THE SAMPLE

CHAPTER 2: The respondents were Grade 12 students (A.Y. 2017-2018)

METHODOLOGY There were a total of 141 students, however there were only
121 students available for data gathering, with a total
percentage of 84%
The technique they used was convenience sampling
RESEARCH DESIGN
• They used quantitative and RESEARCH INSTRUMENT
qualitative methods
• The designs of the study were ROSENBERG (1965)
descriptive (level of students in self Self Esteem Scale (to determine the level of
confidence and self anxiety and lesson self confidence)
performance) and “Self esteem and self confidence are
correlational/inferential statistic related to one another” (Roberts E. ,
(they explained the relation of self 2012)
anxiety and self confidence to
learning performance) Madridano (2013)
Self Anxiety Scale (to determine the level of
anxiety)
SURVEY
DATA
QUESTIONNAIRE
• Self Confidence Questionnaire
• to determine the students' level of self
GATHERING
confidence in English class
• 10 item, multiple choice type of test in basic
PROCEDURES
Formal letter was submitted to the
statistics was developed by Dr. Morris
Rosenberg English teacher to get a copy of the
• the numbers corresponding to these codes are: English grades for the 1st quarter of
(1) strongly disagree, (2) disagree, (3) agree, the respondents (data was held
(4) strongly agree
responsibly and confidentially)
• Self-Anxiety Questionnaire
• to determine to students' level of self anxiety Asked permission from the principal
in English class through a formal letter to conduct a
• 20 item, multiple choice type of test in basic survey for grade 12 students
statistic which was adopted from Mardridano,
with the reaserchers modifying it
• Only 6 of the statements (items) were phrased Data measured through statistical
negatively methods
• The scoring of the items in these codes are: (1)
all never true, (2) seldom true, (3) sometimes
DATA ANALYSIS STATISTICAL TREATMENT
The data conducted was calculated through manual
• Descriptive statistics such as frequency, computation using a computer in tabular form
mean, standard deviation, and weighted However, the researchers also used an online
mean were used to describe the students' calculation and Microsoft Excel formulator to check
self confidence, self anxiety, and learning if the manual computation was correct
peformance They used the formula of the Pearson Product-
Moment Correlation for testing significant
• Inferential statistics such as the Pearson relationships, T-test formula for testing the
Product-Moment Correlation was used to hypothesis as well as the p-value for checking the
determine the relationship between the decision for the null hypothesis is with 0.05 alpha
level of self confidence and learning level
performance, and self anxiety and learning
performance, and self confidence and self nxy  ( x)( y)
r
anxiety of the students nxy  (x) n y  ( y) 
2 2 2 2

• t-value and p-value for the testing

hypothesis n  2
t  r
1 r 2
 DESCRIPTIVE DISTRIBUTION
OF THE STUDENTS' LEVEL OF
SELF CONFIDENCE AND SELF
ANXIETY
• The table shows the students' self
confidence level (Mean = 2.81, SD =
CHAPTER 3: 0.76) indicates a moderate level of
self confidence. It shows that the
students with low self confidence
RESULTS usually feel a failure, but students
with high confidence corresponds
(Mean = 2.85, SD = 1.0) to moderate
level of self anxiety. It show that the
students with low self anxiety enjoy
eating before or after recitations or
performances. But students with high
self anxiety level think that they can
do better when they are not feeling
pressured.
RELATIONSHIP BETWEEN RELATIONSHIP BETWEEN
SELF CONFIDENCE AND SELF ANXIETY AND
LEARNING PERFORMANCE LEARNING PERFORMANCE
The table showed that there is no The table showed that there is no significant
significant relationship between self relationship between self anxiety and learning
confidence and learning performance of the students. (r = 0.15, t = 1.65,
performance of the students (r =
& p = 0.10) Therefore the null hypothesis is
0.10, t = 1.10, & p = 0.32) therefore
the null hypothesis is accepted. This accepted. This seems that the self anxiety of
seems that the self confidence of students does not affect the learning
students does not affect the performance of the students in English class.
learning performance of the However, opposing articles have shown different
students in English class. results from this study
However, opposing articles have
shown different results from this
study
 CHAPTER 4: DISCUSSON
SUMMARY OF FINDINGS CONCLUSION
1.The level of self-confidence of the students is in Based on the summary of findings, it showed that the
the moderate level (2.1-3.0) self confidence and self anxiety of the students were
2.The level of self-anxiety is in the moderate level both in the moderate level. However, it also showed that
(2.1-3.0) the self confidence of the students and the learning
3.The self-confidence and learning performance of performance of the students have no significant
the students showed that there is no significat relationship. Therefore having high or low self
relation based on the Pearson Product-Moment confidence in class will not affect their learning
Correlation. performance. In addition, it showed that the self anxiety
4.The self-anxiety and learning performance of the of the students and the learning of the students have no
students showed that there is no significant significant relation. Therefore having high or low self
relation based on the Pearson Product-Moment anxiety will not affect the learning performance of the
Correlation. student in class. However, it also showed that the self
5. The self confidence and self anxiety of the confidence of the students and the self anxiety of the
students showed that there is significant relation students have significant relationship. Therefore, if you
based from the Pearson Product-Moment have self confidence, you also have self anxiety.
Correlation
RECOMMENDATION
• Based on the findings and conclusion of the study of the following are hereby
recommended
• 1) The self confidence of the students and the teachers may enhance their
performance that may be developed and the self anxiety should be lessened
to have a better learning performance to the students
• 2) Future researchers may conduct another study using a larger sample for
further verification data
• 3) The sample size is not a concern for recommendation as long as properly
analyzed
• 4) The teachers and parents should help the students to develop their self
confidence and help them lessen their self anxiety