“EFFECTS OF SELF-ESTEEM ON ACADEMIC PERFORMANCE

OF HUMANITIES AND SOCIAL SCIENCES STUDENTS AT

ARELLANO UNIVERSITY- JOSE RIZAL HIGH SCHOOL’’

A Study Presented to:

Senior High School Department
Arellano University
Jose Rizal High School
Malabon City

In Partial Fulfillment
of the Requirements for
RESEARCH PROJECT

Researchers:
Leader: DIONECIO, JUSTINE MAE,S.
Members:
AGNER ,MARY PAULINE
AMPER, CHARRYL JEAN
BELEN, MELISSA
MORILLO, RONA MAE
SAMERA, JUSTINE MAE
RUECO, ROJANE
CATINA, EDCEL
DE VERA, ALDRIN
FORLAJE ,MHICO JOHN
INFANTE, JOSHUA RIZEN
LOZADA ,AARON JUDE
LAPUZ, JASPERKIDMON
MALUPING, CURT CHRISTOPHER
SAN MATEO, JOSHUA

Research Adviser
TORRES, EDGAR D.
 Table of Contents

Page Number
Acknowledgement………………………………………………. 1
Abstract…………………………………………………………… 2
Introduction
Background of the Study………………………………. 3
Statement of the Problem……………………………… 4
Significance of the Study………………………………. 5
Scope and Delimitation…………………………………. 6
Methodology
Research Design………………………………………… 7
Research Instrument……………………………………. 7
Research Paradigm……………………………………… 8
Treatment of Data………………………………………... 9
Results and Discussion…………………………………………. 10
Conclusion…………………………………………………………. 16
Recommendation…………………………………………………. 17
References………………………………………………….………. 18
Appendix A…………………………………………………………. 19
Appendix B…………………………………………………………. 22
Curriculum Vitae ………………………………………………….. 24
 ACKNOWLEDGEMENT

The researchers acknowledge with sincerest gratitude the following

persons who shared generously their immeasurable support, ideas,

encouragement and profound guidance in making this research possible:

Mrs. Ma. Aileen D. Cruz, Senior High School Principal for her concern

and support to make the researcher move on with this study;

Mr. Edgar D. Torres, our research subject teacher for his

encouragement, generous wisdom and countless guidance to make this

study a fulfilled one;

To the Grade 11 & 12 HUMSS ,ICT ,GAS , ABM ,STEM , HE, as the

respondents of this study, for their participation and honest answering of the

questionnaire that was used for the data of this study;

Above all, to the Almighty God, who made these impossible things to

become possible and for His gracious gift of strength, wisdom and

guidance.
 ABSTRACT
The research entitled The Effects of Self-esteem on Academic

Performance of Humanities And Social Sciences students at Arellano University-

Jose Rizal High School. Low self-esteem is like a trend in most of the students.

Some of the struggles in participating in the discussion or to different Extra Curricular

which result in the doubt of themselves when comes to academics. Many people have

low self-esteem and also cause insecurity. The problem is that their self-esteem may

decrease due to problems and trials in life and in addition low self-esteem can harm

your mental health. It is the discussion or study about the effects of self-esteem on

academic performances of Humanities and Social Science students. The researchers

want to resolve the problem of the effects of self-esteem on the academic

performances of the students.

The researchers distributed 50 questionnaire – questionnaire to

the Grade 11 & 12 of Humanities and Social Sciences at Arellano University –

Jose Rizal High School. Descriptive Method was used to treat the data

gathered. The majority of the respondents are 18 years old and female. The

majority of our respondents is a student that has encounter lacking of self-

esteem. The respondents has answered that Speech and Interview are the

activities that build their self-confidence in school. The positive effects of self-

esteem on the academic performances of the students are being able to be

confident in making decision in school activities. While the negative effects of

self-esteem on the academic performance of students is being perfectionist that

pushing themselves to surpass the inferiority. The best way to foster self-esteem
is stop comparing yourself to other classmates to improve the academic

performance of one students.

INTRODUCTION

Background of the Study

Most people feel bad about themselves from time to time. Feelings of

low self-esteem may be triggered by being treated poorly by someone else

recently or in the past, or by a person's own judgments of him or herself.

This is normal. Low self-esteem, on the other hand, is a constant

companion for far too many people, particularly those who suffer from

depression, anxiety, phobias, psychosis, delusional thinking, or who have

an illness or a disability. 

According to Perkins (2018), self-confidence is related to success in

education, conciliation, and a person's well-being, among other things, and

self-efficacy, self-esteem, and self-compassion are three factors that can

affect a person's level of self-confidence.It is true since students are

constantly pressured to achieve honor, which affects their confidence. Even

though some of them believed that if they gave the wrong answer, students

would be doomed, and this led to a lack of self-esteem and confidence.

Low self-esteem is like a trend in most students. Some of the

struggles in participating in the discussion or to different Extra Curricular

result in the doubt of themselves when comes to academics. Many people

have low self-esteem and also cause insecurity. The problem is that their

self-esteem may decrease due to problems and trials in life and in addition

low self-esteem can harm your mental health. It is the discussion or study

 about the effects of self-esteem on academic performances of Humanities

and Social Science students. The researchers want to resolve the problem

of the effects of self-esteem on the academic performances of the students.

This study provides for every student to be a positive thinker and no fear in

their academic activities and performances.

Statement of the Problem

The researchers aim to know the effects of self-esteem on the

academic performance of the students. Specifically, the researcher seeks to

answer the following questions:

1. Demographic Profile of the Respondents, in terms of:

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Strand

2. What are the activities that build your self - esteem at school?

3. What are the effects of self - esteem on the academic performance of

the students?

3.1 Positive Effects

3.2 Negative Effects

4. How can students foster self- esteem to improve their academic

performance?
Significance of the Study

The result of this study may be beneficial to the following:

 To Students,  this study is the solution and explanation about the problem

for the self-esteem it may help all the students by reading this research to

change their attitude and behavior and gain more knowledge.

 To Teachers, the explanation about what is happening or feelings of

every student who experienced the problem of having low self - esteem and

it may give the teachers an understanding about it.

 To School Administrators, this study may help the administrators to gain

knowledge about self-esteem of the students and  give them an idea to

conduct a plan or program in school to boost the self-esteem of the

students.

 To Parents,  this study gains knowledge by reading this research and

giving them an idea about what happening for their children.

 To Future researchers, this study may help them by giving an idea about

our research and it can provide for them an explanation for their own

research.

Scope and Delimitations

The general intent of this study is to know the effects of self-

esteem on academic performance of Humanities and Social Science

students at Arellano University - Jose Rizal Campus. This study will be

 delimited to 25 Grade 11 students and 25 Grade 12 students of Arellano

University- Jose Rizal Campus for the school year 2020-2021.

Definition of Terms

1. Cognitive - based on or capable of being reduced to empirical factual

knowledge.

2. Demographics - the statistical characteristics of human populations (such as

age or income) used especially to identify markets

3. Dimension- a measurable extent of some kind, such as length, breadth,

depth, or height.

4. Phenomenon-Is an event or problem in the society that need to take a lot of

attention.

5. Perceived- regarded in a specified way —used to say how something or

someone is seen or thought of.

6. Progressive-relating to, or constituting an educational theory marked by

emphasis on the individual child, informality of classroom procedure, and

encouragement of self-expression

7. Constitute-to make up or form something, to be the same as something, to be

equivalent to something, to establish or create (an organization, a government,

etc.)
 METHODOLOGY

Research Design

The researchers employed the descriptive method survey design. Ary

(2010) stated that, research design is the researcher’s plan of how

proceed to gain an understanding of some group or some phenomenon in

its context.

Research Instrument

The researchers used modified checklist in performing survey to respondents.

This research instrument consists of the series of indicators and other

prompts for the purpose of the gathering of information from the

respondents.

Research Paradigm

Conceptual Framework

The conceptual framework of the study illustrates the paradigm

presented through the Input-Process-Output model.

INPUT PROCESS OUTPUT

Effects of Self-Esteem
-Data Gathering - Motivates students to
On the Academic
through
Performance on the participate and be

Academic  Questionnaire confident to socialize

Performance Senior
with other teachers or
High School at
-Presentation, students.
Arellano University
Analysis and
Senior High School-
Treatment of Data

To analyze the accumulated information, the researchers have the

accompanying statistical methods:

1. Percentage:

(%) P = F/N X 100

Where:

% = percentage of distribution

F = total number of responses

N = total number of respondents

2. Weighted Mean:

Wm=
∑f
n

Where:

Wm = weighted mean

∑F = summation of total number of responses

N = total number of respondents

RESULTS AND DISCUSSION

This chapter presents the data collected from the respondents through the checklist

questionnaire distributed by the researchers. The data were interpreted in tabular

form and were given in-depth analysis.

TABLE 1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS

TABLE 1.1 AGE

Age Frequency Percentage Rank

18 years old 25 50% 1

17 years old 16 32% 2

19 years old 5 10% 3

20 years old 2 4% 4

16 years old 1 2% 5

21 years old 1 2% 5

TOTAL: 50 100%

Table 1 shows the demographic profile of respondents according

to age. It shows that the age 18 has a frequency of 25 or fifty percent

(50%). Age 17 has a frequency of 16 or thirty-two percent (32%). Age 19

has a frequency of 5 or ten percent (10%). Age 20 has a frequency of 2 or

four percent (4%). And lastly, age 16 and 21 has a frequency of 1 or two

percent (2%). The data implied that teenagers or some adults experience a

lack of being confidence.

TABLE 1.2 GENDER

Gender Frequency Percentage Rank

 Female 29 58% 1

Male 21 42% 2

TOTAL: 50 100%

Table 1.2 shows the demographic profile of the respondents

according to gender. Rank 1 is female which has 29 or 58% of the total

respondents. While rank 2 the male has 21 or 42% respondents.  The data

revealed that female respondents are more than male.

TABLE 1.3 GRADE LEVEL

Grade Level Frequency Percentage Rank

Grade 12 40 80% 1

Grade 11 10 20% 2

TOTAL: 50 100%

Table 1.3 shows the demographic profile of the respondents according

to Grade Level. It shows that the total frequency of Grade 12 students has a

frequency of 40 or eighty percent. (80%). Grade 11students has a

frequency of 10 or twenty percent (20%). The data revealed that the Grade

12 students have the most number of respondents who answered the given

questionnaires.

TABLE 1.4 STRAND

 Strand Frequency Percentage Rank

HUMSS 17 34% 1

ABM 13 26% 2

STEM 12 24% 3

HE 5 10% 4

GAS 2 4% 5

ICT 1 2% 6

TOTAL: 50 100%

Table 1.4 shows the demographic profile according to strand. Where

17 or thirty- four percent (34%) of respondents are HUMSS students, 13 or

twenty-six percent (26%) of respondents are ABM students, 12 or twenty-

four percent (24%) of respondents are STEM students, 5 or ten percent

(10%) of respondents are HE students, 2 or four percent (4%) of

respondents are GAS students. And lastly, 1 or two percent (2%) of

respondents are ICT students. The data revealed that most of the

respondents are HUMSS, ABM and STEM students.

TABLE 2. ACTIVITIES THAT BUILD SELF- CONFIDENCE AT

SCHOOL
 Activities That Build Self- Frequency Percentage Rank
Confidence At School

Speech 12 24% 1

Interview 11 22% 2

Music Activities (Singing & 10 20% 3

Playing Instrument)

Role Playing 8 16% 4

Others 5 10% 5

Debate 4 8% 6

TOTAL: 50 100%

Table 2 shows the activities that build self - confidence at school.

Rank 1 “Speech” got the highest frequency of 12 or twenty- four percent.

Rank 2 “Interview” got the frequency of 11 or twenty- two percent. Rank 3

“Music Activities like Singing and Playing Instruments got the frequency of

10 or twenty percent. Rank 4 “Role Playing” got the frequency of 8 or

sixteen percent. Rank 5 “Others such as making video presentation and

finding yourself” got the frequency of 5 or ten percent. While, rank 6

“Debate” got the least frequency of 4 or eight percent. The findings showed

that Speech and Interview are the activities that build self- confidence at

school.
 TABLE 3. EFFECTS OF SELF - ESTEEM ON THE ACADEMIC
PERFORMANCE OF THE STUDENTS
Table 3.1 Positive Effects

Verbal
Weighted
Positive Effects Interpretatio Rank
Mean
n
Confident in your ability to make
3.84 AGREE(A) 1
decisions in school activities.
Actively participate in different school
activities(recitation and group 3.78 AGREE(A) 2
activity)
Handle criticism without taking it
personally with the knowledge that 3.76 AGREE(A) 3
are learning.
Can easily concentrate on solving
3.58 AGREE(A) 4
problems.
Enjoy a healthy balance of studies and
3.36 NEUTRAL(N) 5
relaxation.

Table 3.1 shows the positive effects of self - esteem on the academic

performance of the stduents. Rank 1 “Confident in your ability to make

decisions in school activities’’ with weighted mean of 3. 84 and verbal

interpretation of Agree. Rank 2 “Actively participate in different school

activities(recitation and group activity)’’ with weighted mean of 3.78 and

verbal interpretation of Agree, Rank 3 ‘’Handle criticism without taking it

personally with the knowledge that are learning’’ with weighted mean of

3.76 and verbal interpretation of Agree. Rank 4 ‘’ Can easily concentrate on

solving problems.’’ With weighted mean of 3.58 / Agree. Lastly, rank 5

‘’Enjoy a healthy balance of studies and relaxation’’ with weighted mean of

3.36 and verbal interpretation of Neutral. This findings showed that the

positive effects of self - esteem on the academic performance is being

confident in your ability to make decisions in school activities

Table 3. NEGATIVE EFFECTS

 Weighted Verbal
Negative effects Rank
Mean Interpretation
Perfectionist(push themselves and
become an one over active to ‘’atone’’ 3.46 AGREE(A) 1
for what they see as their inferiority.
Relationship consequences ,which can
result from being too concerned with
3.34 NEUTRAL(N) 2
your capacities and performance not
enough with members or classmates.
Missed opportunities such as not taking
on projects because they seem to easy 3.18 NEUTRAL(N) 3
or beneath your abilities.
School consequences, such as coming off
as overly conceited without requisite 3.16 NEUTRAL(N) 4
skill.
Not listening to others opinions and
2.72 NEUTRAL(N) 5
suggestions during activities.

Table 3. 2 shows the negative effects of self - esteem on the academic

performance of the stduents. Rank 1 “Perfectionist (push themselves and become
an one over active to ‘atone’ for what they see as their inferiority)’’ with weighted
mean of 3.46 and verbal interpretation of Agree. Rank 2 “Relationship
consequences ,which can result from being too concerned with your capacities
and performance not enough with members or classmates’’ with weighted mean of
3.34 and verbal interpretation of Neutral. Rank 3 “Missed opportunities such as not
taking on projects because they seem to easy or beneath your abilities ” with
weighted mean of 3.18 and verbal interpretation of Neutral. Rank 4 “School
consequences, such as coming off as overly conceited without requisite skill’’ with
weighted mean of 3.16 and verbal interpretation of Neutral. Lastly, the rank 5 “Not
listening to others opinions and suggestions during activities’’ with weighted mean
of 2.72 and verbal interpretation of Neutral.This findings showed that the negative
effects of self - esteem on the academic performance is being Perfectionist that
push themselves and become an one over activie to “atone” for what they see as
their inferiority.

TABLE 4. WAYS TO FOSTER SELF- ESTEEM TO IMPROVE THEIR

ACADEMIC PERFORMANCE

Ways To Foster Self- Esteem To Weighted Verbal

 Improve Their Academic Mean Interpretation Rank
Performance
Stop comparing yourself to other 4.20 AGREE 1
classmates.
Provide opportunities to give feedback 4.18 AGREE 2
to students not just grades.
Get help from teacher and other 3.94 AGREE 3
helpers.
Read inspirational and motivational 3.90 AGREE 4
books and spend as much time as
you can with positive and up-lifting
people.
Make a list of your accomplishment in 3.74 AGREE 5
school.
Encourage students to advocate for 3.40 NEUTRAL 6
themselves.
Table 4 shows the ways to foster self - esteem to improve their

academic performance. Rank 1 "Stop comparing yourself to other classmates" with a

weighted mean 4.2 and verbal interpretation of Agree. Rank 2 "Provide opportunities to

give feedback to students not just grades" with a weighted mean 4.18 and verbal

interpretation of Agree. Rank 3 "Get help from teacher and other helpers" with a

weighted mean 3.94 and verbal interpretation of Agree. Rank 4 "Read inspirational

and motivational books and spend as much time as you can with positive and up-lifting

people" with a weighted mean 3.90 and verbal interpretation of Agree. Rank 5 "Make a

list of your accomplishment in school" with a weighted mean 3.74 and verbal

interpretation of Agree. Lastly, the rank 6 "Encourage students to advocate for

themselves" with a weighted mean 3.40 and verbal interpretation of Neutral. The data

revealed that the best ways to foster self - esteem to improve their academic

performance is stop comparing yourelf to other classmates.

CONCLUSIONS

Based on the significant findings of this study, the following conclusions

were drawn:
1. The majority of the respondents are 18 years old and female.Most of the

respondents are from Grade 12 HUMSS strand.

2. The majority of respondents indicated that Speech and Interview are the

activities that help them develop their self-confidence in school.

3. The positive effects of self-esteem on academic performance of students is

being able to make decisions in school activities with confidence. While the

negative effects of self-esteem on academic performance of students are

being perfectionists who push themselves to overcome inferiority.

4. The best way to boost self-esteem to improve students' academic

performance is to stop comparing yourself to your classmates.

 RECOMMENDATIONS

After carefully considering the findings and the conclusions of the data gathered,

some of the recommendations are as follows:

1. Students - should step outside of their comfort zone and begin interacting with other

students. Accepting one's own failures and using them to grow is essential. They should also

avoid comparing themselves to others if they want to improve their self-esteem at school.

2. Parents- should begin to discuss schooling and healthy competition with their children.

Accepting their failures and offering advice is essential if they are to have the courage to

learn and strive more. They should also teach their children not to compare themselves to

others.

3. Teachers- should encourage students to make confident decisions in school activities. They

should also motivate the students to give it their best  in every task they perform. Aside from

that, make activities, such as speeches and interviews, that will boost their self-esteem.

4. Future Researchers- should conduct an extensive study on effects of self-esteem on the

academic performance of the students

 REFERENCES

 Palavan 2017, American International Journal of Social Science Research; Vol., 5

Published by Centre for Research on Islamic Banking & Finance and Business,

USA

 Perkins 2018, American International Journal of Social Science Research; Vol., 5

Published by Centre for Research on Islamic Banking & Finance and Business,

USA

 (Earl and Orth 2013), The Link Between Self-Esteem and Social Relationships: A

Meta-Analysis of Longitudinal Studies Michelle A. Harris and Ulrich Orth.

 Ary 2010, Introduction to Research in Education. Wadsworth: Cengage Learning

 APPENDIX A

A. Survey - Questionnaire

Arellano University
Jose Rizal Campus
Gov. Pascual Ave. Malabon City
921-27-44
Senior High School Department

Name (Optional):___________________________ Age:_________

Gender:_______________

Directions: Please check (√) the number that suits your answer in the following questions.

1. What are the activities that build yourself-esteem at school? (Choose only 1 answer)
A. Interview

B. Debate

C. Speech

D. Role Playing

E. Music Activities(Singing & Playing Instrument)

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

(POSITIVE EFFECTS)

Strongly Strongly
Disagree Disagree Neutral Agree Agree
1. Confident in your ability to make decisions
in school activities.

2. Can easily concentrate on solving

problems.
3. Enjoy a healthy balance of studies
and relaxation.
4. Handle criticism without taking it personally,
with the knowledge that you are learning
5. Actively participate in different school
activites (Recitation & Group Activity)

(NEGATIVE EFFECTS)

Stron Strongl
gly Disa Neutr y Agree
Disagr gree al Agree
ee
Perfectionism( push themselves and become
an over-achiever to ‘atone’ for what they see
as their inferiority)
Missed opportunities, such as not taking on
projects because they seem to easy or
beneath your abilities
School consequences, such as coming off as
overly conceited without the requisite skill
Relationship consequences, which can result
from being too concerned with your capacities
and performance and not enough with
members or classmates.
Not listening to others opinions and
suggestions during group activities.

3.How can students foster self- esteem to improve their academic performance?

Strongly Strongly
Disagree Disa Neutra Agree Agree
gree l
Read inspirational and motivational books
and spend as much time as you can with
positive and uplifting people
Make a list of your accomplishments in
school.
Stop comparing yourself to other classmates.
Get help from teachers & other helpers
Encourage students to advocate for
themselves
Provide opportunities to give feedback to
students—not just grades
 APPENDIX B

A. Tally Sheet

TABLE 2. ACTIVITIES THAT BUILD SELF- CONFIDENCE AT SCHOOL

Activities That Build Self- Confidence At Frequency Percentage Rank
School
Speech 12 24% 1
Interview 11 22% 2
Music Activities (Singing & Playing 10 20% 3
Instrument)
Role Playing 8 16% 4
Others 5 10% 5
Debate 4 8% 6
TOTAL: 50 100%

Weighted Verbal
Positive Effects Rank
Mean Interpretation
Confident in your ability to make decisions in
3.84 AGREE(A) 1
school activities.
Actively participate in different school 3.78 AGREE(A) 2
activities(recitation and group activity)
Handle criticism without taking it personally 3.76 AGREE(A) 3
with the knowledge that are learning.
Can easily concentrate on solving problems. 3.58 AGREE(A) 4
Enjoy a healthy balance of studies and 3.36 NEUTRAL(N) 5
Weighted Verbal
relaxation.
Negative effects Rank
Mean Interpretation
Perfectionist(push themselves and become an
one over active to ‘’atone’’ for what they see as 3.46 AGREE(A) 1
their inferiority.
Relationship consequences ,which can result
from being too concerned with your capacities
3.34 NEUTRAL(N) 2
and performance not enough with members or
classmates.
Missed opportunities such as not taking on
projects because they seem to easy or beneath 3.18 NEUTRAL(N) 3
your abilities.
School consequences, such as coming off as 3.16 NEUTRAL(N) 4
overly conceited without requisite skill.
Not listening to others opinions and
2.72 NEUTRAL(N) 5
suggestions during activities.
WAYS TO FOSTER SELF- ESTEEM TO IMPROVE THEIR ACADEMIC PERFORMANCE
Ways To Foster Self- Esteem To Improve Weighted Verbal Rank
Their Academic Performance Mean Interpretation
Stop comparing yourself to other classmates. 4.20 AGREE 1
Provide opportunities to give feedback to 4.18 AGREE 2
students not just grades.
Get help from teacher and other helpers. 3.94 AGREE 3
Read inspirational and motivational books and 3.90 AGREE 4
spend as much time as you can with positive
and up-lifting people.
Make a list of your accomplishment in school. 3.74 AGREE 5
Encourage students to advocate for 3.40 NEUTRAL 6
themselves.