Final Research

Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
BAROTAC NUEVO NATIONAL COMPREHENSIVE HIGH SCHOOL
J.T. Bretaña Street, Barotac Nuevo, Iloilo, Philippines 5007
TYPES OF SELF ESTEEM AND ACADEMIC PERFORMANCE AMONG
SENIOR HIGH SCHOOL STUDENTS
A Research Paper Presented to the Senior High School
Department of Barotac Nuevo National Comprehensive High
School
Barotac Nuevo, Iloilo
In Partial Fulfillment of the Requirements in Senior
High School
Inquiries, Investigation, Immersion
By:
Darnie Grace B. Villanueva
Heaven B. Demegillo
Arlene Mae M. Bieren
April 1, 2020
Acknowledgement
This study was made possible through the heartwarming
support of a few important people.
Mrs. Jiezel C. Del Castillo, Practical Research II
adviser, for providing us the guidelines that surely
helped us to make this study a success.
For the ever supporting parents of the researchers
in terms of both financial and moral support that are
greatly needed most of the time.
And to our Heavenly Father that guides us all
throughout the way.

Abstract
This study aimed to find out the self – esteem
and academic performance among senior high school
students. The respondents of this study were the 114
grade 11 HUMSS students of Barotac Nuevo National
Comprehensive High School, during school year 2019-2020
who were chosen through random sampling. Quantitative
Corelational Research Design was used in this study. To
determine the quantitative study of self – esteem and
academic performance among grade 11 HUMSS senior high
school students, a checklist questionnaire about self –
esteem was employed. The data was analyzed using
Pearson Product Moment Corelation. The data was then
edited, coded, classified, tabulated, and presented in
frequency and percentage. The independent variable is
the A Quantitative of self – esteem and the dependent
variable is the Academic Performance ;among senior high

school students. The result was revealed whether the
entire group or classified according to sex and grade
level, there is no significant relationship between the
types of self – esteem and academic performance among
grade 11 Humanities and Social Sciences senior high
school students.
vii
Table of Contents
Page
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGEMENT
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLE
LIST OF APPENDIXES
Chapter
I. Introduction
Background of the Study
Theoretical Framework
1 Conceptual Framework
Hypothesis
Definitions of terms
Significance of the Study
Scope and Delimitation 5
II. Review of Related Literature and Studies
Related Literature
Related Studies
viii
III. Methodology
Research Design
Participant
Research Instrument
10
Data Gathering Procedure
11
Data Analysis
IV. Results and Discussion
V. Summary, Conclusion and Recommendation
REFERENCES
APPENDIXES
CURRICULUM VITAE
ix
List of Tables
1. The Learner’s Progress and Achievement of Humanities
and Social Sciences.
2. Types of self esteem of Grade 11 HUMSS senior high
school students.
3. Levels of Self - Esteem of Grade 11 Humanities

List of Appendixes
Appendixes
A. Questionnaire
B. Letters to the Respondents
C. Letters
Chapter I
Introduction
Background of the Study
Self – esteem is an individual subjective
evaluation of their own worth. Self – esteem is an
attractive psychological construct. One important is to
attempts by pro esteem advocates to encourage self –
pride in students and to achieve our personal goal and
make ourselves truly happy, we need to develop and
maintain our self – confidence and self – respect. This
study tries to bring the connectivity between self –
esteem and academic performance. The main aim of the
study is to know the relationship of self – esteem of
the students with low academic performance.

Theoretical Framework
Self – esteem refers to person’s overall
evaluation of his or her own worth. It encompasses
beliefs shame. It can also apply to a particular
dimension such as” I believe I am a good writer and I
feel proud of myself. Self – esteem can be equated to
self – worth, self regard, self respect, self love, and
self integrity.In the mid 1969, Morris Rosenberg, a
social
learning theorist defined self – esteem in term of a
stable sense of personal worth or worthiness ( Morris
Rosenberg, 2003).
Self esteem and gender many people believe that
males and females experience problems in different
areas of their lives. There is no consensus regarding
whether boy or girls have higher self esteem. There is
also a strong empirical evidence indicating
differences in the conceptualization of self and

academic performances according to sex and age ( Award,
2007, Thompson and Zand 2007, Tolman et al, 2008 ).
A research conducted in Kenya to investigate the
relationship between self – esteem and academic
performance in Math and English among High School
students in Kenya revealed tha students in advanced
grades had higher self – esteem (Herbert W. Marsh, 2006
).
Hence, it would be a worthy endeavour to determine
how these could affect the quantitative study of self –
esteem and academic performance among Senior High
School Students.
Conceptual Framework
Figure 1 shows the paradigm of the study
Independent variable
A quantitative
Dependent variable study of the Academic performance amon
self – esteem senior high school student
Statement of the Problem and the Hypothesis
This study aimed to determine and evaluate
the self-esteem and academic performance among senior
high school students.
Specifically, it sought to answer the
following questions:
1. What is the grade point average of Grade 11 HUMSS
senior high school students?
2. What is the types of self esteem of Grade 11 HUMSS
senior high school students?
3. Is there a significant relationship between the
types of self esteem and academic performance of
Grade 11 HUMSS senior high school students?
In the view of the preceding problems, the following
hypothesis was advanced:

1. There is no significant relationship between the
types of self esteem and academic performance of
Grade 11 HUMSS senior high school students
Definition of Terms
To have a better and clearer understanding of
the study, the following terms were conceptually
and operationally defined:
Academic Performance. Means the knowledge and
skills that students have mastered in a subject
or a course(Yunlok Lee, 2010).
Cognitive Skills. It is the core skills your
brain focuses in different activities. It is an
ability of an individual to process
ideas( Stuart Marcovitch).
Learning styles. Is not in itself an ability
but rather a preferred way of using one’s
abilities ( Sternberg, 1994).

Level of Processing Information. Information
is processed at multiple levels simultaneously
depending upon its depth level of
knowledge( Craik, F.I & Lockhart, R.S. 1972).
Self – esteem. A person’s overall subjective
emotional evaluation of his or her own worth. It
is a judgement of oneself as well as an attitude
toward the self (Hewitt, 2009).
Self – regulated. Academic learning and
identifies the distinctive feature of his
capability for acquiring knowledge and skills
(Zimmerman, 2010).
Performance Self Esteem. One potentially
powerful predictor of an individual’s likelihood
of success in any situation is his or her self-
expectations (PH Andrews, 1984)
Social Self-Esteem. Is a multifaceted analysis
of the self concept based on the social nature
of the self (Merriam Webster Dictionary, 2020).

Appearance Self – Esteem. One is how you feel
about your appearance (your body image). If you
don’t like something about your body or
appearance, it is often difficult to feel good
about other aspects of yourself (Merriam Webster
Dictionary).
Significance of the study
The result of this study may hopefully benefit
the following persons:
Students.The result of this study can help the
students to become confident in a way that they can
develop their skills and abilities.
Teachers. The result of this study will serve as
their guide to encourage and motivate the students to
become highly competitive not only inside the classroom
but also in other way on how to enhance their
capabilities as a student’s especially when it comes to
talents and skills.

Parents. The result of this study can assist the
parents for they should not have any difficulties or
worries in terms of joining their son/daughter in any
extracurricular activities related to academic
performance.
Scope and Delimitation of the Study
The aims of this study is to investigate the
relationship between self – esteem and academic
achievement, to understand the socio – economic
background,
to assess the types of self – esteem and to know what
could be the reasons for low academic performance in spite
of having high self – esteem.
The research design used for the study would be
descriptive in nature.
This study focused on determining those students who
lack self confidence and poor in academic performance.

This study was conducted at the Barotac Nuevo
National Comprehensive High School, School Year 2019 –
2020.
Chapter II
Literature Review
Overview of the Study
This section contains literature and studies on
the nature of relevance of relationship between a
quantitative studies and specific self – esteem. We
marshal evidence that the two different consequences,
self – esteem being more relevant to psychological well
being and specific self - esteem being more relevant to
behaviour. We use linear structural equation causal
modelling to test this hypothesis for the case of self
– esteem specific ( academic) self – esteem is much
better predictor of school performance. Other findings
indicate that the degree to which specific academic
self – esteem, particularly the positive component of

self – esteem is function of how highly academic
performance is personally valued.
Review Of Related Studies
Self esteem refers to a person’s overall
evaluation of thus or her own worth. It encompasses
beliefs such as “I am competent” emotions such as
triumph, despair, pride and shame. It can also apply to
a particular dimension such as “I believe I am good
writer and I feel proud of myself, self esteem can be
equated to self worth, self regard, self respect, self
love, and self integrity. In the mid 1969, Morris
Rosenberg, a social learning theorist defined self
esteem in term of a stable sense of personal worth or
worthiness. ( Morris Rosenberg, 2003).
Self esteem and academic achievement as a student
advance in year and grade levels, their perceptions of
the various aspects of self concept went up. A possible
explanation was that students improve in verbal and
problem solving skills as they take more academic

subjects in school ( Nelson et.al , 2006). As the above
study mainly focuses on boarding schools there was need
to investigate if day schools also had the same concept
or not.
Peer relationship and self esteem students spend
an increasing amount of time in peer interaction during
middle –late childhood and adolescence is associated
with dropping out of school and delinquency
( Santrock , 2001).
Parent adolescent relationships this parenting
style leads to socially incompetent behaviour. The
adolescent therefore , fail to initiates activity and
have poor communication skills ( Jeffrey and Brown
2003).
Recent research according to ( Frank 2009) indicates
that inflating students self – esteem by itself can
actually decrease grades. High self – esteem correlates
highly with self – reported happiness and self – esteem
has been found to be related to forgiveness in close

relationships, in that people with high self – esteem
intend to be more forgiving.
According to ( Santock 2001) low self – esteem ,
these include putting down others, teasing name calling or
gossing, failure to express view and opinions, assuming a
submissive tone bagging excessively about achievement
skills, giving excuses for failure and verbally putting
down of oneself( Santock 2001).
According to (Herbert W. Marsh; 2006) This research
indicated could be due to the fact that students improve
in verbal and problem solving skills as they take more
academic subjects in school(Nelson et al, 2006).
Chapter III
Methodology
This chapter contains the Research Design, the
sampling procedure, Data Gathering Procedure and Data
Analysis. It also deals with research tools, validity and
reliability and finally if discusses the data analysis
techniques.
Research Design
Quantitative Corelational Research Design was used all
there in this study because it focuses on a relationship
between self – esteem and academic performance among
Senior High Students in Barotac Nuevo National
Comprehensive
High School and also to test the students who possesses
high self esteem and low self esteem. Quantitative
Corelational is measures a relationship between two
variables without the researches controlling either of
them whether there is either positive, negative or zero
correlation (Shona McCombes, 2019).
Participants
The population of the study were 161 Grade 11
Humanities and Social Sciences Students in Barotac Nuevo

National Comprehensive High School 114 sample size were
taken. They were randomly selected.
In formulating the sample size at Grade 11 Humanities
and Social Sciences Students, the researchers formulate to
get the sample size in using the formulas;
x2 N P (1−P)
S= 2 2
d ( N −1 )+ x P(1−P)
When S = required sample size
x 2=¿ table value of uni- square for 1 degree of
freedom at the desired confidence level (1.96)2
N = Population size
P = Population portion (0.5)
d = the degree of accuracy expressed as a proportion
(0.5)
Let us use the formula in obtaining the ideas sample
size for a given Population. For instance, the sample size
for a population of 161 people is computed as follows.
(1.96)2 ( 161 )( 0.50 ) (1−0.50)

s=
¿¿
¿
( 3.8416 ) ( 161 )( 0.50 ) (0.50)

¿
[ ( 0.0025 )( 160 ) ] + [ ( 3.8416 ) ]+ ( 0.50 ) (0.50)
154.6244
¿
0.4+0.9604
= 154.6244
1.3604
= 113.66 or the sample size is 114 participants.
Using the Simple Random Sampling distribution, the
researcher distributed the questionnaires according to
their seating arrangement, so that the researcher can help
to determine the students with high self – esteem and low
self – esteem. By this, we can allocate particular issue
regarding this matter (Heaven, 2019).
Research Instruments
Partially structured and open ended checklist
questionnaire was developed to collect data on the
variables identified for the study since self – esteem
concept is abstract, affective questions were used to
bring out and individual self – esteem concept. This

question was adopted (Owens Timothy ,1993) aimed at
eliciting emotions on how students felt towards teachers,
fellow students, parents and school environment at large.
The survey asked the students to identify their name, sex
and Grade Point Average.
Data Gathering Procedure
Permission to conduct the study, first asking
permission from the teacher in-charge, second, the
researcher administered checklist questionnaire to 11
Humanities and Social Sciences, third the researcher
gathered the checklist questionnaire and analyze their
answers. Upon approval, the researcher was able to gather
information from 11 Humanities and Social Sciences
Students after organizing the appropriate date to carry
out the exercise with the teacher in-charge.
Data Analysis
The data was analyzed using Pearson Product Moment
Corelation. The data was then edited, coded, classified,
tabulated and presented in frequency and percentages.

Chapter IV
Result and Discussion
Grade Point Average of Humanities and Social
Sciences Students.
Table 1 shows the Grade Point Average of Grade 11
Humanities and Social Sciences Students for First
Quarterly Grades.
Table 1: The Learner’s Progress and Achievement of
Humanities and Social Sciences.
LEARNERS PROGRESS AND ACHIEVEMENT
f % Total
90 – 100 Outstanding 24 21.05 100%
85 – 89 Very Satisfactory 37 32.46 100%
80 – 84 Satisfactory 50 43.86 100%
75 – 79 Fairly Satisfactory 3 2.63 100%
Below 75 Did Not Meet Expectation 0 0 0
Table 1 shows that 21.05 of 24 out of 114 students
got the Outstanding rate that ranges 90 – 100 Grade
Point Average; 32.46 of 37 out of 114 students got a
Very Satisfactory that ranges 85 – 89 Grade Point
Average; 2.63 of 3 out of 114 students got the
Not At All A Little Somewhat Very Much Extremely Total
f % Bit f % f % f %
f %
1 27 23.68 44 38.59 16 14.11 21 18.12 6 5.26 100
4. 20 17.54 60 52.63 22 19.29 10 8.77 2 3.45 100
5. 26 22.8 46 40.35 30 26.31 10 8.77 5 1.77 100
9 41 35.96 42 36.84 18 15.78 13 11.42 0 0 100
14. 15 13.15 53 58.49 23 20.48 4 3.5 5 4.38 100

18. 28 24.56 45 39.77 18 27.78 9 7.89 0 0 100
19 27 23.68 53 46.49 13 23.69 7 6.14 0 0 100
Fairly Satisfactory that ranges 75 – 79 Grade Point
Average.
Aside from that, the highest percentage with a 43.86 of
50 out of 114 students that got 80 – 84 Grade Point
Average. We conclude that mostly of the students got a
rate of Satisfactory and out of 114 students got 0
Grade Point Average of 75 below.
Types of self esteem of Grade 11 HUMSS senior high
school students.
Table 2 shows the Types of Self – Esteem: Performance
Self – Esteem.
Table 2 shows the Performance Self Esteem – People high
in self esteem claim to be more likeable and attractive,
to have better relationships and to make better
impressions on others than people with low self esteem.

Table 2.A shows the Types of Self – Esteem: Social Self
- Esteem
Not At All A Little Somewhat Very Much Extremely Total
Bit
f % f % f % f % f %
2 10 8.77 50 43.85 29 25.43 19 16.66 6 5.29 100
8. 23 20.17 65 57.01 18 15.78 8 7.04 0 0 100
10. 30 26.31 50 43.85 20 17.54 14 12.3 0 0 100
13. 22 19.29 33 37.37 23 20.17 14 12.58 8 10.89 100
15. 34 30.13 40 35.08 19 28.66 5 4.38 2 1.75 100
17. 18 15.78 48 42.1 24 24.11 8 16.26 2 1.75 100
20. 26 22.8 45 39.47 12 22.83 13 11.4 4 3.5 100
Social Self Esteem
Table 2.A shows the Social Self Esteem –
participants in the social evaluation condition

exhibited greater increases in shame and greater
decrements in social self esteem.
Not At All A Little Bit Somewhat Very Much Extremely Total
f % f % f % f % f %
3. 28 24.56 44 38.54 20 17.54 18 15.78 4 3.58 100
6. 25 21.92 46 40.35 23 20.17 15 13.15 5 4.41 100
7. 41 35.96 43 37.71 17 14.91 11 9.64 2 1.78 100
11. 18 12.05 38 33.33 30 26.31 20 21.3 8 7.01 100
12. 15 13.48 44 38.9 28 24.08 12 10.52 1 13.02 100
16. 32 28.07 35 30.7 25 21.92 5 4.26 3 15.05 100
Table 2.B shows the Types of Self- Esteem: Appearance
Self - Esteem
Appearance Self Esteem
Table 2.B Appearance Self Esteem - Human being tend
to evaluate and examine themselves, and if they find

that they are lacking of something in their physical
appearance they are more likely to take measures to
self create something that will make them feel
satisfied and attain a complete self ( Sehovten ,
1991).
Levels of Self Esteem
Table 3 shows the levels of self- esteem of Grade 11
Humanities and Social Sciences Students that we ranges
in Low, Average and High.
Table 3: Levels of Self - Esteem of Grade 11 Humanities
Low Average High Total
8 96 10 114
Table 3 shows out of 114 respondents we count the
overall scores of students who are belong to Low( 1 –

30 ) , Average ( 31 – 60 ) and High ( 61 – 100 ) and we
come up with this results.
4
Series 1
3 Series 2
Series 3
2
0
Category 1 Category 2 Category 3 Category 4
gpa(mean) self-esteem(mean) pearson r
Chapter V
85.21 44.71 -0.068
Summary, Conclusion and Recommendation
This chapter presents the summary of the research
study findings, conclusion ,and derived from the

findings and recommendation attained by the
researchers.
Summary
This study examined about A quantitative study of
self – esteem and academic performance among senior
high school student. This study was conducted using
quantitative method; a survey questionnaire/checklist
was conducted in every room of Senior High School
Humanities and Social Sciences strand of Barotac Nuevo
National Comprehensive High School in year 2019-2020 to
find out their preferred output to used. The
Statistical Tool employed in the stage was the
frequency and percentage. It discusses about the self
esteem of the students and how it affects to their
academic performance. The method used was Pearson
Product Moment Correlation. The result of this study
Conclusion
Based on the proceeding findings of the study, we
conclude that high self esteem exceed your academic
performance and low self esteem results poor academic
performance. In our study, most of the students are
poor in self esteem and in academic performance.
Recommendation
Based on the findings of the study the following
are hereby recommended:
1. It is recommended that students should engage in
other curricular activities especially in sports
to enhance their self esteem to become productive.

2. It is recommended that the teachers should do
their role and responsibilities to their students
by supporting them.
3. Parents should give support and love to their
children’s in not to become timid in their joined
extra curricular activities.
4. It is also recommended that in a community our SK
Chairman must play a vital role in society so that
the students should become more active in
everything especially in sports.
References
Internet Source
1. Abdullah, O.E(2000). Relationship Among
Achievement Motivation, Self – esteem,
Locus of Control and Academic performance
of the Nigerian Journal of Guidance and
Counselling Vol. 7(7): pp.130-141
2. Akinleke, O.W. (2012) , An Investigation of
the Relationship between test Anxiety, Self
– Esteem and Academic Performance among
Polytechnic Students in Nigeria.
International Journal of Computer
Applications 51 (1); 45 – 50
3. El-Anzi and Owayed, F. (2005). ACADEMIC
ACHIEVEMENT AND ITS RELATIONSHIP WITH
ANXIETY, SELF – ESTEEM, OPTIMISM AND
PESSISM IN KUWAIT STUDENTS , Social
behavior and Personality an International
journal. Volume 33, Number 1, pp 95 – 104
(10).
4. Zimmerman, BJ. (2010) Self Regulated
learning and Academic Achievement
Educational Psychologist, Volume 25, Issue
1, 1990, 3:7D01:10,1207/S15326985ep2501 –
2.
5. Twinomugisha, S.R (2008). The relationship
between self – esteem and academic
achievement , Retrieved from
http://www.academiaedu/ .8367931/ SELF –
ESTEEM AND ACADEMIC ACHIEVEMENT
6. UNESCO (2012). Pakistan rank/80 in literacy
rate world level: UNESCO, Retrieved from
http://dunvanews .
Tv/index.php./en/Pakistan/203470-Pakistan-
ranks-180-in literacy-rate-at-world-level.
7. Owens, Timothy J. 2001.
Extending Self Esteem Theory and Research.
Cambridge: University Press.

October 8, 2019
CREST ANTHONY BRETAÑA

Senior High School Teacher
Barotac Nuevo National Comprehensive High School
Dear Sir:
Greetings!
We are humbly asking for your permission if you can allow us to get a copy of the First
Quarter Grade Point Average of the Grade 11 HUMSS-Students. The said grades are
very important because we will be using this in our research and all the data gathered
will remain confidential for research purposes only.
We are hoping for your kind consideration.
Yours truly,
DARNIE GRACE VILLANUEVA
Grade 12 HUMSS-Aphrodite
ARLENE MAE BIEREN
HEAVEN DEMEGILLO
Approved:
Grade 11 HUMSS-Plato Adviser
October 8, 2019
Dear Sir:
Greetings!
We are humbly asking for your permission if you can allow us to conduct a research in
your advisory class entitled A Quantitative Study of Self – Esteem and Academic
Performance among Senior High School Students . We will be using your students
as the respondents of the research. All the data that will be gathered will be used for
research purposes only.
Your approval regarding this matter will be highly appreciated.
ARLENE MAE BIEREN
HEAVEN DEMEGILLO
Approved:
Grade 11 HUMSS-Plato Adviser
October 8, 2019
MARIEL LIZADA
Dear Ma’am:
Greetings!
ARLENE MAE BIEREN
HEAVEN DEMEGILLO
Approved
MARIEL LIZADA
Grade 11 HUMSS-Aristotle Adviser
October 8, 2019
JERELYN BRETAÑA
Dear Ma’am:
Greetings!
ARLENE MAE BIEREN
HEAVEN DEMEGILLO
Approved:
JERELYN BRETAÑA
Grade 11 HUMSS-Socrates Adviser

October 8, 2019
MARIEL LIZADA
Dear Ma’am:
Greetings!
ARLENE MAE BIEREN
HEAVEN DEMEGILLO
Approved:
MARIEL LIZADA
Grade 11 HUMSS-Aristotle Adviser

October 8, 2019
JERELYN BRETAÑA
Dear Ma’am:
Greetings!

ARLENE MAE BIEREN
HEAVEN DEMEGILLO
Approved:
JERELYN BRETAÑA
Grade 11 HUMSS-Socrates Adviser

CURRICULUM VITAE
ARLENE MAE BIEREN
Address: Brgy.Barasan,Dumangas Iloilo
Mobile No.: 09663651498
Email Address: arlenemaebieren@gmail.com
OBJECTIVE:
To be part of an establishment where I could make
a significant contribution to its development and
progress using my experience, knowledge and skills.
PERSONAL INFORMATION
Date of Birth : May 26, 2001
Place of Birth : Surigao Del Sur
Sex : Female
Age : 18 yrs. old
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Height : 154 cm
Weight : 56 kg
EDUCATIONAL BACKGROUND
GRADE LEVEL
SCHOOL YEAR
GRADUATED
Senior High School
Barotac Nuevo National Up to the
present
(Humanities and Social
Comprehensive High School
Science)
Junior High School
Tungkop National High School
2017-2018
Elementary School Isaias
S. TapalesElementary School 2013-2014
FAMILY BACKGROUND
Father’s Name : Arnel Bieren

Occupation : Driver
Mother’s Name : Sucilyn Bieren
Occupation : Housewife
HIGHLIGHTS OF QUALIFICATION
Hardworking, goal oriented and responsible, kind and
respectful
AWARDS AND HONORS
Senior High School : WITH HONORS/ PERFECT
ATTENDANCE
Junior High School : Conduct Award

Elementary : Most punctual and neat
and clean
REFERENCES
JIEZEL C. DEL CASTILLO
Class Adviser
Teacher II
JORGE L. BAYOGUING
Teacher, Social Science

GARRY T. JAMILI
OIC, Principal I
HEAVEN DEMEGILLO
Address: Brgy.Jalaud, Barotac Nuevo, Iloilo
Mobile No.: 09381895052
Email Address: sarahdemegillo@gmail.com
OBJECTIVE:
Date of Birth : August 26, 2001
Place of Birth : Jalaud, Barotac Nuevo, Iloilo
Sex : Female
Age : 18
Height : 5’0
Weight : 47 kg
GRADE LEVEL
SCHOOL YEAR
GRADUATED
Senior High School
Barotac Nuevo National Up to the present
Science)
Junior High School Jose Monfort
National
Science High School
2017-2018
Elementary School Jalaud
Elementary School
2013-2014
FAMILY BACKGROUND
Father’s Name : Juanito Demegillo Jr.
Occupation : Fisherman
Mother’s Name : Melanie Demegillo
Hardworking, obedient, kind, and respectful.
AWARDS AND HONORS

Senior High School : With Honors
Elementary : With Honors
REFERENCES
Class Adviser
Teacher II
JORGE L. BAYOGUING

GARRY T. JAMILI
OIC, Principal I
Address: Brgy.Acuit, Barotac Nuevo, Iloilo
Mobile No.: 09501168600
Email Address: darniegracev@gmail.com

OBJECTIVE:
Date of Birth :July 4, 2001
Place of Birth : Pototan Provincial Hospital
Sex : Female
Age : 18 yrs. old

Height : 152 cm.
Weight : 40 kg
GRADE LEVEL
SCHOOL YEAR
GRADUATED
Senior High School
Barotac Nuevo National Up to
the present
Science)
Junior High School
Barotac Nuevo National
2017-2018
Elementary School Acuit
Elementary School
2013-2014
FAMILY BACKGROUND
Father’s Name : Bembo Villanueva
Occupation : OFW
Mother’s Name : Desiree Villanueva
Hardworking, kind, obedient, and respectful.
AWARDS AND HONORS
Senior High School : With honors
Junior High School : With Honors
Elementary : With Honors
: Dancer of the Year
REFERENCES
Class Adviser
Teacher II
JORGE L. BAYOGUING
GARRY T. JAMILI
OIC, Principal I


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Republic of the Philippines

TYPES OF SELF ESTEEM AND ACADEMIC PERFORMANCE AMONG

SENIOR HIGH SCHOOL STUDENTS

A Research Paper Presented to the Senior High School

Department of Barotac Nuevo National Comprehensive High

Barotac Nuevo, Iloilo

In Partial Fulfillment of the Requirements in Senior

Inquiries, Investigation, Immersion

Darnie Grace B. Villanueva

Arlene Mae M. Bieren

This study was made possible through the heartwarming

support of a few important people.

Mrs. Jiezel C. Del Castillo, Practical Research II

adviser, for providing us the guidelines that surely

helped us to make this study a success.

For the ever supporting parents of the researchers

in terms of both financial and moral support that are

greatly needed most of the time.

And to our Heavenly Father that guides us all

throughout the way.

This study aimed to find out the self – esteem

and academic performance among senior high school

students. The respondents of this study were the 114

grade 11 HUMSS students of Barotac Nuevo National

Comprehensive High School, during school year 2019-2020

who were chosen through random sampling. Quantitative

Corelational Research Design was used in this study. To

determine the quantitative study of self – esteem and

academic performance among grade 11 HUMSS senior high

school students, a checklist questionnaire about self –

esteem was employed. The data was analyzed using

Pearson Product Moment Corelation. The data was then

edited, coded, classified, tabulated, and presented in

frequency and percentage. The independent variable is

the A Quantitative of self – esteem and the dependent

variable is the Academic Performance ;among senior high

school students. The result was revealed whether the

entire group or classified according to sex and grade

level, there is no significant relationship between the

types of self – esteem and academic performance among

grade 11 Humanities and Social Sciences senior high

Background of the Study

Significance of the Study

Scope and Delimitation 5

II. Review of Related Literature and Studies

Data Gathering Procedure

IV. Results and Discussion

V. Summary, Conclusion and Recommendation

1. The Learner’s Progress and Achievement of Humanities

and Social Sciences.

2. Types of self esteem of Grade 11 HUMSS senior high

3. Levels of Self - Esteem of Grade 11 Humanities

and Social Sciences.

B. Letters to the Respondents

Background of the Study

Self – esteem is an individual subjective

evaluation of their own worth. Self – esteem is an

attractive psychological construct. One important is to

attempts by pro esteem advocates to encourage self –