A STUDY ON THE SELF - ESTEEM AND SOCIAL RELATION AMONG

GRADE 11 STUDENTS OF PALAYAN REGION HIGH SCHOOLN

SY 2018-2019

An Undergraduate Thesis Proposal

Presented to
The Senior High School Faculty
PALAYAN REGION HIGH SCHOOL
Bagnos, Alicia, Isabela

In Partial Fulfilment
Of the Requirements for the subject
Practical Research 1

Hector John F. Bautista

Ken Ryan F. Carambas
John Lloyd G. Duque
Arjay M. Parrocha
Jaymars C. Saculles
Mark Kian B. Salazar
Roxelle D. Alejandro
Hazel Jane J. Guyod
Alaiza C. Morales
Rochelle A. Senique

MARCH 2019
 Republic of the Philippines
DEPARTMENT OF EDUCATION (R02)
Schools Division of Isabela
PALAYAN REGION HIGHSCHOOL
Bagnos, Alicia, Isabela

APPROVAL SHEET

This research entitled “A Study on the Self-esteem and the

Social Relations Among Grade 11 students of Palayan, Region,
High school” prepared and submitted by the Group 1 researcher’s
in partial fulfilment of the requirement for the subject
Practical Research 1 has been examined and here by
recommendations for approval and acceptance.

JOY V. DIZON
Research Teacher

JOSELITO O. URSUA
Principal I
 TABLE OF CONTENTS
Pages

Title ii

Approval Sheet iii

Acknowledgement vii

Dedication viii

CHAPTER 1 INTRODUCTION

Introductory Paragraph 1

Statements of the Problem 6

Significance of the Study 7

Purpose of the Study 8

Conceptual Framework 9

Definition of Terms 12

CHAPTER 2 REVIEW OF RELATED LITERATURE

Related Literature 16

CHAPTER 3 METHODOLOGY

Research Design 28
 Population and Sample

Research Instruments

Validation Procedure 29

Data Gathering Procedure

Research Procedure

Statistical Treatment
 ACKNOWLEDGEMENT
First and foremost, we have to thank our parents for their
love and support throughout our life. Thank you both for giving
us strength to reach for the stars and chase our dreams. Thank
you for guiding us all throughout, because of your guidance were
able to finish our research study. To our sisters, brothers,
aunt and cousins deserve our wholehearted thanks as well.

We would like to sincerely thank our teacher, Mrs. Joy V.

Dizon for her guidance and support throughout this study, and
especially her confidence with us. We would also like to thank
our panellists Mr. Allan V. Dizon and Mr. Carlos V. Cabantac
Jr., their comments and questions were very beneficial for us.
We learned from their insight a lot. Also, we would like to
thank our classmates, in a special way, we express our heartfelt
gratefulness for your guide and support that we believed we
learned from the best.

To all our friends, thank you for your understanding and

encouragement in our many- many moments of crisis. Our
friendship makes our lives a wonderful experience. We cannot
list all the names here, but you are always on our mind.

Thank you, Lord, for always being there for us.

This research study is only a beginning of our journey.

 DEDICATION

I would like to dedicate this research study to my family

for giving me their full support in everything that I like to

do. They are the one who gave me strength my family are the one

of my motivations and always be my inspirations in life. My

family are my number one providers when I need them there always

there to give me some piece of advice they are the one who gave

me so much happiness. I receive so much love and care them

always. One of the persons who are coming from their always when

I need someone to talk to are my friends. They are my partners

in crime in every situations when I’m with them I always feel

the happiness and experience things the I’ve never done before

I’m so very lucky that I have the most trust worthy friends in

my life. And most especially to god who is there to guide me

every time. He is the one who protect me always. My savior who

gives me life and purpose even though sometimes I have many

trials I accept it because I know that god gave me that trial

to learn a lesson that I will apply in my life.

ROXELLE D. ALEJANDRO
 I would like to dedicate this research study to my group

mates especially to our leader Rochelle Senique because she’s

always there for us when we need her. And she gave a motivation

for us to do this research. To my family thank you for being

their always to me, to guide me and for your unending support.

And especially to my parents who give me every a morally and

financially such as I inclement sometimes. And thank you to

almighty god for always there to guide us this research and to

his unending love and support.

HAZEL JANE J. GUYOD

I want to dedicate this in to my parents because they are

also giving me support to do this study research and they are

helping me to finish this senior high school. And I want to

dedicate this study research to god because he gave me a strong

body and a life and he is the one and only protector of us. He

is my god and he is my savior he is the only one who create our

beautiful nature. And I will also like to dedicate this study

research to my teachers, because she and he give a lot of time

to this. Lastly I will also like to dedicate this study research

to my beautiful and handsome best friends to support me and also

to help me into this project.

JOHN LLOYD G. DUQUE

 I want to dedicate this in to my beautiful teacher because

she gave we time to do this. And I will also like to dedicate

this in to my supportive team mates because they also help me in

to this project. And I would like to dedicate this in to my

parents because they are also giving me support to do this, and

they are helping me to finish this senior high school, and they

give me allowance every day I am very thankful to them because

they are very supportive to me. I will also dedicate this to my

handsome and beautiful friends because they are helping me and

they are making me happy if I am sad, and they are also like my

brother and sister because they are advising me when I am down

in to myself. And at last I dedicated this project to god

because he gave me life and he is the only one protector he is

my savior and he is the only one who create our beautiful

nature.

KEN RYAN F. CARAMBAS

I would like to dedicate this research study to my family

for their unending support. A special feeling of gratitude they

never get tired on giving me what I need to make this research

study possible. Even there are times that I went home late. They

still support me just to finish this study. They support me

morally and financially.

ALAIZA C. MORALES
 I would like to dedicate this research study to my family

because they support me in making this research possible. And

for giving me moral and financial support. To my friends Ken

Ryan, John Lloyd, Hector thank you for being their always to me

and especially to Roxelle because she is my inspiration of all

this.

JOHN LLOYD G. DUQUE

I would like to dedicate this research study to my friends

and also to my family that they gave care and love I need in my

part as a son, a friend, and as a student because they gave me

reason to continue my study and also to continue my dreams to

attain my goal for the better future life. And for my future

family to gave their needs to support their dreams. So start now

on I promise to myself that I will focus on my study and set

aside a relationship for the sake of my dreams.

JAYMARS C. SACULLES

I would like to dedicate this research to my parents for

they are the one who supports me morally and financially. I

would like also to dedicate to my siblings who became my

inspiration and of course to my friends and classmates for they

are the one, who helps me, cheer me up when I am down.

MARK KIAN B. SALAZAR

 I would like to dedicate research to my friends and family

for they are the one of my inspiration. My parents are always my

number one provider. To my siblings who are always there to

support me always in ever thing that I do in my life.

HECTOR JOHN F. BAUTISTA

I would like dedicate this research study to my family and

friends. For without them it would not be possible for me to

finish this study. I thank them a lot for their support and

love.

ROCHELLE A. SENIQUE
 CHAPTER I

INTRODUCTION

As a child goes through adolescence, he or she is subjected

to many different challenges, stressors, and opportunities. An

important factor in handling these challenges is a positive

self-concept and high self-esteem. Through adolescence, schools

should be preparing students to become a comfortable part of the

general population, easily adjusting to their surroundings.

Students with learning disabilities are estimated to represents

2% to 10% of the student population (American Psychiatric

Association 1994). Students struggle with self concept and self-

esteem, which in turn can lead to adjustment difficulties,

substance abuse, depression and suicide ideation

(Saghatoleslani,2005). As psychological service professionals,

it is important to monitor the self-worth of students and help

improve their self-concept and self-esteem.

Self-concept is the perception that individuals have of

their own worth. This includes a composite of their feelings, a

generalized view of their social acceptance, and their personal

feelings about themselves (Belmore & Cillessen, 2006). High

self-esteem was defined by (Walz, 1991) as appreciating oneself

and acknowledge self-worth, self-control and competence with a

corresponding positive attitude and high self-evaluation.

Opposite to this, Brendgend (2002) defined low self-esteem as

having low self-evaluation, self-criticism and feelings of

hopelessness. Both self-concept and self-esteem are fluid

through a child’s development and can be influenced by positive

parental involvement.

Self-concept develops as a result of one’s experiences with

the environment and ones evaluation of these experiences.

Additionally, opinion of significant others, casual

attributions, and concrete feedback play a crucial role in the

process of self-concept development (Shavelson Hubner, &

Stanton, 1976). The formative middle-school year of a child’s

life are an important time for the child to develop a positive

self-concept. Self-concept is important because it contributes

to many different facts of a person’s life, from childhood to

adulthood.

Self-esteem can be defined in numerous ways. Most commonly,

self-esteem is defined on the basis of two psychological

processes: evaluation and effect (Mruk, 2006). Evaluation

accentuates the role of recognition, while affect emphasizes the

role of feelings as they pertain to self-esteem. As much, (Mruk

2006) defines four basic ways that self-esteem is defined: (1)

as a certain attitude. (2) based on discrepancy, (3) as a

psychological response a person holds toward himself or herself,

and (4) as a function of personality. In the attitudinal

definition, it involves positive or negative cognitive,

behavioral, and emotional reactions. When people base their

self-esteem on discrepancy, they are measuring the difference

between what they see as their ideal self and their perceived

self. The closer these two percepts are; the higher their self-

esteem is thought to be. The psychological response a person

holds towards himself or herself described as feeling-based,

rather than attitudinal alone. Finally, in the functions of

personality definition, self-esteem is viewed as part of a

system that concerned with motivation or self-regulation both.

While there are numerous different definition for self-esteem,

even outside of this spectrum, the listed definitions cover the

broadest range of definitions.

Self-concept and self-esteem are two key components to a,

academic self-concepts in the school in the school context. Two

key components in academic self-concept are verbal and

mathematical self-concept (Marsh, Byne, & Shavelson, 1988). If

students have difficulty in either of these two facts, their

academic self-concept are also very important for students with

I.D. students with LD in inclusive schools have lower self-

concepts than those of their peers in schools for students with

special educational needs (Mother et al.,2009). This is due to

the social comparisons the students with I.D. make when

attending inclusive schools (Crabree & Rutland, 2001).

(Jarvis and Justice 1992) have shown that students with

learning disabilities are significantly less accurate at

interpreting social situations than their non-learning disabled

peers. The authors also found that students with learning

disabilities had significance lower self-concepts. This

correlations shows the importance of property understanding

social situations during adolescence. When a student is unable

to fully concert with others, their self-concept and self-esteem

suffer. In future studies, remediation efforts should be

partially be focused on overcoming social deficits by improving

social skills in adolescents. Having a positive self-concept and

high self-esteem are important factors in leading a happy and

healthy life. When an adolescents with a learning disability

does not receive the proper intervention, the problems that they

are facing go untreated and lead to equally frustrating issues

as an adult with a learning disability. By property diagnosing

students with learning disabilities and providing evidence based

interventions, students will have a higher probability of

successfully coping with their learning disability as an adult.

 One solution to the problem of negative self-concept and

low self-esteem is positive and frequent family involvement.

(Ochoa Lopez and Elmer 2007) found a link between open

communication between parent and adolescents’ positive family

self-esteem which in term related to a positive academic self-

concept. Positive family communication is key in helping

adolescents maintain a positive self-concept and high self-

esteem. By enhancing academic self-concepts, educators will then

be more apt to foster learning in school (M𝜎ller el al., 2009)

M𝜎ller el al. (2009) emphasized the importance of these findings

on academic self- concept in relation to learning, when

considering students with learning disabilities. Additionally

shown was that when students with a learning disability are in

an inclusive classroom, they are more apt to set themselves

unrealistic goals. This will more often than not result in

negative effects on their academic self-concept as well as

emotional well-being. The key difference between students with

learning disabilities, appropriate considerations need to be

taken to provide those students with the best learning

environment possible. An inclusive classroom can be detrimental

to the self-concept of a student with I.D (Moller et al., 2007).

While this is important to consider, it is essential to

understand that not all students respond in the some ways.

Because every student is unique ,a distinct approach needs to be

taken when providing intervention strategies. To better

understand each student, with and without LD, a school may

perform an interpersonal competence profile (Farmer, Rodkin,

Pearl, & Acker, 1999). These two profile include the

Interpersonal Competence Scale-Teacher (ICS-T) and the

Interpersonal Competence Scale-Self (ICS-S). Using these

interpersonal competence scale, the school will gain knowledge

about the individuality of each students. When school knows the

specific interpersonal competence profile of a students, the

assessment and intervention process can be uniquely honed to

best serve that student’s learning style (Farmer et al., 1999).

For students with LD to succeed in the classroom, and eventually

as adults, this special consideration needs to be taken.

It is important for schools and psychological service

professionals to clearly delineate between self-concept and

self-esteem. When this is done a better analysis of the student

can be made. With this improved analysis, appropriate

intervention strategies can be used to enhance their self-

concept and raise the self-esteem. As school begin to better

understand the unique learning styles of each student’s, the

academic atmosphere will flourish and student’s grades can be

improved. With improved grades comes improved self-esteem, and

as an adolescent’s self-esteem improves, so those his or her

overall sense of happiness (Elbaum & Vaughn, 2001).

Recognizing these ideas the researchers realized to conduct

this study. This thesis therefore seeks to study on the Self-

Esteem and Social Relationships among Grade 11 students.

 CONCEPTUAL FRAMEWORK

INPUT
1. Profile of the
OUTPUT
PROCESS
respondents in Dissemination
terms of: Assessment on of results to all
1.1 Age studying the Grade 11
1.2 Sex self – esteem students that
1.3 Father’s and the social have low self –
Occupation Status relation of the esteem which
1.4 Mother’s Grade 11 in
Occupation Status shall help them
Palayan, to gain
1.5 Estimated
Region, confidence
Income of the
Family in One Highschool
Month

FEEDBACK

Figure 1: Paradigm of the Study

 Following the paradigm are descriptions and other

pertinent information regarding the use of these variable

in the present study.

Age is the chronological years of existence of an

individual. Theoretical puberty is the most critical stage of

life. According to Hurlock (1983), girls, as a general rule, are

more seriously affected by puberty than boys because they

usually mature more rapidly than boys and partly because of more

social restrictions. Because they reach puberty earlier, girls

show signs of disruptive behavior sooner than boys do. However,

girls stabilize earlier than boys. Dunbar (cited by Hurlock,

1988) provided a suggestion that communication is a means of

coping anxiety, which inevitably accompanies stress. Pubescent

children who find it difficult to communicate with others

exhibit more negative behavior than those who can communicate.

Sex the state of being male or female typically assigned at

birth based on the appearance of external anatomy.

Monthly income is the family’s profit from some form of

employment. Invariably it affects the students’ academic

performance. Higher monthly income means more books, financial

support for the studies, and time for studies since the home

chores might have been delegated to the paid house helper. On

the other hand, low income means more errands as the student
seeks to extend his share of labor in the family, depriving him

of precious time to do homework and studies.

Parent’s occupation is the form of endeavor where mother

and father are engaged in for personal and social existence. The

parent’s occupation especially if it carries a title or is

connected with a prestigious organization becomes a status

symbol for a child (Hurlock, 1983).

Self-esteem Assessment is our general attitude toward

yourself. It refers to the extent to which you approve of

yourself and value yourself. High self-esteem is associated with

confidence and optimism. Low self-esteem is associated with lack

of confidence and pessimism.

Social Relation – is any relationship between two or more

individuals. Social relation derived from individual agency form

the basis of social structure and the basic object for analysis

by social scientists. Fundamental inquiries into the nature of

social relations feature in the work of social ageists such as

Max in his theory of social action.

Dissemination of results planned process that involves

consideration of target audiences and the settings in which

research findings are to be received and, where appropriate,

communicating and interacting with wider policy and health

service audiences in ways that will facilitate research uptake

in decision making.

STATEMENT OF THE PROBLEM

This study seeks to determine the self- esteem and social

relations among Grade 11 students of Palayan Region High School

for the school year 2018-2019. Specifically, this study seeks to

obtain answer to the following questions.

1. Profile of the Respondents

1.1 Name

1.2 Age

1.3 Sex

1.4 What are the presumed factors and reasons on

having a low self-esteem

1.5 FAMILY

1.6 FRIENDS

1.7 PERSONALITY

1.8 SCHOOL

1.9 GENDER

2. Negative effects on the students that have low self-

esteem

2.1 DEPRESSION
 2.2 FAILING GRADES

2.3 OTHERS

SIGNIFICANCE OF THE PROBLEM

The beneficiaries of this study are students, teachers,

parents, and future researchers. All of them were a beneficiary

of this study. They will be granted for them to be aware what

will be the effect of having low self- esteem.

STUDENTS – This study can help the students to bring back their

confidence or to gain some confidence so that they can express

their self freely.

TEACHERS – This study can help the teachers to raise the

awareness to their students who have low self – esteem at their

class

PARENTS – This study can help the parents to be aware about

their children, for them to have low self- esteem at their

class.
FUTURE RESEARCHERS – Lastly, this study can help the future

researchers through the data and information that has been

gathered in coming out more extensive studies.

COMMUNITY – This study would benefit community as improvements

in the youth who are facing low Self- esteem by the help of this

study which is made by the student researchers.

PURPOSE OF THE STUDY

The purpose of this study is not just to help our

respondents but also to help every person who are suffering in

having low self-esteem. When we have healthy self-esteem, we

feel good about ourselves and see ourselves as deserving the

respect of the others. But when we have low self-esteem, we put

a little value on our opinions and ideas. Reason why we conduct

this study is for us to know every reason why there are people

feel so not confident about their self and why there are people

who are not good in socializing with others. We want to help

those people who have a low self- esteem to gain some confident,

so that they can express their self freely. If we are confident

we can make things better and we can feel the happiness on doing

such things. This study aims to bring back the confident of

every students or whoever person it is that have a low self-

esteem and having bad times when it comes to social relations.

The purpose of this study is to show the importance of

helping a child to have higher self-esteem and ways to achieve

that. The specific thesis questions are: 1.) Can higher self-

esteem help students achieve academic success in school? 2.) How

does self-esteem affect behaviors in the classroom? 3.) Can

performing magic tricks play a role in raising self-esteem in

children with exceptionalities? 4.) Can the use of magic tricks

in the classroom motivate learning?

DEFINITION OF TERMS

The following terms occur frequently in the studies used

for this literature review.

Academic self-concept A relatively stable set of attitudes and

feelings reflecting selfperception, self-evaluation and

attitudes concerning performance in basic school-related tasks

like reading, writing, spelling, and math (Chapman & Boersma,

1991).

High self-esteem - Appreciating oneself and acknowledging self-

worth, self-control and

competence, with a corresponding positive attitude and high

self-evaluation (Walz, 1991).

Interpersonal Competence Scale-Teacher (ICS-T) - The ICS-T is an

18-item questionnaire (including two detractor items) consisting

of seven-point Likert scales that teachers

completed for each participant in their class.

Interpersonal Competence Scale-Self (ICS-S) - The ICS-S is a 21-

item questionnaire consisting of the same 18 items as the ICS-T

plus 3 additional detractor items. Low self-esteem Low self-

evaluations, self-criticism and feelings of hopelessness

(Brendgen, 2002).

Multidimensional Self-Concept Scale (MSCS) - A self report that

assesses the selfconcept in individuals between grades 5-12

through 150 test items. (Montgomery, 1994).

Piers-Harris Children's Self-Concept Scale - A measure of

children's self-concept. This scale can be used on students in

grades four through twelve, with students who have a third

grade reading level or higher. It is an 80-item scale that has

children respond yes or no to the test

statements (Piers, 1984).

Rosenberg self-esteem scale - A scale that purports a one-

dimensional assessment of global self-esteem (Rosenberg, 1965)

Self-concept - An individual's general composite or collective

view of him or herself across multidimensional sets of domain

specific perceptions, based on self-knowledge and evaluation of

value or worth of one's own capabilities formed through

experiences with and interpretations of the environment (Eccles,

O'Neill, & Wigfield, 2005).

Self-esteem Feelings an individual has about himlherself that

affect the way he/she views himlherself, including self

observations, perceived feelings of himlherself, and self

knowledge (Schwalbe & Staples, 1991). The overall affective

evaluation of one's worth, value or importance (Blascovich &

Tomaka, 1991).

Self-Perception Profile for Adolescents A self-report instrument

used to assess the multidimensional adolescent self-concept. It

is used to measure feelings of self-worth in specific domains,

as well as global self-worth (Renick & Harter, 1989).

Self-Perception Profile for Learning Disabled Students

Assessment that contains subscales that assesses students'

social acceptance, athletic competence, behavioral conduct,

physical appearance, and global self-worth, in addition to

separate subscales measuring the perceptions of intellectual

ability and competence at reading, spelling/writing, and math in

students with LD (Renick & Harter, 1989).

Students with learning disabilities (LD) - According to IDEA,

the term describes a disorder in one or more of the basic

psychological processes involved in understanding or in using

language, spoken or written ... that may manifest itself in an

imperfect ability to listen,think, speak, read, write, spell, or

do mathematical calculations (IDEA, 2004).Students without

learning disabilities (LD) For the purpose ofthis study, this

will be considered as students who have not been diagnosed with

a learning disability.

Systematic Training for Effective Parenting (STEP) - A nine-week

program that provides training to parents on how to respond more

affirmatively to their children (Hammett,

Omizo, & Loffredo, 1981).

Family - may seem like a simple concept, but there is no simple

definition of family. In its most fosic terms, a family is a

group of individuals who share a loyal or genetic bond, but for

many people, family means much more, and even the simple idea of

genetic bonds can be more complicated than it seems.

Social Relation – is any relationship between two or more

individuals. Social relation derived from individual agency form

the basis of social structure and the basic object for analysis

by social scientists. Fundamental inquiries into the nature of

social relations feature in the work of social ageists such as

Max in his theory of social action.

Depression - anything and especially a drug, used to prevent of

treat depression. Anxiety a feeling of apprehension and fear

characterized by physical symptoms such as palpitations,

sweating and feelings of stress.

 CHAPTER 2

REVIEW RELATED LITERARUE

SELF-ESTEEM

The relationship between a student’s scholastic performance

or achievement and her/ his sense of personal worth or self-

esteem is likely to be mediated by a number of factors such as

personal and familial aspirations, peer accomplishments and

teachers and school expectations. Self-esteem can be defined as

an individual’s judgment of his or her self-worth (Rosenberg

1965). Self-esteem is generally considered the evaluative

component of the self-concept, a broader representation of the

self that includes cognitive and behavioral aspects as well as

evaluative or affective ones (Tomaka & Blascovich, 1991). While

the construct is most often used to refer to a global sense of

self-worth, narrower concepts such as self-confidence or body-

esteem are used to imply a sense of self-esteem in more specific

domains. It is also widely assumed that self-esteem functions as

a trait, that is, it is stable across time within individuals.

Self-esteem is an extremely popular construct within psychology,

and has been related to virtually every other psychological

concept or domain, including personality (e.g., shyness),

behavioral (e.g., task performance), cognitive (e.g.,

attribution bias), and clinical concepts (e.g., anxiety and

depression). Environment of acceptance and success raises self-

esteem, while environment of failures lower it. Studies suggest

that for children of age seven to adolescents, school frequently

represents the first occasion in which they act on their own and

measure themselves against others. Thus school represents an

initial proving ground.

The image one has about one selves as children often

affects how one feel about one selves as adults. Academic

challenges may lead to low self-esteem. Withdrawal and behavior

problems (Kemp and Segal 1998). Students with low self-esteem

have trouble expressing their feelings, calming themselves down,

and reading non-verbal cues which can lead to difficulty in the

classroom and with their peers.

SOCIAL RELATIONS

Peer relations and relationship with peers

The ability to develop healthy friendships and peers

relationships depends on an students self-identity, self-esteem

and self-reliance (Matsuo 1997). At its best peer pressure can

mobilize students energy, motivate for success and encourage

them to conform to healthy behavior. Peers also can and do act

as positive role models (Werner 1993). Peers can and do

demonstrate appropriate social behaviors’. Peers often listen

to, accept and understand the frustrations, challenges and

concerns associated with being a teenager.

They understand each other; they can talk about their

problems and figure out ways to solve them, together. Students

choose their friends, because of similar interests, or to make

themselves more popular. Before deciding to do something,

students often ask themselves, "what will my friends think?"

This does not mean their decisions are stupid. It means that

there is a trade-off between doing what one knows is right, and

being accepted by peers (Denham and Burton 1996). Parenting

styles can also affect peer influence. Authoritative parenting

encourages adolescents to be less susceptible to peers influence

specifically in domains in which peers are engaging in

unacceptable behaviors, but more susceptible to peers influence

in domains that are approved by adults (Agaliotis and Kalyva

2006). Hence, parents can adjust their style of parenting to

reflect these favorable outcomes.

Teacher relation and relationship with teachers:

The wide range of experiences a student has while going

through school scholastic, athletic, social, and emotional- all

constitute input to his or her self-esteem development. Every

success and failure, together with the reaction of peers,

parents and teachers to these experiences, will contribute

significantly to the students’ self-worth, self confidence and

self-reliance and self-esteem (Heyman 2000). At the same time,

attributions that teachers make about the pupils’ could have

important consequences in the classroom for teachers’ behaviors’

and pupil outcomes.

Teaching efficacy relates to teachers feeling of his/ her

capacity to successfully learning. It has been found to be

related to student’s outcomes such as achievement (Cooper and

Patricia 1993) and to motivation (Patricia 1993).

Teachers attributing failure to factors internal to the

child can result in the child feeling guilt or shame and

experiencing lower self-esteem (Heyman 2000). And giving help to

a child on an easy task may negatively impact on the Childs

self-perception as s/he might interrupt the help as a low

ability cue. (Cruise, Judge and Sheubrooks 2007) found that

children with identified learning difficulties were more likely

to be rewarded after failure than their peers with no identified

learning difficulties. Teachers expressed less anger and more

pity towards the children with learning difficulties and held

lower expectations of their future success.

Students tend to perform in accordance and treatment-self-

fulfilling prophecy (Tsurumaki, Sato, and Yoshiaki. 2009) this

positive intervention are very much needed in building self-

esteem, self-confidence and social relationship.

Parents relation and relationship with parents:

Family is seen as the key stabilizing factor in a child’s

life. Thomas and his colleagues (2003) found that adolescents

whose friends and parents support academic achievement perform

better than adolescents who receive support from only one, or

neither. Hence, both parents and friends are important for

adolescents' development. Moreover, adolescents are less

influenced by friends when they have close and involving

relationships with their parents (Serafica and Harway 2002). The

ability of friends to influence the behaviors and attitudes of

adolescents is magnified when adolescents perceive that their

parental relationship is negative or deficient in support and

guidance (Cruise, Judge and Sheubrookd 2007). Parenting styles

can also affect peer influence. Authoritative parenting

encourages adolescents to be less susceptible to peers influence

specifically in domains in which peers are engaging in

unacceptable behaviors, but more susceptible to peer influence

in domains that are approved by adults (Serafica and Harway

2002). Hence, parents can adjust their style of parenting to

reflect these favorable outcomes.

There is evidence that indicates that verbal abuse

(negative statements by significant others) adversely affects

self-esteem (Agaliotis and Kalyva 2006), often resulting in the

victim's self-degradation and blame (Wolf 1988). The effect of

negative statements on self-perceptions is illustrated in the

Patil, Saraswathi and Padakannaya (2009) study of the self-

esteem of children whose mothers were diagnosed with depression.

They classified the mothers' descriptions of their child with

regards to school, peer relations, family relations, and sports

using a positive/negative/neutral response format. Negative

descriptions were classified as being critical/hostile, maternal

over-involvement, self-blaming, or negative other statements.

The results showed that the depressed mothers gave more

negative emotional statements overall (specifically more

critical/hostile and self-blame) and had children with low self-

esteem.

Throughout this literature review, a key concept is the

clear delineation between selfconcept and self-esteem. The

differences between self-concept and self-esteem will be

discussed, as well as the importance of each concept during

adolescence. When considering

students with learning disabilities (LD), it is important to

weigh their self-concept and selfesteem in a different way,

understanding different social factors that come into play.

There are many facets to self-concept and self-esteem, and

coping with a learning disability has aninfluence on a student's

quality oflife. For both students with LD and students who have

not been diagnosed with LD, positive parental involvement can

directly influence a student's selfconcept and self-esteem.

Self-Concept and Self-Esteem

While both self-concept and self-esteem refer to an

individual's cognitions and feelings about the self, there are

key differences between the two that many researchers neglect to

identify. Elbaum and Vaughn (2001) exemplified the issue by

stating that the terms "self concept," "self-perceptions,"

"self-esteem," "self-image," "self-evaluations," "self-worth,"

and "self-regard" are used interchangeably in their study. Using

interchangeable terms deters from the scientific method of a

study. By neglecting to operationally define these terms, Elbaum

and Vaughn are not only adding a confounding variable into their

study, they are bringing into question the validity of their

findings. While the results of their study are important, it is

critical to consider this variable when interpreting results. A

key to advancing the study of the self is to clearly delineate

between self-concept and self-esteem.

Self-esteem represents a basic behavioral motive. As such

this construct is related to several dimensions of psychological

well-being. The aim of the present study was to analyze research

on self-esteem is Kosovo and discuss findings relating self-

esteem to psychological well-being. Eight full papers and five

abstracts have been identified. Rosenberg Seld-Esteem Scale

(Rosenberg,1965) was used as a measuring instrument in all

cases. Apart from three studies where participants were Serbian,

the rest were Kosovo-Albanians. The samples varied from 60 to

34684 participants. The internal consistency of the

questionnaire has shown acceptable values (alpha between .70-

.83).

The mean values of self-esteem in these studies ranged from

22.1 to 37.65. These values are comparable with other countries

such as Bosnia, Greece, Italy, Serbia etc. As regards the

relationship between self-esteem and psychological well being

the study found significant correlations with suicidal ideation,

emotional difficulties and behavioral problems. Also significant

correlations have been reported between self-esteem and anxiety,

shyness, depression, impulsive behavior, eating disorders etc.

Conversely self-esteem correlates positively with hope and life

satisfaction. The present findings were discussed in the

context.

Self-esteem represents a basic behavioral motive. As such

this construct is related to several dimensions of psychological

well-being. The aim of the present study was to analyze research

on self-esteem is Kosovo and discuss findings relating self-

esteem to psychological well-being. Eight full papers and five

abstracts have been identified. Rosenberg Seld-Esteem Scale

(Rosenberg,1965) was used as a measuring instrument in all

cases. Apart from three studies where participants were Serbian,

the rest were Kosovo-Albanians. The samples varied from 60 to

34684 participants. The internal consistency of the

questionnaire has shown acceptable values (alpha between .70-

.83). The mean values of self-esteem in these studies ranged

from 22.1 to 37.65.

These values are comparable with other countries such as

Bosnia, Greece, Italy, Serbia etc. As regards the relationship

between self-esteem and psychological well being the study found

significant correlations with suicidal ideation, emotional

difficulties and behavioral problems. Also significant

correlations have been reported between self-esteem and anxiety,

shyness, depression, impulsive behavior, eating disorders etc.

Conversely self-esteem correlates positively with hope and life

satisfaction. The present findings were discussed in the context

of methodological shortcomings and suggestions were given for

future research of methodological shortcomings and suggestions

were given for future research. 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 (Lyons, 2012). While not all students with low self-

esteem will do poorly in school, there is research that shows

low self-esteem can lead to less academic success (Daniel &

King, 1997). It is important to understand how self-esteem

affects learning and behavior for students and especially those

with exceptionalities. It is also important to find a way, or

ways, to raise self-esteem and to also motivate learning.

Step inside a classroom and observe how students’ attitudes

and behaviors change as self-esteem begins to decline. Students

with exceptionalities often demonstrate this to a greater degree

than those students without exceptionalities (Heward, 2005).

Instead of being seen as “not as smart” the student would rather

be known as the “bad” student or class-clown in the classroom or

school.

Learning can also be affected by a student’s self-esteem.

Students with higher self-esteem are more inclined to take an

active part in their education than a student with lower self-

esteem, although other factors also contribute to lower class

participation (Phillips, Smith, Modaff, 2004).

 Students who participate in class have a higher success

rate than those who do not (Turner & Patrick, 2004). Students

with a positive view of themselves, along with other factors,

have greater motivation to participate more in class than those

who have a negative view of themselves (Phillips, et al., 2004).

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).

Self-esteem, or the lack of it, can hinder motivation to

learn, or develop friendships in students, especially those

students with disabilities. According to Watson (n.d.),

motivation to accomplish anything and self-esteem are negatively

affected in children with disabilities. Motivation to learn can

be intrinsic or extrinsic in nature depending on the student or

circumstance. A difficult decision for teachers to make is

whether or not to use rewards for classroom behavior management

(Witzel and Mercer, 2003). There are arguments for and against

the use of extrinsic rewards; however students with

exceptionalities appear to need extrinsic rewards more than

students without exceptionalities (Witzel and Mercer, 2003).

Teachers must decide the best motivational choices for their

classrooms and each individual student. Learning magic tricks

can be both extrinsic and intrinsic in nature and may be a good

strategy to motivate learning.

Throughout this literature review, a key concept is the

clear delineation between selfconcept and self-esteem. The

differences between self-concept and self-esteem will be

discussed, as well as the importance of each concept during

adolescence. When considering students with learning

disabilities (LD), it is important to weigh their self-concept

and selfesteem in a different way, understanding different

social factors that come into play. There are many facets to

self-concept and self-esteem, and coping with a learning

disability has an influence on a student's quality oflife. For

both students with LD and students who have not been diagnosed

with LD, positive parental involvement can directly influence a

student's selfconcept and self-esteem.

Clear delineation between self-concept and self-esteem.

Some studies do an excellent job addressing self-concept

(Shavelson et aI., 1976) and others do an excellent job

isolating self-esteem (Blascovich & Tomaka, 1991). Additionally,

some researchers go to lengths to delineate between the two

domains (Dusek & McIntyre, 2003). Both constructs are important

witbin development during adolescence. When adolescents have a

strong self-concept, they are able to better position themselves

for learning, and this in turn can facilitate a strong academic

self-concept (Shavelson et aI., 1976) (Trautwein et aI., 2006).

Having high self-esteem during adolescence increases the

likelihood of having a positive adulthood.

When measuring self-concept and self-esteem, researchers

should not use these terms interchangeably in their studies. It

is important to indicate how each component is measured.

Blascovich et al. (1991) reviewed multiple self-esteem measures

and found that only two accurately measured self-esteem (such as

Fleming & Courtney's, 1984, revision of Janis & Field's, 1959,

scale, and Rosenberg's, 1965). With the numerous research

articles that examined self-concept and self-esteem, it is

interesting to sec that so few delineate between the two. A

cunent lack of research demarcating between the two concepts is

the root of the issue at hand. In order for research concerning

the self to advance, clear definitions need to be followed.

Students with LD

Learning disabilities can affect students in many different

ways. As these studies indicate, self-concept and self-esteem

are two crucial clements during a student's formative years.

During this time, students begin to formulate and realize who

they will become as adults. The self-concept that is developed

during this time canies over into adulthood (Elbaum & Vaughn,
2001). Because of this, it is important to consider the negative

effects of LD, especially during adolescence. Hughes and Baker

(1990) indicate that children who have experienced rejection,

humiliation, and failure generally have feelings of low self-

worth and vulnerability.

Many children with LD experience these emotions more often

than students without LD. This can have a profound effect on

their academic self-concept as well as their overall self-

esteem. The importance ofthis topic is substantial, as the

American Psychiatric Association (1994) claims that between 2%

and 10% of the population are affected by LD.

Self-concept and self-esteem of students with LD.

Utilizing the Self-Perception Profile for Adolescents,

Harter, Whitesell, and Junkin (1998) found that high school

students with LD reported they felt worse about their general

intellectual ability than did students not diagnosed with LD.

Furthermore, using the Piers-Harris Children's Self-Concept

Scale, it has been shown that students with LD scored

significantly lower on the subscale ofIntellectual and School

Status (Gans, Kenny, & Ghany, 2003). This is significant because

these students were in separate classes with other students in

special education (SPED), including students with emotional

disturbances or cognitive impairments.

 When students are deliberately taken out of the general

classroom, it becomes obvious to them that they are different

from typically developing students. By separating students, it

can have a negative effect on their self-concept. This, in tum,

can have a negative effect on their selfesteem and academic

achievement (Troutwein et aI, 2006). The answer to this problem

is not as easy as moving towards an inclusive system where

students with LD learn with typically developing students. In a

study conducted by Zeleke (2004), it was shown that the self-

concepts of students with learning disabilities attending

inclusive schools were lower than those of their classmates

without learning disabilities. These findings are all too

common, as a meta-analysis done by Chapman (1988) found the same

discrepancy. Due to these social comparisons, many schools have

moved away from an integrative classroom. In some circumstances,

the self-concepts of students with learning disabilities can be

enhanced through tailoring instruction to the needs of

individual students(Elbaum & Vaughn, 2001). Creating the best

learning environment for each student needs to be a priority

within the general school system. When students with LD compared

themselves to others with LD, they reported that they felt

better about their performance than children with LD who

compared themselves to their peers without LD (Renick & Harter,

1989). This presents conflicting information. When separating

students with LD from typical students, it can have a negative

effect on their selfconcept and self-esteem. On the positive

side, however, when students with LD are learning with other

students with LD, they may tend to compare themselves to their

peers with LD. This results in a more positive self-concept and

higher self-esteem in students with LD. Each school is unique in

its approach to students with LD, and it is important to

consider these studies when deciding whether or not students

with LD should be included in the general classroom or placed

in a separate learning environment. Age is an important factor

in understanding what the best intervention is for a student

with LD. While academic interventions were most consistently

effective for elementary students, counseling interventions were

the most reliably effective for middle and high school students

(Elbaum & Vaughn, 2003). These results have an effect on the

academic self-concept for the student, and do not necessarily

hold true in other dimensions of self-concept. Elbaum and Vaughn

(2003) also pointed out that, overall, counseling and mediated

interventions were the only interventions that had a significant

effect on general self-concept. These findings complement

previous statements regarding the importance of creating an

intervention strategy that is malleable, as well as unique to

each student who passes through the intervention plan. To

create a unique intervention strategy, it may be useful for a

school to use the interpersonal competence profile (Farmer et

aI, 1999). By using the ICS-T and the ICS-S and comparing the

two, a unique strategy can be created for each student that best

serves his or her learning style.

This tool can be useful to detelmine if an inclusive or

separated intervention strategy would best serve each student

with LD. Finally, an insight provided by Swann (1999):

Because self-knowledge generally emerges from, and is sustained

by, our experiences with others, negative self-views have

interpersonal as well as personal components. This means that

for people to enjoy improvements in their self-views, changes

must occur not only in the way they think about themselves, but

also in the environments that sustain their self-views. (p. 146)

The value of this quote is substantial. Not only is this

positive self-concept extremely important in students with LD,

it is also significant for everyone. Our experiences in life and

our perception of who we are define what we eventually become.

Positive Teacher and Parental Involvement

It is important for teachers and parents to affect the

self-concept and self-esteem of students with LD by remaining

positive and encouraging them to succeed. This is evident as

Meltzer, Roditi, Houser, and Perlman (1998) showed that there

was a discrepancy between self assessments of students with LD

and their teachers' judgments. They found that students

perceived themselves to be more capable than their teachers

judged them. Furthermore, Moller et aI. (2009) indicated that

teachers were commonly unaware of students' perceptions of

abilities. For better communication between teachers and

students, it may be beneficial for teachers to

spend time with students to discuss their perceived strengths

and weaknesses.

When parents were positively involved in the lives of their

children, the self-concept of their children was affected in a

positive way (Elbaum & Vaughn, 2001). One program that was used

to positively influence parental/child interaction was

Systematic Trainingfor Effective Parenting (STEP). Hammett,

Omizo, and Loffredo (1981) used STEP to provide parents with

training on how to respond more affirmatively to their children.

The results showed that parents had a very strong affect on

their children's self-concept. Additionally, Hammett et al.

(1981) suggested that classroom interventions to augment self-

concept might be enhanced by involving parents in a

synergistically designed parent program. As previously

mentioned, students with LD are more likely to struggle with

social competence (Dyson, 2003). Having positive parental

involvement in the life of a student with LD helps facilitate

improvement in this realm, thus positively influencing a

student's self-concept (Dyson, 2003). Intervention strategies

for students with LD within the school setting resulted in

underwhelming outcomes at times. To better the chances of

success, schools may see benefits by involving parents in their

intervention strategies.

When parents interacted with their children frequently,

positive outcomes generally occurred. As Reese, Bird, and Tripp

(2007) found, parent-child conversations regarding positive

past events contained the highest amount of emotional talk

regarding the child. Additionally, during conflict

conversations, a moderate amount of positive talk was found.

This positive talk can have a profound affect on the self-

concept of a child. The link between conversations regarding

past positive events and children's self-esteem was substantial

(Reese et aI., 2007). When parents interacted and maintained a

positive attitude with their children, a more positive self-

concept was developed and self-esteem was raised (Dusek &

McIntyre, 2003).

Conversely, when the interaction between parent and child

was minimal, or family communication was poor, negative self-

concept and low self-esteem resulted. Green (1990) found that

children with LD themselves can contribute to a lack of

communication between child and parent. In tum, child and

parental cognitivelbehavioral factors reciprocally amplify one

another over time. For parents of high school students with LD,

communication was often directly related to the nature of the

learning disability (Raviv & Stone, 1991). When a parent and

child were unable to communicate wholly due to the child's

disability, it adversely affected the relationship. This alone

is reason enough for parents of children with LD to explore

various options for the betterment of communication with their

children. When this lack of communication compounds over time,

stress can be built up in the child as well as the parent.

If a parent of a child with LD exhibits stress surrounding their

child's disability, that child tends to have problems with

social competence as well as display more behavior problems ;L

(Dyson,2003). This presents a direct correlation between

parental stress regarding a child's disability and the self-

concept and behavior of that child. When parents present a

positive environment for their child with LD, it helps to

reinforce a sense of positive self-concept and high self-esteem.

Children with LD have a strong academic self-concept and high

self-esteem when they receive positive feedback from teachers

and parents (Dyson, 2003). When children have a strong self-

concept, they are less likely to have a low self-esteem

(Trautwein et aI, 2006).

Other important factors.

During childhood and adolescence, self-esteem is commonly

linked to peer acceptance (Russell-Mayhew, Arthur, & Ewashen,

2007). An area of concern for both parents and teachers is the

well being of a student. During this time, body image and eating

behaviors can change, sometimes for the worse. More recent

research has found that positive parental involvement in a

wellness-based prevention program in schools was a helpful aid

in building positive selfconcepts in children and adolescents

(Russell-Mayhew et aI., 2007). Through this workshop, entitled

"Building Blocks to a Positive Body Image: A session for parents

in the prevention of eating disorders," parents were able to

discuss strategies that promoted a positive body image.

When a student was receiving positive teacher support in school,

and positive parental support at home, the vast majority of

their day was filled with positive support from authority

figures. This positive support directly influenced their self-

perceptions. By surrounding students with LD with positive and

helpful interactions every day, their self-concept remained

positive and in tum their self-esteem and academic achievement

followed suit (Dyson, 2003, Trautwein et aI, 2006).

 CHAPTER III

METHODOLOGY

Research Design

The research design incorporated a mixed methods approach

as there is both qualitative and quantitative research was of

the QUAL – quan model as the qualitative research was weighted

with more emphasis (Mills, 2014)

Qualitative research is narrative and provides descriptive

data. Utilized within this study were open ended survey

questions to collect written narrative data from participants.

Additionally, the research question, methods, and instruments

were refined and focused during the process to develop data used

in combination to further the understanding of the topic. The

sample size was small and the research procedures focused on

organizing data for narrative analysis.

Quantitative research includes numbers based data collection

and analysis techniques. Quantitatively, the research included

numerical data from Likert scale responses. The scale responses

assessed educator’s perceptions to best practices, achievement,

behavior, and self-esteem within the classroom. Statistics were

implemented to describe these responses.

Population and Sample

Random sampling was used to determine the respondents of

this study because it was the most appropriate sampling design.

The main goal of Random sampling is to get a sample of people

that is representatives of the larger population(Kendra Cherry

2018). This allows the researcher to answer the questions probed

in the study. Specifically, the researcher chose the eleventh

grade class of Palayan Region High School as respondents of this

study.

Research Instruments

The instruments that is used for this study Questionnaire-

this questionnaire uses to determine the students self- esteem

level and their social relation with their family, peers and to

their self. The questionnaire contained a list of fifteen

questions, some of this questions are: I worry about my

relationship with my parents, I feel I am left out by my friends

because of my learning ability, and I am satisfied with myself.

Validation Procedure

The questionnaire were constructed by the researcher and

validated by the project instructor who made face validation and

establish the stability of the instruments. To establish the

reliability of the instruments, testing method was use.

Data Gathering Procedure

The first step used was to ask permission from the

Principal to conduct the survey. The questionnaire was

distributed to the Grade 11 respondents of Palayan Region High

School after attaching the permit. The instruments were

retrieved after they were finished answering.

Research Procedures

1. A letter requesting permission to conduct this study was

sent to the high school principal of Palayan Region High

School.

2. Upon approval, the researcher administered the

questionnaires to the selected respondents.

3. The results of the tests were then recorded, analyzed,

interpreted, and evaluated using statistical tools.

4. Lastly, a final copy of the study was presented to the

adviser/teacher for necessary corrections, evaluations,

and recommendations

Statistical Treatment

The data to be gathered in this study will be subjected to

the statistical treatment:

The Demographic Profile of the respondents will be determined by

using the formula of percentage.

𝒑=
𝒇 𝒙 𝟏𝟎𝟎 P = Percentage
𝑵

F = Frequency

N= Total Number of

Respondents
Where:

This statistical treatment will determined on how

many respondents will be needed in this study, by using the

Slovin’s Formula

𝒏
𝒏= 𝟏+𝑵𝒆𝟐

Where:

n = is the sample size

N = is the population size

e = is the margin of error

ROXELLE DACULAN ALEJANDRO

BAGNOS, ALICIA, ISABELA

CP NO. : 09754910755

E-MAIL ADDRESS: roxellealejandro0630@gmail.com

PERSONAL INFROMATION

NICKNAME: Roxy

BIRTHDAY: June 6, 2002

BIRTHPLACE: Bantug Petines, Alicia, Isabela

AGE: 16

SEX: Female

NATIONALITY: Filipino

RELIGION: Church of Christ

CIVIL STATUS: Single

FATHER’S NAME: Robert Alejandro Jr.

MOTHER’S NAME: Teresita D. Alejandro

EDUCATIONAL BACKGROUND

ELEMENTARY: Alicia South, Central, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

AR - JAY MARTINEZ PARROCHA

CALLAO, ALICIA, ISABELA

CP NO. : 09752474262

E-MAIL ADDRESS: arjayparrocha@gmail.com

PERSONAL INFROMATION

NICKNAME: Ar - jay

BIRTHDAY: August 18, 2001

BIRTHPLACE: Callao, Alicia, Isabela

AGE: 16

SEX: Male

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Dominador S. Parrocha

MOTHER’S NAME: Carmelita M. Parrocha

EDUCATIONAL BACKGROUND

ELEMENTARY: Callao, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

JHON LLYOD GATUZ DUQUE

CALLAO, ALICIA, ISABELA

CP NO. : 09676239018

E-MAIL ADDRESS: jhonlloydduque@gmail.com

PERSONAL INFROMATION

NICKNAME: Lloyd

BIRTHDAY: May 9, 2002

BIRTHPLACE: Alicia, Isabela

AGE: 16

SEX: Male

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Renato A. Duque Jr.

MOTHER’S NAME: Isabelita G. Duque

EDUCATIONAL BACKGROUND

ELEMENTARY: Alicia South, Central, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

HAZEL JANE JAVIER GUYOD

SAN PEDRO, ALICIA, ISABELA

CP NO. : 09656688069

E-MAIL ADDRESS: hazeljaneguyod@gmail.com

PERSONAL INFROMATION

NICKNAME: Hazel

BIRTHDAY: March 26, 2000

BIRTHPLACE: Gumbauan, Echague, Isabela

AGE: 19

SEX: Female

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Eufracio F. Guyud

MOTHER’S NAME: Juanita J. Guyud

EDUCATIONAL BACKGROUND

ELEMENTARY: San Pedro, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

JAYMARS CAYABAN SACULLES

STO. TOMAS, ALICIA, ISABELA

CP NO. : 09051714467

E-MAIL ADDRESS: JaymarsC.S.@gmail.com

PERSONAL INFROMATION

NICKNAME: Jaymars

BIRTHDAY: March 17, 2000

BIRTHPLACE: Sto. Tomas, Alicia, Isabela

AGE: 19

SEX: Male

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Rodolfo C. Saculles Sr.

MOTHER’S NAME: Milagros O. Cayaban

EDUCATIONAL BACKGROUND

ELEMENTARY:Sto. Tomas, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

ROCHELLE AQUINO SENIQUE

BAGNOS, ALICIA, ISABELA

CP NO. : 09457295876

E-MAIL ADDRESS: rochellesenique@yahoo.com

PERSONAL INFROMATION

NICKNAME: Angel

BIRTHDAY: October 9, 2001

BIRTHPLACE: Bagnos, Alicia, Isabela

AGE: 17

SEX: Female

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Sonny M. Senique Sr.

MOTHER’S NAME: Richelle A. Senique

EDUCATIONAL BACKGROUND

ELEMENTARY: Bagnos, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

KEN RYAN FLORES CARAMBAS

SAN PEDRO, ALICIA, ISABELA

CP NO. : 0926927756

E-MAIL ADDRESS: kekencarambas@gmail.com

PERSONAL INFROMATION

NICKNAME: Ken

BIRTHDAY: November 14, 2001

BIRTHPLACE: San Pedro, Alicia, Isabela

AGE: 17

SEX: Male

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Arnel S. Carambas

MOTHER’S NAME: Flordeliza F. Carambas

EDUCATIONAL BACKGROUND

ELEMENTARY: San Pedro, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

ALAIZA CAGUIOA MORALES

SAN PEDRO, ALICIA, ISABELA

CP NO. : 09750144388

E-MAIL ADDRESS: moralesalaiza12@gmail.com

PERSONAL INFROMATION

NICKNAME: Kulaysa

BIRTHDAY: December 26, 1999

BIRTHPLACE: San Pedro, Alicia, Isabela

AGE: 19

SEX: Female

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Alberto E. Morales

MOTHER’S NAME: Luzviminda C. Morales

EDUCATIONAL BACKGROUND

ELEMENTARY: San Pedro, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

MARK KIAN BACTAD SALAZAR

STO. TOMAS, ALICIA, ISABELA

CP NO. : 09774902987

E-MAIL ADDRESS: markkiansalazar@gmail.com

PERSONAL INFROMATION

NICKNAME: Mark

BIRTHDAY: January 23, 2002

BIRTHPLACE: Sto. Tomas, Alicia, Isabela

AGE: 17

SEX: Male

NATIONALITY: Filipino

RELIGION: Born Again

CIVIL STATUS: Single

FATHER’S NAME: Ely E. Salazar

MOTHER’S NAME: Marjorie B. Salazar

EDUCATIONAL BACKGROUND

ELEMENTARY: Sto. Tomas, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School

HECTOR JOHN F. BAUSTISTA

STO. TOMAS, ALICIA, ISABELA

CP NO. : 09352020452

E-MAIL ADDRESS: hectorjohnbautista@gmail.com

PERSONAL INFROMATION

NICKNAME: Hector

BIRTHDAY: February 10, 2002

BIRTHPLACE: Sto. Tomas, Alicia, Isabela

AGE: 17

SEX: Female

NATIONALITY: Filipino

RELIGION: Roman Catholic

CIVIL STATUS: Single

FATHER’S NAME: Johny S. Bautista

MOTHER’S NAME: Evelyn F. Bautista

EDUCATIONAL BACKGROUND

ELEMENTARY: Sto. Tomas, Elementary, School

JUNIOR HIGH SCHOOL: Palayan, Region, High School

SENIOR HIGH SCHOOL: Palayan, Region, High School