Effects of Low Self-Esteem On the Academic Performance of 12 HUMSS Delfino

at San Rafael National High School

In partial fulfillment of

the requirement for the Senior High School, Academic Track – Humanities and Social Sciences

Researchers:

Socrates S. Adayo

Justine Dave C. Aquino

Sophia P. Bagasina

Renz Vincent S. Canaveras

Reymon E. Clapis

Jefferson P. Clarino

2022-2023
 TABLE OF CONTENTS

CHAPTER I- THE PROBLEM AND ITS BACKGROUND

Introduction………………………………………………………………………………1

Background of the Study…………………………………………………………………1

Objectives …………………………………………………………………………….….2

Statement of the Problem ………………………...……………………………………...3

Significance of the Study ………………………………………………………………..3

Scope and Delimitation of the Study …………………………………………………….4

Locale of the study ……………………………………………………………………….4

CHAPTER II- REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature………………………………………………………………………….5

Related Studies…………………………………………………………………………….6

Conceptual Framework……………………………………………………………………7

Definition of Terms………………………………………………………………………..7

CHAPTER III- METHODOLOGY

Research Design……………………………………………………………………………8

Sampling……………………………………………………………………………………8

Respondents of the Study…………………………………………………………………...8

Data Gathering Instruments………………………………………………………………...8

Data Gathering Procedures………………………………………………………………….9

Statistical Tools……………………………………………………………………………...9

BIBLIOGRAPHY……...…………………………………………….…………………….10

Questionnaire……………………………………………………………………………....11
 CHAPTER I

INTRODUCTION

High self-esteem stems from the belief that you have control over circumstances, rather than that

events control you. When it comes to academics, having good self-esteem is critical. We did this study to

better understand how students' self-esteem influences their academic achievement, how it affects their lives,

and how we might help them prepare for their future careers. Humanities and Social Sciences (HUMSS)

students have one common skill, and that is communication skills, and that skill is very important to their

track and to their academic performance. Hypothesize, when self-esteem is low, academic performance

suffers; conversely, when self-esteem is strong, academic performance improves.

BACKGROUND

Noronha (2018), having a strong will and self-confidence, decision-making power and originality,

creativity, sanity and mental health is directly related to self-esteem and sense of self-worth. It also refers to an

individual’s sense of his or her value or worth, or the extent to which a person values, approves of, appreciates,

prizes, or likes him or herself. During childhood, if individual’s feelings are respected, thoughts valued and

abilities recognized then self-esteem strengthens. When feelings are trampled upon, thoughts belittled and

ability criticized then the individual’s self-esteem remains at a low point of development and is therefore weak.

During the course of time, an individual faces many life situations. Depending upon the success or failure and

one's reaction to every significant situation in life, self-esteem grows stronger or gets considerably weakened.

Self-esteem is described as the evaluation that one makes about oneself, based on one's self-worth.

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 Mark F. (2019). Well to start, I know many practitioners at all levels lack confidence. When you lack

this you are saying to folks “I can’t trust you or depend on you.” At the end of the day, no one does business

with someone they don’t trust. This is the most important thing you need to create with every member of your

organization. Without confidence, you’re not a resource. Whether that be human or any other type.

Dat Tan Nguyen and Pamela E. Wright (2019). Self-esteem is associated with anxiety, depression, and

academic stress, which significantly affect students’ quality of life and links to suicidal ideation. These results

therefore suggested the need for a school-based or web-based provision aimed at proactively increasing

students’ self-esteem and skills for dealing with academic stress.

When a person has a negative view of themselves, they have low self-esteem. Low self-esteem is

characterized by a lack of confidence, unhappiness over personal, physical, mental, or emotional states, the

desire to be someone else, pessimism, and excessive concern about what others think. Hazel Shalonda

Skidmore, Jennifer Lombardo (2022)

OBJECTIVES

The purpose of this study is to investigate the effects of low self-esteem of the 12 HUMSS Students of

San Rafael National High School, Tigaon, Camarines Sur.

1. Investigate the effects of low self-esteem on academic performance.

2. Investigate the coping mechanism of 12 HUMSS Delfino regarding low self-esteem.

3. Investigate the factors of having low self-esteem.

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STATEMENT OF THE PROBLEM

This Study determined the Aspects Affecting the Self-Esteem of Effects of Low Self-Esteem on the

Academic Performance of 12 HUMMS of San Rafael National High School, Tigaon Camarines Sur in particular

it sought to answer the following:

1. What are the factors of having low self-esteem?

2. What are the effects of low self-esteem on academic performance?

3. What is the coping mechanism of every individual regarding low self-esteem?

SIGNIFICANCE OF THE STUDY

The findings of this research will provide important information on the following beneficiaries:

SAN RAFAEL NATIONAL HIGH SCHOOL. This study will benefit the teacher and faculty of San Rafael

National High School because they can pinpoint the reason for the low-academic performance of students as a

whole.

STUDENTS. This study will be beneficial to the students because they can use this as a reference to assert their

weaknesses and can be a tool to increase an individual’s self-esteem.

TEACHERS. This is very beneficial for the teachers and professors because they can use this to engage in their

student’s everyday performance, asserts their weakness, and form them into their strength

FUTURE RESEARCHERS. This is a great reference for those who want to study human behaviors and how

to increase an individual’s self-esteem.

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SCOPE AND DELIMITATION OF THE STUDY

The respondents of the study are the 12 HUMSS Students of San Rafael National High School.

This school year is 2022-2023. This study only focuses on the aspect affecting the self-esteem of the academic

performance of San Rafael Students. This study also measures motivation as well as performance because it has

been proven that self-confidence can boost performance. The variables of this study are present but not having a

significant difference in their effects on the data collected.

LOCALE OF THE STUDY

Our study titled “Effects of Low Esteem On the Academic Performance of 12 HUMSS San Rafael

National High School” S/Y 2022-2023” will take place at San Rafael National High School, Annex Campus

Tigaon Camarines Sur.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

Moneva and Tribunalo (2020) Self-confidence refers to someone’s power and abilities to perform the

required tasks. In order to accomplish the given tasks students must have self-confidence. This study

investigated the correlation between students’ level of self-confidence and performance tasks and investigated if

self-confidence influences students' performance tasks.

In accordance with William Peace University (2021) With stress, self-esteem, and academic

performance tied so closely together, take the time to focus on your self-esteem along with your studies and

watch your grades improve. There is no doubt that college students are faced with more than their share of

stress. A new study from the American Psychological Association reports that 90% of the college students

surveyed reported education as a significant cause of stress. Aside from the stress resulting from Covid-19,

trying to manage the cost of education, and balancing work, family, and college life can be overwhelming.

Eventually, too much stress can spiral into low self-esteem, which then leads to poor academic performance,

which leads to more stress. When self-esteem and stress form this harmful feedback cycle, it is critical to

breaking the link before the student’s academic record is tarnished.

In addition, according to Symonds (2022), Confidence is important in business because it helps you to

deal better with conflict, improves your communication skills, can make you happier at work, enables you to

take feedback better, and can make you a better manager or leader.

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RELATED STUDIES

Legacy Business Cultures (2016) what is self-esteem and why is employee self-esteem vital to the

success of an organization? One of the most important principles we share in our Increasing Human

Effectiveness and Connecting with Respect workshops is the concept of self-esteem. Self-esteem is not egoism

or conceit, or an intellectual inventory of your favorable characteristics and assets. Self-esteem is knowing

you’re good and wearing it well. Healthy self-esteem is the degree that you, consciously or unconsciously, like

and respect yourself and feel confident to deal with life’s challenges. It is how warm, friendly and appreciative

you feel toward yourself and others. Healthy self-esteem can also determine your level of self-efficacy or the

feeling that you have the ability to accomplish whatever goals you set your mind to. From an organizational

perspective, “employees who feel good about themselves are typically able to focus better, need less time off,

and generally get along well with coworkers.

Hearn (2019) Employees with healthy levels of self-esteem will value their own opinion and feel more

empowered about speaking up and contributing in team activities. This could result in more creative and varied

solutions to business problems, as well as promote more of an inclusive, tightknit environment. It is not simply

enough to tell an employee to work on their confidence levels. While the development of self-esteem is, in part,

employee responsibility, it is also a management and HR concern that should be taken seriously. Employees can

only truly be confident in the right environment, and this is something in your power to cultivate.

William peace university (2022) Research on self-esteem shows that the relationship between stress and

self-esteem is inextricably linked and that self-esteem can affect many areas of life, including academic and

professional success. As a result, the lower a college student’s self-esteem falls, the worse he or she performs

academically. This, in turn, starts the cycle over again with more stress, lower self-esteem, and poor grades.

With stress and self-esteem feeding off each other, building healthy self-esteem and confidence in college

performance can lead to happier, more successful students.

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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

1. What are the effects of 1. Survey Effects of Low Self-Esteem

low self-esteem on the 2. Collection & on Academic Performance
academic performance? Analysis of Data of 12 HUMSS at San
Rafael National High
2. What are the coping School
mechanisms of every
individual regarding low
self-esteem?

3. What are the factors of

having low self-esteem?

DEFINITION OF TERMS

Anxiety. An emotion caused by an impending event or something with an uncertain outcome.

Coping Mechanism. To get through obstacles and challenges.

Insecurities. Not being good enough, as well as uncertainty.

Self–esteem. A positive or negative attitude toward oneself; an overall assessment of one's worth or value.

Stress. being overwhelmed or unable to cope with mental or emotional pressure.

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CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

RESEARCH DESIGN

The study regarding the effects of low self-esteem on the academic performance of 12 HUMSS Delfino

at San Rafael National High School will use a descriptive-quantitative method research design. The data

required in our study will use survey questionnaires through face-to-face surveys, and random sampling. All

information that will be gathered will be analyzed to answer the problems and to meet the objectives of the

study that is stated in the previous chapter.

SAMPLING

The researchers used the simple random sampling technique because researchers should take a random

sample where any member of the population has an equal chance to be selected.

RESPONDENTS OF THE STUDY

The researchers choose the 12 HUMSS students at San Rafael National High School as the respondents

of the study to figure out what it’s causing their low self–esteem in academics.

DATA GATHERING INSTRUMENTS

The instruments to collect data are the questionnaire/rating scales. This will be used to gather data faster

than any other method. Besides, the respondents are the 12 HUMMS Students. They could choose and answer
the questionnaire/rating scales with ease. The researchers prepared their own questionnaire/rating scales. The

draft of it will be drawn out based on their readings and reviewed published and unpublished articles that is

relevant to the study. The researchers are expecting to see that there will be enough items to collect data to cover

all factors of the problem and to answer all the specific questions under the statement of the problem. Thus, the

researchers will submit the questionnaires/rating scales for correction after which it will be finalized.

DATA GATHERING PROCEDURE

A letter will be sent to the Principal of San Rafael National High School, Mr. Joel B. Dela Vega asking

for his permission to conduct a survey to Grade 12 HUMSS Delfino students. After the dean approved the letter,

the researchers informed the respondents about the study’s goal and its potential benefits.

STATISTICAL TOOLS

The results of the questionnaire will be calculated using 5-point Likert type scale and simple percentage.

I. LIKERT SCALE

5-point Likert type scale is a psychometric response scale in which respondents specify their level of

agreement to a statement typically in 5 points.

5 4 3 2 1

Always Sometimes Seldom Rarely Never

Experienced Experienced Experienced Experienced Experienced

To determine the minimum and the maximum length of the 5-point Likert type scale, the range is calculated by

(5-1=4) then divided by 5 as it is the greatest value of the scale (4÷5=0.80). Afterwards, number one which is

the least value of the scale was added in order to identify the maximum of this.
 II. SIMPLE PERCENTAGE FORMULA

The demographic profile variables of the respondents were analyzed using simple percentage with

the following formula

P  F / N (100)

P= percentage F=frequency for each category

N=total number of respondents

100=constant multiplier
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