Self-esteem of Grade 12 STEM students in Notre

Dame of Trece Martires.

Macapallag, Daniela M.

Portento, Elisha Victorsan M.

Esperila, Krislam L.

Guinita, John Dean T.

Sapallo, Dexter David A.

 Self-esteem of Grade 12 STEM Students in Notre Dame

INTRODUCTION

One way to help students achieve academic success is to have positive self-esteem. Self-

esteem seems to affect a child’s ability to learn and to behave in class. Self-esteem also seems to

affect motivation. Unfortunately, there is evidence that suggests students with exceptional needs

have a greater risk of developing low self-esteem.

In psychology, the term self-esteem is used to describe a person's overall sense of self-

worth or personal value. In other words, how much you appreciate and like yourself (Cherry,

2018). Low self-esteem causes an individual to be feeling defeated and depress while too much

Self-esteem can lead to disorder called “Narcissistic personality disorder”. It is disorder

characterized as being self-centered and an exaggerated sense of self-importance.

There is a research shows that low self-esteem can lead to less academic success. As of

now, the educational system nowadays focused on student’s performance to be more skilled and

more competent. Self-esteem has to do in academic performances, it can play a significant role in

motivation and success throughout your life. Students with higher self-esteem are more inclined

to take an active part to their education than a student with a lower self-esteem, although other

factors also contribute to lower class participation (Bauman, 2012).

Self-esteem can affect students’ abilities to make and keep friends which also can have an

impact on educational achievement due to behavioral problems. Due to the natural tendencies

that children have to compare themselves with others, those with exceptionalities may have low

self-esteem from lack of success in school, sports, and friendships (Lyons, 2012). Students with a

higher self-esteem has ability to see overall strengths and weaknesses and accept them. Turning
their failure into opportunity and positive outlook is the way to achieve their academic success.

Good academic performance leads to academic success and it is important because it is strongly

linked to the positive outcomes we value

STATEMENT OF THE PROBLEM

This study focused on the academic performance of students and how it greatly affected

by self-esteem.

Specifically, it will answer the following question.

1. What is the demographic profile of the respondents? Finding the age and gender.

2. What is the level of self-esteem of Grade 12 STEM students from Notre Dame?

OBJECTIVES OF THE STUDY

The General objectives of the study is to statistically identify the level of students’ self-

esteem that affects their academic performance.

Specifically it aims to:

a. Get the demographic profile of students in terms of personal.

b. Achieve a one-dimensional measure of self-esteem in Grade 12 STEM students.

c. To analyze the level of self-esteem of respondents.

d. Examine the relationship between Self-esteem and students.

SCOPE AND DELIMITATION

This study is correlational in nature and focused on Grade 12- STEM students’ self-

esteem. Research sample is composed of two- hundred eighty two (282) Grade 12 students. The

primary data gathering method used was questionnaires and survey sheets to determine and

measure the level of self-esteem. This study will be conducted in Notre Dame of Trece Martires

TIME AND PLACE OF STUDY

Research study was conducted in Notre Dame of Trece Martires, Don Bosco Executive

Village, Brgy. Cabuco, Trece Martires City Cavite for the academic year 2018-2019

SIGNIFICANCE OF THE STUDY

Study will be benefits in these following sectors:

Students. To enlighten their mind that self-esteem is important in academic performance.

Teachers. They will enjoy if all the students are confident during class discussion.

Future Researcher. Study will give them another idea about Self-esteem and how it greatly

affected to academic performance of students.

 CONCEPTUAL FRAMEWORK

This study was based on Rosenberg (1965) “Rosenberg Self-esteem Scale”. It is a 10-item

scale that measures global self-worth by measuring both positive and negative feeling about the

self. Rosenberg Self-esteem scale, a widely used self-report instrument for evaluating individual

self-esteem, was investigated using item response theory.

Demographic Profile of
Rosenberg Self- Grade 12 STEM
esteem scale students.

DEFINITION OF TERMS

Self-esteem: Conceptual: A confidence and satisfaction in oneself

Operational: is used to describe a person's overall sense of self-worth or personal value.

Rosenberg Self-esteem Scale: Conceptual: it is the scale widely used measure of self-esteem.

Operational: it is consist of 10-questions, and used to measure the self-esteem of a

person.
 CHAPTER II

REVIEW OF RELATED LITERATURE

INTRODUCTION

Self-esteem sometimes referred to as self-worth or self-respect, can be an important part

of success. It is one of the factors affecting academic performance. Better academic

accomplishment attached with higher self-esteem. (Effect of Low Self-esteem on Academic

Performance, 2018)

Self-esteem

Self-esteem operationally defined as overall sense of self-worth or personal value.

According to some studies, it refers to a degree to which a person values himself or herself, the

summation based on conscious self-evaluative thoughts and feelings or in short, as a global

emotional placement of self. According to Rosenberg, It is defined as a “favorable or

unfavorable attitude toward the self.

Self-esteem levels at the extreme high and low ends of the spectrum can be harmful, so

ideally, it’s best to strike a balance somewhere in the middle, a realistic yet positive view of

yourself is generally considered the ideal (Cherry, 2018). According to Cherry, 2018, self-esteem

can play a significant role in your motivation and success throughout your life. Low self-esteem

may hold you back from succeeding at school because you don’t believe yourself to be capable

of success. In other words, it has a negative effect in your productivity in school, unable to finish

certain task, and looking at negativities. By contrast, having a healthy self-esteem can help you
achieve because you navigate life with a positive, assertive attitude and believe you can

accomplish your goals. Sometimes, having a low self-esteem causes by consistently receiving

overly critical or negative assessments from everyone.

Synthesis

Self-esteem, according to Cherry, 2018 is how you like and appreciate yourself. Student

self-esteem is important most especially in their success. It is when you are trusting yourself and

not underestimating your skills. It is necessary to have an average self-esteem because having a

higher self-esteem can result in disorder and having a low self-esteem can affect the academic

achievement although there is no proof that it could affect academic performance but some

studies shows that Low self-esteem has part on failing academic achievement.
 CHAPTER III

METHODOLOGY

This chapter provides an outline on how was study had been conducted. Specifically this

chapter will cover research design, respondents of the study, sampling procedure, data gathering

instrument, data gathering procedure, and data treatment.

RESEARCH DESIGN

A correlational study design was employed. The target population was exclusively Grade

12 STEM students in Notre Dame. This involves getting information about group of Grade 12

STEM students. This research indicated their perspectives and previous experience by asking

them questions.

RESPONDENTS OF THE STUDY

The proponent selected the senior high school students of Notre Dame of Trece Martires

to be the respondents of study. Preferably, the Grade 12 STEM students. The proponent had

came up with 282 students as respondents.

SAMPLING PROCEDURE

A Purposive Sampling procedure was used for selecting the participants in this study.

Purposive sampling is non-probability and it was selected based on characteristics of population.

 DATA GATHERING INSTRUMENT

The researcher adapted Rosenberg scale questionnaire as a data gathering instrument for

this study. The Grade 12 Stem students were given a survey questionnaire. The survey question

was aimed at relevant information concerning the self-esteem of Grade 12 STEM students. The

test contained of 10-item question each with a 4-point Likert scale

DATA GATHERING PROCEDURE

The researcher made a personal letter of approval in the office of the principal at Notre

Dame of Trece Martires to ask permission for the gathering of data. In order to support the

validity of the data, interview has been conducted to gather information. The researcher also

consulted on the internet and books that are conclusive in the development of the system and

chose the best printed materials from those gathered information that would best serve in helping

out the researcher in the development of the study.

STEM

(Grade 12) A B C D E F TOTAL

Class

Population 45 42 49 49 48 49 282

This table shows the total population of Grade 12 STEM students.

Researcher submitted permission or request letter to let study to be conducted. The

questionnaire, as a data gathering instrument will be given in each section.

 DATA TREATMENT

The following Statistical Tools were used in this study.

Problem no.1: Which determines the demographic profile of the respondents in terms of

Personal: Name, age and gender; Education: Average grade on First sem. Frequency distribution

table was used.

Problem no.2: Which determines the level of self –esteem: mean was used.

Problem no.3: Which determines the significant difference on the self-esteem that affects

academic performance when grouped according to profile, t-test and Analysis of Variance were

used.