Chapter I

THE PROBLEM AND ITS RELATED LITERATURE

Introduction

Self-efficacy, trusting one’s abilities and powers for learning and

performance, is a key trait for the academic success of university students (Hill,

2002). Academic success, a phrase deeply embedded in educational institutions

across the globe, refers to the fulfilment of educational goals set within an academic

environment. However, it goes beyond just acquiring high marks in examinations; it

encompasses a deep understanding of subjects, acquiring pertinent skills, personal

and intellectual growth facilitated through learning.

Studies have found that academic self-efficacy can reliably predict academic

achievement. Many empirical studies have not only demonstrated that self-efficacy is

predictive of achievement in the academic environment, but have also observed that

improving self-efficacy can improve individual academic success.

In Pakistani culture studies and students behavioral issues have main

problem in educational institutes. In all over the world, student’s psychological and

physical health considered to main issues in studies. In Pakistan, where 60% of

population is adult, the illiteracy percentage was 72 percent in the youth age 15 to 24

years, 57 percent in the aged 25 to 44 youths, 46 percentage in 45 to 54 years and

38 percent in the people aged 55 to 64 years in the year 2012. It said, Pakistan

remained below in the illiteracy from China, Iran, Sri Lanka, Nepal and Burma, while

it remained above from Afghanistan and Bangladesh. In Pakistan, 3 million 75 lakh

students were going to school and colleges in the year 2012 out of them 2.6 million
were Primary level students, 2.9 million students of high school education and 1.5

million students were of colleges and universities (UNESCO, 2012).

According to Santos (2018), a study looked at self-efficacy of college students

in the Philippines found a significant relationship between academic performance

and self-efficacy, with students which reported higher self-efficacy level earning

higher grades. In addition, it is essential to take into account the societal and cultural

expectation that may have an impact on the self-efficacy of Filipino college students.

Studies have shown that learners with higher self-efficacy are more willing to

learn, challenge themselves, and have better resilience in the face of difficult

transitions like changing schools. However, in Emilio J Estipona National High

School, there is no current research published that investigate the relationship

between self-efficacy and academic success of the students. Hence, the researcher

is prompted to look if there is a significant relationship between self-efficacy and

academic success of students.

Most of the students are having diffulties about their self-efficacy or self

confidence in school and we want to investigate if there is impact to their grades or

academic success self-confidence is considered as an important factor for

enhancing students’ learning and many efforts has been taken for developing

students’ self-confidence in learning ,while less attention is paid to this issue,

especially EJENHS.

Investing the relationship between self-efficacy and academic success of

senior high school students in EJENHS will contribute to the awareness of students,
teachers and parents about the relationship between self-efficacy and their academic

success in school. By understanding and fostering self-efficacy in high school

students, educators and parents can help students develop the confidence and self-

belief needed to overcome challenges and achieve academic success.

Statement of the Problem

The key purpose of this quantitative research is to investigate the correlation

between two variables self-efficacy level and academic success among the SHS

students of EJENHS. This study sought to answer the following questions:

1. What is the level of self-efficacy of the senior high school students?

2. What is the average level of academic success of the senior high school

students?

3. Is there a significant relationship between self-efficacy and academic success of

senior high school students?

Hypothesis

There is a significant relationship between self- efficacy and academic success

among senior high school students of EJENHS.

Review of Related Literature

Self-Efficacy

One of the most fundamental ideas is one’s self-efficacy in psychology since it

affects student performance (Cherry, 2018). It deals with the tenacity to succeed and

exert effort based on one’s ability. This will assist children in adapting to the

changes. Self-efficacy is confidence in one’s capacity to accomplish objectives

(Balami, 2015).

Mesurado (2015) investigated how factors such as personality and life

experience influence academic engagement. The study tests a concept that links

improved students to self-efficacy and emotional strain.

Additionally, Dullas (2018) developed an academic self-efficacy scale for

Filipino school students. The study highlighted how academic performance and self-

efficacy influence student performance.

The participants included 4,559 upper secondary pupils from Nueva Ecija’s

private and public schools. The study discovered the factors through the updated

self-efficacy scale, which examines the capabilities of every learner in Nueva Ecija.

The study examined whether students’ skills affect their grades. Academic self-

efficacy is correlated with the findings. High self-efficacy increases academic

achievement, the study found. Unlike previous research, Yazon (2014).

 Examined young adults’ self-esteem, self-efficacy, and school performance at a

State Polytechnic University in Laguna. The statistical results for English,

mathematics, science, Filipino, and TLE were calculated using an empirical formula.

The researcher determined the average degree of higher and lower self-esteem and

self-efficacy across all subjects and responders.

The study examined the relationship between self-efficacy and young adults’

learning progress. The study focuses on highlighting the significance and

relationship between self-efficacy, self-esteem, and academic achievement among

high- and low-level participants. Research has found that there is no substantial

positive relationship between students’ scores and personality. The study indicated

that students need to know their degree of self-efficacy in completing the activity.

Self-confidence has a significant impact on academic attainment, learning, and

performance. Students with strong self-esteem have a positive and realistic view of

themselves. They can deal with criticism, convey affection, and stay positive and

assertive (JETIR, 2022).

The prevalence of low self-esteem is evident among the students of SMA 3

Negeri Pekanbaru in Indonesia. Many students face challenges in expressing their

ideas and lack self-confidence, leading to fear and hesitation when called upon to

speak in front of the class due to concerns about pronunciation. Notably, the

research by Rischi (2021) highlights a positive relationship between strong self-

esteem and academic achievement, suggesting that students with higher self-

esteem tend to perform well academically.

Self-esteem is a subjective concept that does not accurately reflect an

individual's inherent qualities or external perceptions (Orth et al., 2018). It is a

personal evaluation influenced by our thoughts and convictions, shaping our self-

worth and self- perception. It encompasses the assessment of our own abilities and

strengths (Bautista et al., 2017).

The study, conducted at a Secondary School Laboratory in the Philippines,

involved sixty Grade 8 learners split into control and experimental groups. The

research aimed to evaluate the impact of differentiated scaffolding strategies on

academic performance and confidence in Mathematics. Specialists assessed

developed lessons on triangle congruence topics, along with academic performance

tests and confidence scales. Following expert feedback, the instruments were

refined and pilot tested, demonstrating reliability. Data analysis involved measures

such as mean, standard deviation, ANCOVA, and Pearson Product Moment

Correlation. Results indicated a significant increase in academic performance among

learners taught with differentiated scaffolding strategies compared to conventional

methods. However, there was no significant difference in confidence levels between

the two groups. Additionally, a significant correlation was found between academic

performance and confidence in Mathematics among students taught with

differentiated scaffolding methodologies.

Academic Success

In today’s ever-evolving globalised world, academic success is a term that

resonates with students, educators, parents, and policymakers alike. But what

exactly does it mean, and why is it so highly sought after? This essay delves into the

concept of academic success, presenting illustrative examples and pinpointing

essential skills that contribute to achieving it.

 Academic success, a phrase deeply embedded in educational institutions across

the globe, refers to the fulfilment of educational goals set within an academic

environment. However, it goes beyond just acquiring high marks in examinations; it

encompasses a deep understanding of subjects, acquiring pertinent skills, and

personal and intellectual growth facilitated through learning. It is pivotal to delineate

that the benchmarks for academic success can vary substantially, influenced by

individual personal goals, institutional policies, societal norms, and cultural nuances (

EuroSchool 2023).

Within the field of education, “academic success” is a widely used construct that

is equated to “student achievement” and often linked to students’ performance on

standardized test scores. This narrowed definition of academic success justifies the

school failure of Black students and students learning English and shifts the blame to

students, their families, and communities ( Kayser,2021).

The measure of academic success should not be solely based on test scores

from standardized tests and other traditional definitions of success. Educators and

researchers have recognized that White middle-class standards are often set as the

benchmarks of success. Schools typically expect all students, regardless of their

background or culture, to assimilate to these standards. While Dr. Ladson-Billings

and other scholars have affirmed that it is important for all students to have exposure

to and know how to navigate the dominant culture, all educators must strive for

equity within the traditional definitions of academic success, thus expanding the

definition in broader and richer terms to center student learning and academic

growth over time ( Kayser, 2021).

 Academic success, while often quantified by grades and accolades, is a multi-

faceted concept that transcends mere numerical achievements. It’s about the

journey of learning, the skills honed, and the knowledge acquired. As the world

continues to evolve, the skills and attributes that define academic success might

shift. However, the core principle remains unchanged: it’s about striving for

excellence, pushing one’s boundaries, and cultivating a lifelong passion for learning (

EuroSchool ,2023).

Theoretical Framework

Academic self-efficacy is grounded in self-efficacy theory (Bandura, 1977).

According to self- efficacy theory, self-efficacy is an “individual’s confidence in their

ability to organize and execute a given course of action to solve a problem or

accomplish a task” (Eccles & Wigfield, 2002, p. 110). Self-efficacy theory suggests

that academic self-efficacy may vary in strength as a function of task difficulty—some

individuals may believe they are most efficacious on difficult tasks, while others only

on easier tasks. Furthermore, self- efficacy is believed to be situational in nature

rather than being viewed as a stable trait (Linnenbrink & Pintrich, 2002a). Students

make reliable differentiations between their self-efficacy judgments across different

academic domains which, collectively, form a loose hierarchical multidimensional

structure. Self- efficacy should not be confused with self-esteem or self- concept.

Self-efficacy is a task-specific evaluation while self-esteem and self-concept reflect

more general affective evaluations of self (Linnenbrink & Pintrich, 2002).

Conceptual Framework

Academic Success
 Self-Efficacy

The figure 1 shows the relationship between the two variables.

Self Efficacy is categorized under independent variable and Academic

success is categorized under dependent variable. The main goal of this study is to

investigate the relationship between self-efficacy and academic success among the

senior high school students of Emilio J. Estipona.

 Chapter II
METHODOLOGY

This chapter outlines the study’s research design, the research locale, the

study’s respondents, the research instruments used, the data gathering procedures,

the statistical treatment, and the ethical consideration. This chapter outlines the

study’s research design, the research locale, the study’s respondents, the research

instruments used, the data gathering procedures, the statistical treatment, and the

ethical considerations

Research Design

This study utilized quantitative research design in which the researcher used

a descriptive- correlational research design.

Quantitative research refers to data present in numeric form. When collected

using a primary method, it uses statistical data collected by means of a questionnaire

(Apuke, 2017).
 The aim of descriptive correlational research is to describe the relationship

among variables rather than to infer cause and effect relationships. Descriptive

correlational studies are useful for describing now one phenomenon is related to

another in situations where the researcher has no control over the independent

variables, the variables that are believed to cause or influence the dependent or

outcome variable (Lappe and Joan M, 2000).

Through this method, the researcher would determine whether there is a

significant relationship between Self-efficacy and Academic success of the Senior

High School students in Emilio J Estipona National High School.

Sampling Design

The study used probability sampling, specifically simple random sampling.

According to Thomas (2020), a simple random sample is a randomly selected subset

of a population. In this sampling method, each member of the population has an

exactly equal chance of being selected. To get the sample for the study we used

Slovin’s formula.

Research Respondents

The respondents of this study would be a sample population of Grade 11 and

Grade 12 Senior High School students of EJENHS.

Total Population Grade 11 Grade 12 Total

of SHS Student

186 50 78 128

Table 1. Distribution of Respondents

Research Instruments
 This study made use of adopted survey questionnaire to determine if there is

a significant relationship between self-efficacy and academic success of students.

The adapted questionnaires is pilot tested and validated to test its reliability. Discuss

the validation process… the recommendations.

The General Self-Efficacy Scale (GSE) is a commonly used Likert scale for

assessing self-efficacy. It evaluates an individual’s belief in their ability to effectively

handle various situations. The GSE comprises 10 items, each rated on a scale from

“Not at all true” to “Exactly true.” The total score ranges from 10 to 40, with higher

scores indicating greater self-efficacy (Schwarzer, R., & Jerusalem, M. 1995).

The level of self-efficacy among the students will be assessed using a five-

point scale ranging from extremely confident (5) to not at all confident (1). To

interpret the status of Self-Efficacy among the students the following range of

means, description, and interpretation presented below were used:

Range of Means Description Interpretation

4.20-5.00 Very High Very high level of self-confidence

3.40-4.19 High High level of self-confidence

2.60-3.39 Moderate Average level of self-confidence

1.80-2.59 Low Low level of self-confidence

1.00- 1.19 Very Low Very low level of self-confidence

*make this into a table format; describe the table (e.g. Table 2…)

The summary of learner progress is shown quarterly to parents and guardians

through a parent-teacher conference, in which the report card is discussed through

the applicable platform. The grading scale, with its corresponding descriptors, is

described below. Remarks are given at the end of the grade level (depedph.com).

Descriptor Grading Scale Remarks

Outstanding 90-100 Excellent

Very Satisfactory 85-89 Extremely Satisfactory

Satisfactory 80-84 Exceptionally Good

Fairly Satisfactory 75-79 Adequate

Did Not Meet Below 75 Failed

Expectations

Table 3

Data Gathering Procedure

 The researcher observed the following procedure to finish the research. The

following are the steps employed by the researcher in coming up with this research:

1. In doing the research, the researchers made a permission letter that was signed

by their fellow researchers and their research adviser submitted it to the school’s

principal for her signature of approval to conduct the study.

2. Survey questionnaire is done for the objective of the study. The guide questions

are made up of 3 questions. It also includes the sub questions which mostly centered

on the relationship between self- efficacy.

3. After modifying and finalizing the instruments, the researchers explain to the

respondents and make them understand the reason and purpose of the research.

The informed consent was also deeply clarified. After, the respondents approved and

gave their consent, the researchers started the survey.

4.After the survey is done, the data analysis start using a statistical tool which is

Pearson’s correlation coefficient ® and mean to analyze if there is a significant

correlation between self-efficacy and academic success.

Data Analysis

To comprehend and examine the data in this study, researchers employed various

statistical techniques.

Mean. This measure was used to estimate the average level of self-efficacy and

academic success among students.

Standard Deviation. This was used to determine how evenly distributed the

students' responses were.

Pearson-Product Moment Correlation (Pearson r). This was utilized to establish

the significant relation between respondents’ self-efficacy level and academic

success.

Chapter III

RESULTS AND DISCUSSION

In this chapter, the subsequent data analyses and interpretations are outlined

and discussed: level of self-efficacy among the students, average level of academic

success among the students, and if there is a significant relationship between self-

efficacy and academic success.

Level of Self-Efficacy among the Students

Mean SD Description Interpretation

Self-Efficacy 3.344 0.763 Moderate Average level of self-

Level confidence

Table 4. Level of Self-efficacy among Students

The table 1 shows the level of self-efficacy among the senior high school

students. With an average mean of 3.344, the level of self-efficacy is moderate. The
result indicates that the senior high school students’ self-efficacy is average level of

self-confidence.

In the study by Sechico et. al. (2023) , the results indicate an average level of

self-efficacy. Notably, students with high level of self-efficacy attribute their mistakes

to their efforts rather than their abilities, while average of self-efficacy students

associate their failures with qualities comparable to the average talent pool.

Consequently, an individual’s self-efficacy level may influence their choice of

activities and the persistence required to complete them.

The study on self-efficacy and academic success among Filipino senior high

school students revealed that there are differences in self-efficacy levels among

students based on tracks/strand and the type of school they attend. The research

focused on Grade 11 senior high school students and found that students have a

moderate level of self-efficacy. Additionally, the study highlighted the importance of

self-efficacy beliefs in influencing students' motivation to learn. The findings suggest

that enhancing students' self-efficacy beliefs can positively impact their academic

success and well-being outcomes (Villas, J. 2019).

Average Level of Academic Success Among the Students

Mean SD Description Interpretation

Average Level 87 4.128 Very Average level of self-

of Academic Satisfactory confidence

Success
 The table above shows the average level of academic success among senior

high school students. Results that the average level of academic success among

students is very satisfactory with a mean score of 87 percent. This means that most

of the students perform very satisfactory .

The average grade of students with a "very satisfactory" rating in the

Philippines is within the range of 85 to 89. According to the DepEd Grading System

in the Philippines, a grade of 85-89 is classified as "Very Satisfactory (VS)". This

indicates that students who receive a rating of "Very Satisfactory" typically achieve

grades within this specific range, reflecting a high level of performance and

understanding in their academic subjects (depedph.com). A study conducted by

Tus, J. (2020), about academic stress, academic motivation, and its relationship on

the academic performance of the senior high school students’ results have shown

that the average grades of the senior high school students were mostly satisfactory

and very satisfactory.

RQ3????
 CHAPTER 4

Presented in this chapter are the findings, conclusions and recommendations

based on the findings and interpretation of the data the study has obtained.

Summary

Considering the interpretations obtained from the data, the following are presented:

1. The overall mean score of self-efficacy level of students is 3.344 which is

described as moderate and labeled as average level of self-efficacy. Standard

deviation of 0.763 which is an indication of consistency in response.

2. The overall mean score of academic success is 87.418 which is described as

high and labeled as average of self- confidence.

3. There is a significant relationship between self-efficacy level and academic

success with a p value of 0.013 respectively.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The level of self-efficacy of senior high school students is moderate. This

result implies that senior high school students’ self-efficacy level is

sometimes manifested.

2. The academic success of the respondents is very satisfactory.

Furthermore, it was also revealed that self-efficacy is positively related to

academic success of students.

Recommendations

Based on the conclusion drawn, the researcher recommends the following:

1. Since this research only focuses on the relationship between self-

efficacy level and academic success of students, it is encouraged that

the future researcher can also be holistic about this study, focusing on

other factors on efficacy as may be associated to support of parents

and peers.

2. The research only focuses the senior high school students as a

respondents’ of the research, the future researchers encouraged to

include the junior high school students to make the research more

general.