i

LEVEL OF SELF-ESTEEM AND THE ACADEMIC PERFORMANCE

OF GRADE-11 HUMANITIES AND SOCIAL SCIENCES OF
AGUSAN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL

A Research Paper Presented to the Faculty of

AGUSAN NATIONAL HIGH SCHOOL
Senior High School
Butuan City, Philippines
In Partial Fulfillment of the Requirements for the Subject
Inquiries, Investigation and Immersion (Quantitative Research)

Aclan,Carlo Ben Pagaran

Bequibel, Karl Vincent
Bolonias,Brill John Padernal
Plaza,Karlevenalyn Bekah Penaso
Timtim,Velynda Pepito
Villa,Rosemarie Larano
Villamor,Jhondel Pontevera

MAY 2023
 ii

APPROVAL SHEET

This I’3 Paper with the title “ LEVEL OF SELF-ESTEEM AND THE ACADEMIC

PERFORMANCE OF GRADE 11 HUMANITIES AND SOCIAL SCIENCES OF

AGUSAN NATIONAL HIGH SCHOOL-SENIOR HIGH SCHOOL” prepared and

submitted by Carlo Ben Aclan, Karl Bequibel, Brill John Bolonias, Karlevenalyn Bekah

Plaza, Velynda Timtim, Rosemarie Villa, Jhondell Villamor in partial fulfillment of the

requirements for the course of Inquiries, Investigation, and Immersion, has been examined

and recommended for acceptance and approval for Oral Examination.

JESSIERIEL P. ABASTILLAS
Adviser
 iii

PANEL OF EXAMINERS

Approved in partial fulfillment of the requirements for the course Practical Research 2 by
the Oral Examination Committee on November 22, 2022 with a grade of PASSED.

JENNY FLORES LEAVIEN CHELLUH F. ESCRIN

Panel Member Panel Member

FEMY ANN CIMACIO

Panel Member

Accepted and approved in partial fulfillment of the requirements for the course
Practical Research 2.

AMALIA BOCO- RINGOR, DevEdD

Academic Track Head

GEWARESEL T. CARLOS, PhD

P II, SHS- Assistant Principal

DENNIS R. ROA, DPA

P IV, School Principal
 iv

ACKNOWLEDGMENT

The completion of this research study would not have been possible without the support

and assistance of several individuals and organizations. The researchers would like to extend

their heartfelt appreciation and gratitude to the following persons:

First and foremost, we express our deepest gratitude to our Inquiry, Investigation, and

Immersion adviser, Mrs. Jessieriel Abastillas, for her unwavering guidance, patience, and

support throughout the research process. Her expertise, constructive feedback, and

encouragement have been instrumental in shaping and refining our research study.

Furthermore, we would like to thank the respondents who participated in our study, for

their valuable time, cooperation, and willingness to share their thoughts and experiences with us.

Their contributions have provided us with important insights and perspectives essential to this

research study's completion.

We would like to take this opportunity to express our heartfelt gratitude to God for His

unwavering love, guidance, and protection throughout the completion of this research study.

Without His grace and wisdom, we would not have been able to overcome the challenges and

obstacles that we encountered along the way. May all the glory and honor be given to Him.

Once again, we express our sincere gratitude and appreciation to everyone who has

contributed to the success of this research study.

The Researchers
 v

DEDICATIONS

This research study is dedicated to the following individuals, who have been a

constant source of inspiration and motivation throughout our academic journey:

To our beloved families, who have supported us unconditionally and encouraged

us to pursue our dreams. Your love, patience, and unwavering support have been our

pillars of strength, and we dedicate this research study to you.

Mrs. Rosalie L. Villa

Mrs. Angelle Mae A. Robles

Mrs. Winifrida P. Penaso

Mrs. Mery Ann L. Pagaran

Mrs. Ramilyn P. Bolonias

Mrs. Dinky Dolera Bequibel

 vi

ABSTRACT

This study aimed to investigate the relationship between self-esteem and academic

performance among Grade-11 HUMSS students in Agusan National High School - Senior High

School. The study employed a descriptive-correlational research design, and 289 respondents

were selected using stratified random sampling. The overall mean self-esteem score was 2.89,

indicating that the respondents had a high level of self-esteem. However, the study found that

self-esteem significantly predicts students' academic performance. The student’s academic

performance was generally very satisfactory, with an average of 88.80, indicating that they had a

strong grasp of the subject matter and had maintained their academic performance over time.

Statistical analysis revealed that there is a significant relationship between self-esteem and

academic performance, as the p-value. Therefore, reject the null hypothesis, which stated that

there is a relationship between self-esteem and academic performance. These results highlight

the importance of considering other factors that may influence academic performance. The

study's findings may be useful for educators and school administrators in developing effective

strategies to enhance students' academic performance. The study's limitation is that it only

examined the relationship between self-esteem and academic performance among Grade-11

HUMSS students in one school, which may limit the generalizability of the results. Future

research should explore the relationship between self-esteem and academic performance among

other student populations and in different educational settings.

Keywords: Self-esteem, Grade-11 HUMSS students, Academic performance.

 vii

TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iv

DEDICATION v

ABSTRACT vi

TABLE OF CONTENTS vii

LIST OF TABLES ix

LIST OF FIGURES x

LIST OF ACRONYMS xi

CHAPTER

I THE PROBLEM 1

Introduction 1
Theoretical/ Conceptual Framework 2
Statement of the Problem 4
Scope and Limitation of the Study 4
Definition of Terms 5
Significance of the Study 6

II REVIEW RELATED LITERATURE 7

III RESEARCH METHODOLOGY 13
Research Design 13
Research Environment 14
Research Respondents 15
 viii

Research Instruments 16
Data Gathering Procedures 17
Statistical Treatment 18
Ethical Considerations 19

IV PRESENTATION, ANALYSIS AND 21

INTERPRETATION OF DATA
V SUMMARY OF FINDINGS, CONCLUSIONS, AND 25
AND RECOMMENDATIONS
Summary of Findings 25
Conclusions 26
Recommendations 26

REFERENCES xi

APPENDICES xiv

CURRICULUM VITAE xix

 ix

LIST OF TABLES

Tables Title Page

1.1 The Researchers Participants (Grade 11-HUMSS) 15

1.2 Scaling on the Level of Self-esteem of Grade-11 HUMSS Students 16
1.3 Rating on the Level of Academic Performance of Grade 11-HUMSS 17
Students
1.4 Pearson’s R 17
2.1 The Level of Self-esteem of Grade-11 HUMSS Students 22
2.2 Academic Performance of all Grade-11 HUMSS Studets 23
2.3 Descriptive Correlational Analysis Between Self-esteem and the 24
Academic Performance of Grade-11 HUMSS Students
 x

LIST OF FIGURES

Figure Title Page

1 Conceptual Framework of the Study 3

2 Map of Agusan National High School- Senior High 15

School Highlighting location of the study.

 xi

LIST OF ACRONYMS

(Alphabetical Order)

ABM Accountancy, Business, and Management

ANHS-SHS Agusan National High School-Senior High School

HUMSS Humanities and Social Sciences

STEM Science, Technology, Engineering, and Mathematics

 1

Chapter I

The Problem

This chapter presents the introduction as an overview of what the study is all about to

show its importance, the theoretical and conceptual framework, the statement of the problem,

the statement of hypothesis, the significance of the study, and the definition of terms.

Introduction

Self-esteem refers to an individual's overall subjective evaluation of their own worth,

value, and competence. It involves the beliefs, thoughts, and feelings one has about oneself

and plays a crucial role in shaping one's self-image and behavior. Self-esteem is often

categorized into two main types: high self-esteem and low self-esteem, with high self-esteem

reflecting positive self-regard and confidence, and low self-esteem reflecting negative self-

perception and self-doubt. Today, self-esteem is considered one of the influential

factors that affect students' academic achievement (Aryana, 2010). High self-esteem

is believed to lead to high academic achievement as it reflects how we view and

regard ourselves (Blouin, 2022). This construct emerges when students compare

their self-evaluation with actual performance on a variety of tasks. Moreover, this

comparison between the perceived self and the ideal self is very crucial, especially

during adolescence, as they encounter the challenges of developing their age (Sirin

and Rogers-Sirin, 2004).

Research has documented that people with high self-esteem typically perform

better academically, have stronger social interactions, enjoy better mental and

physical health, and exhibit less antisocial behavior (Blouin, 2022). However,

having high self-esteem does not necessarily guarantee high academic performance.
 2

For example, extroverts with high anxiety levels may find it difficult to study or

achieve good grades, despite their high self-esteem (Gray, 2018).

On the other hand, low self-esteem can lead to students doubting their ability

to succeed, making them hesitant to engage in learning or take appropriate academic

risks, resulting in low academic performance or grades (Zhao, 2021). However,

having low self-esteem does not always result in low academic performance, as

some introverted students may have low self-esteem but still achieve high academic

performance or higher grades (Rubie et al., 2004).

In conclusion, while high self-esteem is typically associated with higher

academic performance, it is not a guarantee. Students with low self-esteem may still

achieve high academic performance, and vice versa. It is essential to recognize that

students' self-esteem should not be the sole focus, as there are other factors that

contribute to their academic success.

The objective of conducting this study is to examine the relationship between

self-esteem and the academic performance of students. The aim is to understand how

self-esteem, whether how influences students' academic performance and to explore

the complexities and nuances of this relationship. By investigating the impact of

self-esteem on academic achievement, researchers can gain insights into the factors

that contribute to students’ success in the educational setting.

Theoretical Framework

This research is anchored to the theory of The Psychology of Self-Esteem by

Nathaniel Branden in 1969. The author proposes an integrated definition and theory of self-

esteem that merges models from developmental, social, and clinical psychology. He identifies
 3

optimal, shared sources of self-esteem that he combines into a multidimensional model called the

Intrapersonal Sources of Self-Esteem Theory.

Based on this multidimensional theory, he designed a qualitative and quantitative

measuring instrument, the Self-Esteem Sentence Completion Instrument, to assess people's

sources of self-esteem. He discusses research that applies this instrument, which suggests

promising results in understanding self-esteem. Finally, he suggests a clinical application of the

theory within a cognitive-behavioral therapy paradigm. This means that this theory is suitable for

this study and shows how a lack of self-esteem affects students’ academic performance.

Conceptual Framework

Independent Variable Dependent Variable

Level of Self-esteem Academic Performance

Figure 1. Conceptual Framework of the Study

The conceptual framework above showed the independent variables which are the

level of self-esteem to view themselves as active and capable persons, to the dependent

variables which are the academic performance extent to which a student has attained their

short or long-term educational goal.

 4

Statement of the Problem

The purpose of this research study is to determine the “Self-esteem and the Academic

Performance” of the students.

Hence, the study would answer the following problems:

1. What is the level of self-esteem of the respondents?

2. What is the academic performance of the respondents?

3. Is there a significant relationship between self-esteem and academic performance?

Statement of Hypothesis

The study will be guided by the following hypothesis tested at a .05 level of its

significance:

Ho1: There is a significant relationship between self-esteem to the academic

performance of the Grade-11 HUMSS students.

Scope and Limitation of the Study

This study focuses on the self-esteem of the students in grade 11 Humanities and

Social Sciences. The data collected will be conducted to all Grade-11 of Agusan National

High School-Senior High School, the school year 2022-2023 who would represent the

population. The main purpose of this study is to point out the relationships between self-

esteem and aim to determine whether self-esteem has a significant relationship to academic

performance among students. The study would be done through the utilization of

questionnaires for the students as a survey and reference.

 5

Definition of Terms

The following terms used in the studies are operationally defined.

Academic Performance is defined by students’ reporting of past semester

CGPA/GPA and their expected GPA for the current semester. The grade point average or

GPA is now used by most tertiary institutions as a convenient summary.

General Average (GA) is the average of grades in all subjects taken, and also the

result of combining the performance rating based on the screening criteria or subject. It

serves as the indicator of a student's academic performance in a given semester or school

year.

Self-esteem was the confidence in one's own worth or abilities, encompassing the

positive high self-esteem or negative low self-esteem feelings that individuals have about

themselves. Positive feelings of high self-esteem were experienced when individuals

believed they were good and worthy and perceived positively by others. Conversely, negative

feelings of low self-esteem were experienced when individuals believed they were

inadequate and less worthy than others.

 6

Significance of the Study

The results of this study will significantly contribute much knowledge and learning

that will give substantial benefits to the following:

Students. The significance of this study could help the students to know their self-

esteem could be affected by their academic performance.

Teachers. They could help the students to encourage them and give them full

attention in terms of physical, emotional, and academic status. This study aims to provide

teachers with insights into the relationship between self-esteem and academic performance.

By raising awareness of the impact of low self-esteem on students' academic outcomes,

teachers can implement preventive measures and interventions. This includes identifying

students with low self-esteem, providing targeted support, promoting inclusive teaching

strategies, fostering a positive classroom culture, and collaborating with other professionals.

By addressing self-esteem issues, teachers can help improve students' academic performance

and create a supportive learning environment.

ANHS School Administrators. They can also benefit from this study for this can be

their basis for creating a method on how they going to help their students.

Future Researchers. Research improves services and treatments not just for us but

also for future generations. It serves as a guide and reference for who will carry out and also

it helps develop new tests for diagnosis, treatments, and processes that, could eventually help

the students or even future researchers

 7

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Self-esteem is one of the common factors of students in achieving academic

performance and the level to which students feel confident in themselves, valuable, and

deserving of respect is referred to as self-esteem. Researchers have explored the

psychological factors (other than classroom teaching and learning methods) that affect

academic performance, and this scholarship has concluded that academic engagement can

effectively predict students’ current academic performance (Hershberger and Jones, 2018)

and also influence their future functional growth (Fredricks et al., 2016).

Self-esteem can also have a significant impact on academic success. A student's drive

to learn, her capacity to concentrate, and her willingness to take chances can all be affected

by low self-esteem. Students with low self-esteem are uncertain of themselves. They might

decide not to take part if they believe others won't accept them. They might permit unfair

treatment from others. They could find it difficult to advocate for themselves. They can quit

easily or not even attempt (Shore 2011).

Existing literature suggests that high academic engagement promotes academic

achievement (Johnson and Sinatra, 2013), improves physical and mental health (Wefald and

Downey, 2009), enhances students’ school adjustment ability (Wang and Fredricks, 2013),

and reduces students’ dropout decisions (Fan and Williams, 2010). -Therefore, students who

have healthy self-esteem are aware of and embrace both their strengths and limitations, as

well as their talents and flaws. Healthy self-esteem contributes to feelings of worth and
 8

security. If you have healthy self-esteem, you are more likely to have positive relationships

with others. (Lancer 2016). Students’ confidence enables them to do their best at school or

tasks. Healthy self-esteem helps you maintain a positive outlook even when you don’t meet

expectations, as you can be more open to feedback and growth opportunities. Your self-

acceptance frees you from the need to conform in order to be accepted by others. When your

self-esteem is healthy, you are less likely to develop mental health conditions, such as

depression, anxiety, eating disorders, or addictions.

On the other hand, Bacco & Tabbada (2019) mentioned that self-esteem has a

significant relationship with students’ academic performance. Instead, they found several

factors in their investigation. The factors include motivation, study habits, and learning

environment which is an important predictor of students’ academic success. In contrast,

Ramos (2019) also investigated relationship between self-esteem and academic achievement

of Senior High School students in the Philippines. It was found that self-esteem is positively

associated with student academic achievement and recommended that students with high

self-esteem are most likely to perform better academically. These are two types of self-

esteem the high and low self-esteem

According to Heidi Grant (2012) that even though a student had high self-esteem

could result in low academic performance. High self-esteem does not make you a more

effective leader, a more appealing lover, more likely to lead a healthy lifestyle, or more

attractive and compelling in an interview. It follows that even if you have high self-esteem, it

doesn't necessarily translate into high academic achievement because each student has a

unique set of abilities that affect how well they perform in class. Therefore, it depends on
 9

how the students approach their studies. Mostly students with high self-esteem get high

grades and some students with high self-esteem get low grades.

Studies have consistently shown a positive relationship between self-esteem and

academic performance among students. For example, in a study by Laranjo (2015), a positive

correlation was found between self-esteem and academic performance among college

students in a Philippine university. Similarly, Bautista and Tuazon (2018) found a positive

correlation between self-esteem and academic performance among college students in the

Philippines. These findings suggest that students with higher self-esteem are more likely to

perform well academically.

In this study, Bautista and Tuazon (2018) investigate the connection between self-

esteem, academic success, and career aspirations among college students in the Philippines.

They discovered a positive correlation between self-esteem and academic success, indicating

that higher self-esteem is linked to better academic success. Additionally, they discovered

that the association between academic achievement and job aspirations is somewhat

mediated by career aspirations.

Low self-esteem makes it difficult to make decisions. If your self-esteem is low, you

depend excessively on the approval of others. Lacking confidence, you tend to avoid taking

risks because you fear failure. You generally expect to be unsuccessful, and you are overly

self-critical when you make mistakes. You frequently put yourself down and tend to

disregard compliments you receive. Having a negative view of yourself increases your

chances of having unhealthy relationships with others (Horkovska 2022). Low academic

engagement among adolescents can lead to academic failure, dropping out of school, drug

abuse, juvenile crime, and the increase of negative emotions such as anxiety and depression
 10

(Leslie et al., 2010; Li and Lerner, 2011). Low self-esteem is often linked to depression or

anxiety. If your emotions feel overpowering or out of control, one way to build self-esteem

around this issue is to learn to manage your mood and gain control over your feelings. Some

people are able to do this with the help of friends and family. Others need to work with a

mental health professional to manage the problems that may lie beneath the surface of low

self-esteem (Ponton 2016). And these are the emotions students feel and experience when

they experience a difficult moment within themselves or a lack of self-esteem.

As the researchers conduct this study they know that not everyone had low self-

esteem can lead to low academic performance or low grades, some like introverted people

are one of the best examples of having high grades. According to (Casarella, 2022) this

means that they feel more comfortable focusing on their inner thoughts and ideas, rather than

what’s happening externally. They enjoy spending time with just one or two people, rather

than large groups or crowds they may concentrate on their academics without worrying about

others. Some of them achieved high scores in their academic performance because they

preferred to avoid social interaction and concentrate on their academics. Research shows

introverts more readily regulate impulsive responses and avoid risks, may be able to think

more quickly, concretely, and creatively and get better grades. Some students with low self-

esteem have high grades, thus not everyone with low self-esteem will receive low grades.

On the other hand, having high and low self-esteem is one of the fundamentals of

academic achievement since it creates a solid framework for learning and one of the building

blocks of school success; it provides a firm foundation for learning. Feelings of value and

security are influenced by healthy self-esteem. Positivity in relationships with others is more
 11

possible if you have a good sense of self. You can perform at your highest level at work or

school because of your confidence (Shore 2011).

The academic success of students is influenced by a variety of factors, including the

learning styles of the students, the credentials of the teachers, and the standard of the learning

environment. Additionally, teachers play a key role in pupils' good self-esteem and improved

academic achievement. Teachers, who are the human resources in charge of achieving the

unique goals of education, are seen as factors influencing the process, even though the

educational institution's capacity to meet social expectations depends on the effective use of a

variety of resources like curriculum, hardware, etc. What is required of the teacher is the

formation of healthy, self-reliant individuals who will steer the growth of societies, which is

the primary starting point of all functions. Therefore, due to the nature of growth, teachers

should be able to create student-teacher connections that will guarantee the acquisition of

behaviors that will enhance the learner's quality of life by facilitating the learning process

(Bonney 2015). This study's primary goal was to ascertain the relationship between perceived

teacher behaviors on students' self-esteem and attitudes toward learning in the context of

studies aiming at changing the nature of the student.

The results demonstrate the need for the teachers and school administrators to not just

guide the students, but also to encourage and inspire them to believe and have trust in

themselves. This may somehow affect their academic performance in becoming academically

excellent, that’s why it is very important that students must have high self-esteem. A

personal development seminar or workshop must implement to help the students to boost

their trust and belief in themselves. Even parents should be aware that students need

guidance and attention. They have issues that they are dealing with which they are not
 12

familiar with yet. As parents, they have to provide enough time to have small talk and also be

their encouragers to be excellent despite the hardships they are going through (Gavarra,

Vitales, Cabie, Estremos, Santos, Tamon 2019)

Need for parents to help their students experiencing and struggling, they should give

assistance and support to them. The teachers must also be their source of motivation that in

spite of different academic requirements need to comply; they should still work with joy and

passion in reaching academic success. Students can still maintain productivity even under

pressure. (Madungit, Bagapuro, Tamon, Montaos, Laoreno, Gutierrez 2019)

On the other hand, there are also found that the authors examined the relationship

between self-esteem and academic performance among college students in the Philippines.

According to Cruz, et al. (2014), the findings of the study indicated a significant positive

relationship between self-esteem and academic performance. Higher levels of self-esteem

were associated with better academic performance among Filipino college students. The

study also found that academic motivation partially mediated the relationship between self-

esteem and academic performance.

Overall, while the relationship between self-esteem and academic performance may

vary depending on the context and the population being studied, and this led the researchers

to further explore the self-esteem and academic performance of the students.

 13

Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, research environment, research

respondents, research instruments, data gathering procedures, statistical treatment, and

considerations.

Research Design

The researchers used the descriptive-correlational research design. A type of research

design that allows to measure variables and describes relationships between self-esteem and

academic performance of Grade 11 humanities and social sciences, students of senior high

school. Descriptive research is very effective according to the research question, data

availability, and research design (Mertens, 2014). Descriptive research is used to describe

and explore the characteristics of a specific phenomenon, population, or group, without

attempting to establish cause-and-effect relationships. This is an appropriate design to assess

the level of self-esteem of grade-11 HUMSS students. On the other hand, correlation is

known according to the strength and direction of the relationship between two or more

variables (Babbie, 2016). This design used by the researchers is to know the relationship

between self-esteem and academic performance.

 14

Research Environment

The study would be conducted in Senior High School a secondary school that

participates in research. It is located at A.D. Curato Street, Butuan City Agusan del Norte of

Region XIII (Caraga). It has a total of one thousand one hundred forty-nine (1149) Grade 11

HUMSS students. Agusan National High School (ANHS) is one of the leading public high

schools in Butuan City, Philippines. It caters to the educational needs of most of the

population in the community. The school has produced competent graduates and many of

them hold key positions in the community. It offers three strands, Humanities and Social

Sciences (HUMSS), Science Technology, Engineering, and Mathematics (STEM),

Accountancy, Business and Management(ABM).

58.9442° N, 125.5429° E
 15

Map of Agusan National High School – Senior High School

Figure 2. Map of Agusan National High School- Senior High School Highlighting location of

the study.

Research Respondents

The respondents of the study are composed of students in the Grade 11 Humanities

and Social Sciences in the academic year 2022-2023. One of the vital processes to keep this

study successful. All of these respondents were selected through stratified random sampling.

This sampling method is conducted where each section of HUMSS students has the

capability to become part of the sample.

By using Cochran’s formula, the chosen respondents are containing two hundred

eighty-nine (289) students from the sections.

The following sections were chosen by the researchers because they are suitable and

applicable to the study.

 16

Table 1.1 The Research Participants (Grade 11-HUMSS)

No. Sections Population Sample Size

(n) (n)
1. ADDAMS 45 11
2. AUSTEN 45 11
3. BERKELEY 45 11
4. CHALCEDON 45 11
5. COMTE 46 12
6. DAVIDSON 45 11
7. DESCARTES 45 11
8. FITZGERALD 45 11
9. FOUCAULT 43 11
10. FREUD 45 11
11. HEMINGWAY 43 11
12. HOMER 45 11
13. HUGHES 45 11
14. HUGO 44 11
15. LEWIS 45 11
16. LOCKE 45 11
17. LONGFELLOW 48 13
18. OSWALD 39 10
19. PIAGET 45 11
20. PICASSO 41 11
21. SARTRE 45 11
22. SHAKESPEARE 41 11
23. SPENCER 41 11
24. TOLKIEN 46 12
25. TWAIN 40 10
26. TWIST 47 12
Total 1,149 289

Research Instruments

The study would use the modified questionnaire as a primary tool for gathering data.

The instrument prepared focused on answering the statement of the problem. The
 17

questionnaire contains 25 questions. The questionnaires would be distributed to the

respondents.

The data-gathering instrument was structured on a scale ranging from 4 to 1. where

(4) strongly agree, (3) agree, (2) disagree, and the last (1) strongly disagree. This scaling

would help the researchers analyze the results of the data gathered.

Table 1.2 Scaling on the Level of Self-Esteem of Grade-11 HUMSS Students

RE
SCALE
RANGE OF MEANS SPONSE
4 3.26-4.00 Strongly Agree
3 2.51-3.25 Agree
2 1.76-2.50 Disagree
1 1.00-1.75 Strongly Disagree

Table 1.3 Rating on the Level of Academic Performance of Grade-11 HUMSS Students

R
INTERPRETATION
RATING ANGE OF MEANS
5 90-100 Outstanding
4 85-89 Very Satisfactory
3 80-84 Satisfactory
2 75-79 Fairly Satisfactory
1 74 below Did not meet the expectation

Table 1.4 Pearson’s R

 18

Data Gathering Procedures

The researchers will undergo three phases of data gathering procedures namely,

preliminaries, actual data collection, and data management.

Preliminaries. In gathering data, the researchers sent a permission letter first to the

principal. When the letter was signed, the researchers proceeded to the sections of the

HUMSS strand where the respondents belonged.

Actual Data Collection. The research survey will be personally conducted,

facilitated, and collected by the researchers. The researchers had asked them voluntarily

together with the participant’s consent if they agreed to be involved in this study and when

they agreed, the researchers then distributed the questionnaires to them.

Data Management. In case of questions or confusion from the questionnaires given,

the researchers were ready to assist them. The researchers then collected the questionnaires

after the participants had answered and then the researchers went to the faculty to acquire the

data of their General Average (GA) of the students with the consent from both teachers and

students involved. The researchers analyzed and interpreted data gathered with utmost

confidentiality for their voluntary participation in this study.

Statistical Treatment
 19

The data gathered were subjected to statistical analysis. The following response was

manually tallied then carefully transferred and encoded digitally into Microsoft Excel and

used the following treatment to get the result.

Mean is a tool used to determine the level of self-esteem and academic performance

of the students by adding all the data points in a population and then dividing the total by the

number of points.

Pearson’s Correlation coefficient or Pearson’s r is used for investigating the

relationship between self-esteem and academic performance, which also measure the strength

of the association between the two variables.

P-value is used in obtaining the results as extreme as the observed results of a

statistical hypothesis test, assuming that the null hypothesis is correct. The p-value at a=0.05

approach to hypothesis testing uses the calculated probability to determine whether there is

evidence to reject the null hypothesis.

Ethical Considerations

This section presents the ethical issues that will be considered to ensure the

respondent’s dignity and protection before, during, and after the conduct of the study. The

researchers will observe the following ethical issues and sustain them.

Autonomy. The researchers will ask the prospective respondents in a formal way to

become the respondent of the study and inform them of the purpose of the study and obtain

respondents’ consent. The respondents will be assured that they could withdraw at any time
 20

and that their decision is respected. The respondents will be given enough time to answer the

survey questionnaire.

Beneficence. The rights of the respondents of the study will be conscientiously

observed. The respondents will be informed of the expected results of the study, its

usefulness, and its benefits to them prior to the respondent’s consent.

Justice. The researchers will observe fairness by providing the same attention and

concerns to all respondents, such as giving them the same approach and instructions

regarding the questionnaire for clarity and a better understanding of the given questions to

avoid misinterpretations. The respondents will be given enough time to answer the questions.

Privacy and Confidentiality. The researchers will inform the respondents that their

personal information would be kept private and that any information they provided would be

confidential. Moreover, the researchers only provide the essential information that is needed

in the conduct of the study. All personal information that will be obtained by the researchers

refrain from identifying the respondents, and without their permission, the information will

not be disclosed to others aside from the research team. The researchers will also keep

collected information using codes to ensure the confidentiality of the respondent’s identity.

The answered questions survey instruments will be shredded and burned after the data will be

collected, collated, and checked.

Non-Maleficence. During the conduct of the study, the researchers will not employ

any harm to the respondents. The respondents will also be ensured that their work status

would not be influenced by their involvement in the study, no matter what the result is.

Veracity. The researchers assured the absence of deception and the principle of truth

in the study will be manifested. Al respondents were adequately informed about the study,
 21

and all information will be presented to them clearly and honestly, including the researcher’s

objectives and benefits.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter portrays the presentation, analysis, and interpretation of data from the

present study that are reinforced with tables and/ or figures and arranged in the same order as

they were presented in the statement of the problems.

Level of Self-Esteem
 22

The study investigates the quality of relationships and learning methods that students

had and their ability to express themselves, and its correlates with their self-esteem and

academic achievement. Students’ perception of social support may help them develop

resilience. As people enter adolescence, they start to choose friends and significant others

above their family members when it comes to sharing personal information not also their

families but also the teachers and classmates that can help them to develop their self-esteem.

In order for this research to happen the first thing that the researchers need to do is by

studying the level of self-esteem of the students. Gaining data from applying different

methods will increase the possibility of a greater solution. Presenting a table and then

bombarding it with the right amount of answers will result in a deep conclusion for this

research.

Table 2.1 The Level of Self-Esteem of Grade-11 HUMSS Students

Statements Mean Verbal

Description
1. I am a Good Student. 3.30 Very High
2. I am happy with the way I look. 3.23 High
3. I am good at making friends. 3.09 High
4. I am doing well on my school works. 3.16 High
5. I am good at reading and writing. 3.10 High
 23

6. I am the kind of person I want to be. 3.14 High

7. I often feel ashamed of myself. 2.77 High
8. I participate in as many different kinds of 2.99 High
activities as I want to.
9. I like being just the way I am. 3.15 High
10. When I got low grades, I feel that I do not have 2.91 High
much to be proud of.
11. I am anxious to admit that I don’t know or don’t 2.83 High
understand.
12. I haven’t accomplished what I am capable of 2.84 High
because of fear on what people around me will say.
13. Sometimes, I feel useless preventing myself to 2.87 High
motivate in studies.
14. I usually overthink while I’m studying. 2.87 High
15. I am having a hard time to approach my 2.85 High
classmates or teachers whenever I want to know
something.
16. When I got low grades, I feel embarrassed. 2.84 High
17. Low grades make me overthink about myself 2.94 High
and my abilities.
18. I like to speak English in class. 2.73 High
19. I like to study with my group members in class. 2.86 High
20. I participate even if I’m embarrassed or 2.97 High
nervous.
21. I am able to do things as well as most other, 3.00 High
students in school.
22. I communicate well with my other classmates. 3.05 High
23. I feel confident in school despite of the size and 2.99 High
shape of my body.
24. I believe that grades will not affect my Self- 2.87 High
esteem.
25. I am confident in answering complex questions. 2.87 High
Overall Mean 2.97 High

As gleaned in table 1, the statement “I am a good student” with very high of mean

3.30. Can be interpreted as a self-assessment of one's academic abilities and performance.

According to a study by Rosario et al. (2019), self-assessment is a valuable tool for students

as it helps them to identify their strengths and weaknesses and take appropriate actions to
 24

improve their learning outcomes. Therefore, if an individual believes they are a good student,

it could imply that they have a positive self-perception of their academic abilities and may be

more likely to engage in activities that further promote their learning and success.

The overall mean result of 2.97 suggests a high level of self-esteem among the

students. On average, the individuals in the study expressed positive beliefs and feelings

about themselves across various domains, such as academic performance, physical

appearance, social skills, and personal identity. This indicates that they generally perceive

themselves as capable, confident, and satisfied with their abilities and attributes.

Table 2.2 Academic Performance of all Grade-11 HUMSS Students

General Average Interpretation

Overall Mean 88.80 Very Satisfactory

The study reveal that the self-esteem in the academic performance of students was

very satisfactory. The overall data showed that the academic performance of students was

good which means that they can perform well inside the classroom. The Overall Average

(GA) is 88.80 proves that the students can still sustain their academic performance where all

of them had given a very satisfactory mark from the standard of education. This is because

students with higher self-esteem are more likely to set and achieve academic goals and

persist in the face of challenges

Table 2.3 Descriptive Correlational Analysis Between Self-Esteem and the Academic
Performance of Grade-11 HUMSS Students
Hypothesis P- Pearson Decisions Remarks
Value R
 25

There is no significant relationship

between the Self-Esteem and <.001 0.199 Reject the Negligible
Academic Performance of Grade- null Association
11 HUMSS students in Agusan hypothesis
National High School-Senior High
School.

The statistical analysis was done using Pearson's r. The P-value was tested using

a=0.05 which resulted as <.001 the decision was, therefore, to reject the null hypothesis. The

Pearson R of 0.199 the findings show that there is a significant relationship between self-

esteem and academic performance of Grade 11- HUMSS students. In this case, while there is

a relationship between self-esteem and academic performance, the negligible association

suggests that other factors or variables might have a more substantial influence on students'

academic performance. Thus, focusing solely on self-esteem may not be sufficient to explain

or predict variations in academic performance. Additional factors such as study habits,

motivation, family support, and external factors may also contribute significantly to

academic success.

In addition, this table shows a complete overview of the circumstances in which the

study had a relationship between self-esteem and academic performance.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

 26

This chapter presents the summary of the findings, conclusions, and

recommendations of the study.

Summary of Findings

Based on the analysis of data of the study, a summary of findings was drawn:

SOP 1. The findings of the present study revealed that the level of self-esteem of Grade-11

HUMSS students was high. Self-esteem is considered to be an important factor in personal

development, and it may be a key predictor of students’ academic performance. This study

indicates that a level of self-esteem does necessarily guarantee a high level of academic

performance.

SOP 2. The study revealed that the level of academic performance of the Grade-11 HUMSS

students was very satisfactory. The students have demonstrated a strong mastery of the

subject matter and have been able to apply their knowledge effectively. The fact that the

average grade of the students was very satisfactory also indicates that the students have been

able to sustain their academic performance over time, which is an important factor in

determining future opportunities for the students.

SOP 3. Based on the statistical analyses, findings show that there is a significant relationship

between self-esteem and the academic performance of Grade-11 HUMSS students. This

implies that self-esteem is a significant predictor of academic performance for the Grade-11

HUMSS students in this study.

Conclusions

Based on the summary of the findings of the study conclusions were sought:
 27

1. It indicates a significant relationship between self-esteem and the academic performance

of Grade 11 HUMSS students at Agusan National High School - Senior High School. This

suggests that self-esteem plays a significant role in influencing the academic outcomes of

these students. Addressing and nurturing self-esteem levels may contribute to improved

academic performance and overall success in their studies. Therefore, recognizing and

supporting the development of self-esteem should be considered important in promoting the

academic growth of Grade 11 HUMSS students at Agusan National High School - Senior

High School.

2. Students' self-esteem does determine their academic success, which implies that the level

of self-esteem a student possesses has a significant impact on their academic performance.

This means that the level of self-esteem a student possesses can have an impact on their

academic achievements.

3. Therefore, there is a significant relationship between self-esteem and the academic

performance of Grade-11 HUMSS students of Agusan National High School-Senior High

School.

Recommendations

On the basis of the summary of findings and conclusions, the following

recommendations are hereby presented.

1. Implement self-esteem enhancement programs: Agusan National High School - Senior

High School should consider implementing programs or interventions aimed at enhancing

self-esteem among Grade 11 HUMSS students. These programs can focus on promoting

positive self-perception, building confidence, and developing a sense of academic

 28

competence. This may include workshops, counseling services, or mentorship programs

that help students develop healthy self-esteem.

2. Foster a supportive and inclusive learning environment: Creating a supportive and

inclusive learning environment is crucial for promoting self-esteem and academic success.

Teachers and school staff should encourage positive interactions among students, promote

mutual respect, and provide constructive feedback that acknowledges students' strengths

and achievements. This can contribute to a positive self-image and motivation to excel

academically.

3. Provide guidance on goal-setting and academic motivation: Helping students set realistic

goals and fostering their intrinsic motivation can positively impact their self-esteem and

academic performance. Agusan National High School - Senior High School should

provide guidance and support to Grade 11 HUMSS students in developing clear academic

goals, exploring their passions, and understanding the value of their education. This can

enhance their motivation, sense of purpose, and overall academic engagement.

4. Offer academic support and intervention: Recognizing that self-esteem can influence

academic performance, the school should provide additional academic support and

intervention for students who may be struggling with their self-esteem or experiencing

challenges in their studies. This may include tutoring programs, study skills workshops, or

individualized support to help students build their confidence and overcome academic

obstacles.

5. Collaborate with parents and guardians: Involving parents and guardians in supporting

students' self-esteem and academic performance is vital. Agusan National High School -

Senior High School should collaborate with parents and provide resources, workshops, or
 29

information on how they can promote positive self-esteem at home and support their

children's academic growth. Open communication channels between school and parents

can facilitate a holistic approach to student development.

By implementing these recommendations, Agusan National High School - Senior

High School can create an environment that fosters positive self-esteem, enhances

academic performance, and supports the overall well-being of Grade 11 HUMSS students.
 xi

REFERENCES

Aryana, M. (2010). Relationship Between Self-esteem and Academic Achievement Amongst

Pre-University Students. Journal of Applied Sicences https://scialert.net/fulltext/?
doi=jas.2010.2474.2477
Babbie, E. R. (2016). The practice of social research (14th ed.). Boston, MA: Cengage
Learning.
Bautista, E. A., & Tuazon, R. R. (2018). Self-esteem, academic performance and career
aspiration among college students in the Philippines. Journal of Education and Human
Development, 7(1), 90-102.
Basco, M. R. C., & Tabbada, K. A. (2019). The relationship between self-esteem and
academic performance among senior high school students in the Philippines. Philippine
Journal of Psychology, 52(2), 1-12.
Blouin, M. (2022). Research Review Shows Self-Esteem Has Long-Term Benefits.
A review of research literature: https://www.ucdavis.edu/curiosity/news/research-review-
shows-self-esteem-has-long-term-benefits
Bonney, K. M. (2015). Teacher-student relationships: The key to effective classrooms.
International Journal of Education, 7(2), 85-97.
Casarella, A. (2022). What is introspection? Definition, theories, and examples.
PositivePsychology.com. Retrieved from https://positivepsychology.com/introspection-
definition-examples/
Cruz, R. A., Galano, M. G. G., & Bersamin, K. F. M. (2014). Self-esteem and academic
performance among Filipino college students: The mediating role of academic motivation.
Philippine Journal of Psychology, 47(2), 163-177.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students'
academic self-efficacy, engagement and intrinsic motivation. Journal Article of
Educational Psychology, 30(1), 53–74: https://psycnet.apa.org/record/2009-24146-004
Fredricks, J. (2016). Students engagement, context, and adjustment: Addressing definitional,
measurement, and methodological issue. Article of Learning and Instruction:
https://www.researchgate.net/publication/295396406
Gavarra, L. R. G., Vitales, K. A. C., Cabie, P. J. C., Estremos, R. S., Santos, M. F. A., &
Tamon, M. A. G. (2019). Parental roles and academic performance: Basis for family
intervention program. Journal of Humanities, Social Sciences and Social Studies, 1(1), 28-
34.
Grant, H. (2012). To Succeed, Forget Self-Esteem:Harvard Business Review
https://hbr.org/2012/09/to-succeed-forget-self-esteem
Gray, P. (2018). Psychology (8th ed.). New York, NY: Worth Publishers.
Hershberger, M., Jones, M. (2018). The influence of social relationships and school
engagement on academic achievement in maltreated adolescents. Journal Article of
adolescence: https://www.researchgate.net/publication/325950423
Horkovska, O. (2022). The link between self-esteem and quality of interpersonal
relationships: A systematic review. Personality and Individual Differences, 188, 110-125.
Johnson, M. L., & Sinatra, G. M. (2013). Use of task-value instructional inductions for
facilitating engagement and conceptual change. Journal Article of contemporary
Educational Psychology, 38(1), 51–63: https://psycnet.apa.org/record/2013-00014-006
 xii

Lancer, D. (2016). 10 Habits that Cause Low Self-Esteem and Depression:

https://www.linkedin.com/in/darlenelancer?trk=article-ssr-frontend-pulse_publisher-
author-card
Laranjo, M. S. (2015). Self-esteem and academic performance of college students in a
Philippine university. Journal of Philippine Education, 91(2), 1-15.
Leslie, L., McClure, M., Oaxaca, R. L., & Medina, C. (2010). Engaging Latino youth in
positive youth development: The role of individual and contextual assets. Journal of
Youth Development, 5(2), 26-40.
Li, Y., & Lerner, R. M. (2011). Interrelations of behavioral, emotional, and cognitive school
engagement in high school students. Journal of Youth and Adolescence, 40(5), 1645-
1657.
Madungit, L. F., Bagapuro, K. J., Tamon, M. A. G., Montaos, J. R., Laoreno, A. S., &
Gutierrez, E. B. (2019). Work motivation, academic stress and academic performance
among senior high school students. International Journal of Social Sciences and
Humanities Research, 7(1), 16-24
Mertens, D. M. (2014). Research methods in education and psychology: Integrating diversity
with quantitative and qualitative approaches. Thousand Oaks, CA: Sage.
Mikkelson, H., & Pollard, R. Q. (2018). Fundamentals of interpreting. Bristol, UK:
Multilingual Matters.
Pekrun, R., & Elliot, A. J. (2017). The role of emotions in learning and achievement:
Introduction to the special issue. Learning and Instruction, 49, 1-3. doi:
10.1016/j.learninstruc.2017.03.0017777777
Ponton, L. (2016). Helping teens who struggle with low self-esteem. Psychology Today.
Retrieved from https://www.psychologytoday.com/us/blog/what-mentally-strong-people-
dont-do/201606/helping-teens-who-struggle-low-self-esteem
Ramos, J. S. (2019). Self-esteem and academic achievement among senior high school
students in the Philippines: A correlational study. International Journal of Innovative
Science and Research Technology, 4(12), 41-47.
Rosário, P., Lourenço, A., Paiva, O., Rodrigues, L. P., & Núñez, J. C. (2019). Self-
assessment as a tool to promote self-regulated learning and academic achievement: A
longitudinal study with middle-school students. Psychology in the Schools, 56(7), 1104-
1117. doi: 10.1002/pits.22247
Rubie et al., (2004). Motivational and academic effects of cultural experiences for
indigenous minority students in New Zealand. Educ. Psychol. Journal of Applied
Sciences:
https://scialert.net/fulltext/?doi=jas.2010.2474.2477#537393_ja
Sirin, S. R., & Rogers-Sirin, L. (2004). Exploring School Engagement of Middle-Class
African American Adolescents. Journal Article of Youth & Society:
https://psycnet.apa.org/record/2004-11123-003
Shores, K. (2011). The Student with Low Self-esteem. Website of Educational Word:
https://www.educationworld.com/a_curr/shore/shore059.shtml
Tella, A., Ayeni, C. O., & Popoola, B. I. (2007). Influence of self-concept on academic
performance of secondary school students in Ekiti State, Nigeria. Educational Research
and Review, 2(5), 97-105
 xiii

Wang, M., Fredricks, J. (2013). The Reciprocal Links Between School Engagement, Youth
Problem Behaviors, and School Dropout During Adolescence Empirical Article:
https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.12138
Wefald, A. J., & Downey, R. G. (2009). The incubator: Job engagement in organizations:
Fad, fashion, or folderol? Journal of Organizational Behavior, 30(1), 141–145:
https://psycnet.apa.org/record/2009-01002-010
Zhao, Y. (2021).Self-Esteem and Academic Engagement Among Adolescents: A Moderated
Mediation Model: https://www.frontiersin.org/articles/10.3389/fpsyg.2021.690828/full
 xiv

APPENDICES
Appendix A
Approval Letter of the Research Adviser

January 09, 2023

Mrs. Jessieriel Abastillas

Research Adviser
Agusan National High School
Senior High School
T. Sanchez Street, Butuan City

DEAR MA’AM/ SIR:

Greetings of Peace and Love.

We, your Practical Research 2 (Quantitative Research) students in Humanities and Social
Sciences (HUMSS) Strand desire to start working in our study entitled: “ Level of Self-
esteem and the Academic Performance of Grade-11 Humanities and Social Sciences of
Agusan National High School - Senior High School.” This study seeks to find the
significant relationship between the self -esteem and the academic performance of Senior
High School students in Agusan National High School, for the school year 2022-2023.

Pertinent to this, we would like to ask your permission to allow us to start our study and to
conduct an interview with some willing respondents here in our school that would be of great
help to our study.

Your approval is greatly appreciated. Thank you and God bless.

Respectfully, Approved by:

The Researchers Mrs. Jessieriel Abastillas

Research Adviser
ACLAN, CARLO
BEQUIBEL, KARL
BOLONIAS, BRILL JOHN Noted by:
PLAZA, KARLEVENALYN JENNY LYN T. NALUPA, PhD, EdD
TIMTIM, VELYNDA Practical Research, Subject Group Head
 xv

VILLA, ROSEMARIE
VILLAMOR, JHONDEL

Appendix B
Letter of Consent of the School Principal

January 09, 2023

RUTH A. CASTROMAYOR
Principal IV, SHS- Assistant Principal
Agusan National High School
Senior High School
T. Sanchez Street, Butuan City

MADAME:

Pleasant day.

We, your Practical Research 2 (Quantitative Research) students in Humanities and Social
Sciences (HUMSS) Strand desire to start working in our study entitled: “ Level of Self-
esteem and the Academic Performance of Grade-11 Humanities and Social Sciences of
Agusan National High School - Senior High School.” This study seeks to find the
significant relationship between the self -esteem and the academic performance of Senior
High School students in Agusan National High School, for the school year 2022-2023.

Pertinent to this, we would like to ask your permission to allow us to conduct our study and
to interview some willing respondents here in our school that would be of great help to our
study.

We are hoping for your favorable response on this matter.

The Researchers, Noted by:

ACLAN, CARLO JENNY LYN T. NALUPA, PhD, EdD

BEQUIBEL, KARL Practical Research, SGH
BOLONIAS, BRILL JOHN
PLAZA, KARLEVENALYN Approved by:
TIMTIM, VELYNDA GEWARESEL T. CARLOS, PhD
VILLA, ROSEMARIE P II, SHS- Assistant Principal
 xvi

VILLAMOR, JHONDEL

Appendix C
Letter to the Respondents
January 09, 2023

Dear Respondent:

Pleasant day.

We, your Practical Research 2 (Quantitative Research) students in Humanities and Social
Sciences (HUMSS) Strand desire to start working in our study entitled: “ Level of Self-
esteem and the Academic Performance of Grade-11 Humanities and Social Sciences of
Agusan National High School - Senior High School.” This study seeks to find the
significant relationship between the self -esteem and the academic performance of Senior
High School students in Agusan National High School, for the school year 2022-2023.

Pertinent to this, we would like to invite you to participate in our Quantitative Research
study. Your participation will invoke a face-to-face activity of which you will be given a
survey questionnaire for you to answer by just choosing the letter of your best choice to
generate answers that will be used in our study. We will ensure the confidentiality of your
personal information at all cost. Your identity will not be revealed to public by any means.
Your participation in this study is voluntary. You may choose not to participate or withdraw
your consent to participate at any time. You will not be panelized in any way should you
decide to do so.

I have read this consent letter and have been given the opportunity to ask questions. I
am therefore, giving my consent in this research study.

Respondent’s Name : ____________________________

Respondent’s Signature : ____________________________
Date : ____________________________

Researchers,
ACLAN, CARLO
BEQUIBEL, KARL
BOLONIAS, BRILL JOHN
PLAZA, KARLEVENALYN
TIMTIM, VELYNDA
 xvii

VILLA, ROSEMARIE
VILLAMOR, JHONDEL

Appendix D

Survey Questionnaire

“ Level of Self-esteem and the Academic Performance of Grade-11 Humanities and

Social Sciences of Agusan National High School - Senior High School ”

Research Title

SURVEY QUESTIONNAIRE

Name(Optional):__________________________ Section:________ GPA:_________

Signature:_________

Directions: Indicate your opinion about the following Statement by checking the scale below.

4-Strongly Agree, 3-Agre

Questions: 4 3 2 1
1. I am a Good Student.
2. I am happy with the way I look.
3. I am good at making friends.
4. I am doing well on my school works.
5. I am good at reading and writing.
6. I am the kind of person I want to be.
7. I often feel ashamed of myself.
8. I participate in as many different kinds of
activities as I want to.
9. I like being just the way I am.
10. When I got low grades, I feel that I do
not have much to be proud of.
11. I am anxious to admit that I don’t know or
don’t understand.
12. I haven’t accomplished what I am capable
 xviii

of because of fear on what people around me

will say.
13. Sometimes, I feel useless preventing
myself to motivate in studies.
14. I usually overthink while I’m studying.
15. I am having a hard time to approach my
classmates or teachers whenever I want to know
something.
16. When I got low grades, I feel embarrassed.
17. Low grades make me overthink about myself
and my abilities.
18. I like to speak English in class.
19. I like to study with my group members in
class.
20. I participate even if I’m embarrassed or
nervous.
21. I am able to do things as well as most
other, students in school.
22. I communicate well with my other
classmates.
23. I feel confident in school despite of the
size and shape of my body.
24. I believe that grades will not affect my
Self-esteem.
25. I am confident in answering complex
questions.
 xix

CURRICULUM VITAE

PERSONAL INFORMATION

Name : Rosemarie L. Villa

Nick- name : Marie
Home Address : P-7 Obrero Brgy,18 Butuan City
Contact Number : 09292227877
Date of Birth : February 5, 2003
Place of Birth : Butuan City
Religion : Christian, Born Again
Blood Type : n/a
Father’s Name : Maridwen P. Villa
Father’s Occupation : Driver
Mother’s Name : Rosalie L. Villa
Mother’s Occupation : Housewife
Number of Sisters :3
Number of Brothers :2
Language Written and Spoken : Cebuano, English, Tagalog
EDUCATIONAL BACKGROUND

Kindergarten School : Obrero Elementary School

School Address : Brgy,18 Obrero Butuan City
Year Graduated : 2011
Award/s Received : Honor and with Special Awards

Elementary School : Obrero Elementary School

School Address : Brgy,18 Obrero Butuan City
Year Graduated : 2017
Award/s Received : Conduct Award and Special Awards

Junior High School : Agusan National High School

School Address : A.D Curato Street
 xx

Year Graduated : 2021

Award/s Received : With High Honor

Senior High School : Agusan National High School-Senior High School

School Address : T. Sanchez Street
Year Graduated : 2023
Award/s Received : Ongoing

PERSONAL INFORMATION

Name : Velynda P. Timtim

Nick- name : Indai
Home Address : 159, Motalban S. Saint Joseph
Subdivision Villakangga, Butuan City
Contact Number : 09382858610
Date of Birth : June 30, 2003
Place of Birth : P-6 Sinaka, Butuan City
Religion : Roman Catholic
Blood Type : n/a
Guardian : Angelle Mae A. Robles
Number of Sisters :3
Number of Brothers :5
Language Written and Spoken : English, Cebuano and Tagalog

EDUCATIONAL BACKGROUND

Kindergarten School : n/a

School Address : n/a
Year Graduated : n/a
Award/s Received : n/a

Elementary School : Tagkiling Tribal Elementary School

School Address : P-7 Tagkiling Anticala, Butuan City
Year Graduated : 2017
Award/s Received : With Honor

Junior High School : Kinamlutan National High School

School Address : Kinamlutan, Butuan City
Year Graduated : 2021
Award/s Received : With Honor

Senior High School : Agusan National High School-Senior High School

School Address : T. Sanchez Street
Year Graduated : 2023
Award/s Received : Ongoing
 xxi

PERSONAL INFORMATION

Name : Karlevenalyn Bekah P. Plaza

Nick- name : Kokay
Home Address : P-7 Brgy,18 Obrero Butuan City
Contact Number : 09456872319
Date of Birth : September 3, 2003
Place of Birth : Butuan City
Religion : Catholic
Blood Type : O+
Father’s Name : n/a
Father’s Occupation : n/a
Mother’s Name : Winifreda Penaso
Mother’s Occupation : Small Business
Number of Sisters :8
Number of Brothers :4
Language Written and Spoken : Cebuano, Tagalog and English

EDUCATIONAL BACKGROUND

Kindergarten School : Obrero Elementary School

School Address : Brgy,18 Obrero Butuan City
Year Graduated : 2011
Award/s Received : n/a

Elementary School : Obrero Elementary School

School Address : Brgy 18, Obrero Butuan City
Year Graduated : 2017
Award/s Received : n/a

Junior High School : Agusan National High School

School Address : A.D Curato Street
Year Graduated : 2021
Award/s Received : With Honor

Senior High School : Agusan National High School-Senior High School

School Address : T. Sanchez Street
Year Graduated : 2023
Award/s Received : Ongoing
 xxii

PERSONAL INFORMATION
Name : Brill John P. Bolonias
Nick- name : Bryl
Home Address : P-9 Habitat Pagatpatan
Contact Number : 09129065532
Date of Birth : October 5, 2004
Place of Birth : Butuan City
Religion : Roman Catholic
Blood Type : O+
Father’s Name : Edgar B. Bolonias
Father’s Occupation : Company Worker
Mother’s Name : Ramilyn P.Bolonias
Mother’s Occupation : Teacher
Number of Sisters :0
Number of Brothers :1
Language Written and Spoken : Bisaya, Tagalog and English

EDUCATIONAL BACKGROUND

Kindergarten School : Pedro Victorina Calo Elementary School

School Address : Pagatpatan, Butuan City
Year Graduated : 2010
Award/s Received : n/a

Elementary School : Pedro Victorina Calo Elementary School

School Address : Pagatpatan Butuan City
Year Graduated : 2017
Award/s Received : n/a

Junior High School : Agusan National High School

School Address : A.D Curato Street
Year Graduated : 2021
Award/s Received : With Honor

Senior High School : Agusan National High School-Senior High School

School Address : T. Sanchez Street
Year Graduated : 2023
Award/s Received : Ongoing
 xxiii

PERSONAL INFORMATION

Name : Karl Vincent Bequibel

Nick- name : Karl
Home Address : Bougainvillea Street
Contact Number : 09127682440
Date of Birth : September 20, 2001
Place of Birth : Butuan City
Religion : Roman Catholic
Blood Type :O
Father’s Name : n/a
Father’s Occupation : n/a
Mother’s Name : Maria Clara Dolera Bequibel
Mother’s Occupation : n/a
Number of Sisters : n/a
Number of Brothers :2
Language Written and Spoken : English, Cebuano and Tagalog

EDUCATIONAL BACKGROUND

Kindergarten School : Free Methodist

School Address : Southmontilla Boulevard
Year Graduated : 2005
Award/s Received : n/a

Elementary School : Light and Life Learning Center

School Address : Tindolo Street
Year Graduated : 2010
Award/s Received : n/a

Junior High School : Butuan Christian Community School

School Address : Ochua
Year Graduated : 2021
Award/s Received : n/a

Senior High School : Agusan National High School-Senior High School

School Address : T. Sanchez Street
Year Graduated : 2023
Award/s Received : Ongoing
 xxiv

PERSONAL INFORMATION
Name : Carlo Ben P. Aclan
Nick- name : Carlo
Home Address : Brgy, Obrero Butuan City
Contact Number : 09772736353
Date of Birth : August 12, 2005
Place of Birth : Butuan City
Religion : Roman Catholic
Blood Type : O+
Father’s Name : n/a
Father’s Occupation : n/a
Mother’s Name : Melita P. Aclan
Mother’s Occupation : Brgy, Captain
Number of Sisters :0
Number of Brothers :0
Language Written and Spoken : Cebuano, English and Tagalog

EDUCATIONAL BACKGROUND

Kindergarten School : Obrero Elementary School

School Address : Brgy18, Obrero Butuan City
Year Graduated : 2010
Award/s Received : n/a

Elementary School : Obrero Elementary School

School Address : Brgy,18 Obrero Butuan City
Year Graduated : 2016
Award/s Received : n/a

Junior High School : Agusan National High School

School Address : A.D Curato street
Year Graduated : 2021
Award/s Received : n/a

Senior High School : Agusan National High School-Senior High School

School Address : T. Sanchez Street
Year Graduated : 2023
Award/s Received : Ongoing
 xxv

PERSONAL INFORMATION

Name : Jhondel P. Villamor

Nick- name : Loy
Home Address : P-5 Platinum Pagatpatan, Butuan City
Contact Number : 09518797347
Date of Birth :April 30, 2004
Place of Birth : Butuan City
Religion : Catholic
Blood Type : n/a
Father’s Name : Wilfredo Villamor
Father’s Occupation : Construction Worker
Mother’s Name : Diosa Villamor
Mother’s Occupation : House Wife
Number of Sisters :1
Number of Brothers :3
Language Written and Spoken : Bisaya, Tagalog

EDUCATIONAL BACKGROUND

Kindergarten School : PVC Elementary School

School Address : Pagatpatan, Butuan City
Year Graduated : 2010
Award/s Received : n/a

Elementary School : PVC Elementary School

School Address : Pagatpatan, Butuan City
Year Graduated : 2016
Award/s Received : n/a

Junior High School : Agusan Pequeno High School

School Address : Pagatpatan, Butuan City
Year Graduated : 2021
Award/s Received : n/a

Senior High School : Agusan National High School-Senior High School

School Address : T. Sanchez Street
Year Graduated : 2023
Award/s Received : Ongoing