchers requested from
the advisers/ teachers the respondent’s level of academic
 Statistical Treatment of Data
The data analysis was assisted by the use of
SPSS Software to ensure accuracy and
reliability of the results.

1.Frequency and Percentage

2.Weighted Mean
3.Analysis of Variance (ANOVA)

-Independent t-test
-One Way Analysis of Variance
 SA A D SD
Academic Confidence
4 3 2 1

1 I can follow the lessons easily.

2 I am able to help my classmates with their schoolwork if permitted.

FOR STUDENTS QUESTIONNAIRE 3 If I work hard, I think I can go to college and university.

4 Most of my classmates are smarter than I am.

5 My teachers feel that I am poor in my work.

ADOPTED FROM 6 I often forget what I have learnt.

7 I get frightened when I am asked a question by the teacher.

8 I am good in most of my school subjects.

VALIDATION OF THE ACADEMIC SELF- 9 I always do poorly in tests.

10 I am able to do better than my friends in most subjects.

CONCEPT QUESTIONNAIRE IN THE
VIETNAM SCHOOL SURVEY ROUND 1 Academic Effort
SA A D SD

4 3 2 1

11 I day dream a lot in class.

12 I often do my homework without thinking.

LOUISE YORKE (2013) 13 I pay attention to the teachers during lessons.

14 I study hard for my tests.

15 I am usually interested in my schoolwork.

16 I am willing to do my best to pass all the subjects.

17 I often feel like quitting school.

18 I am always waiting for the lessons to end.

19 I do not give up easily when I am faced with a difficult question in my schoolwork.

20 I am not willing to put in more effort in my school work.