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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Entering high school opens doors to an environment filled with new experiences

and learning. Along with it are challenges and obstacles that one must overcome in order

to be successful in his or her studies. There are many factors that may hinder or affect

his or her studies. One major factor to be considered in high school is self-esteem.

Self-esteem is an important factor in educational success. A study conducted in

2010 amongst 100 students, within the Qaemshahr schools in Iran revealed a relationship

between self-esteem and participation in class discussion (Aryana, 2010). Students with

higher self-esteem tend to be more active in class. Another study conducted on college

students of Calapan City in the Philippines have shown that students with high self-

esteem can comfortably adjust to their life in college academically and emotionally

(Hernandez, 2017). It is expected that students of Mandaue City Science High School

(MCSHS) exhibit high self-esteem but undeniably there are some students who still

display low self-esteem.

The study was conceptualized to investigate the factors that lead to the development

of high self-esteem from the respondents .The findings will be utilized to aid those

students who seem to show a lack of self-esteem.

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Theoretical Background of the Study

This study is anchored by The Self Determination Theory and Stanley Coopersmiths’

Theory of Self-Esteem.

The Self Determination Theory states that man is born with an intrinsic motivation to

explore, experience and learn from his surroundings and that the development of high

self-esteem is influenced by biological and environmental factors. In other words, the

development of self-esteem of an individual is affected by different factors (Deci and

Ryan, 2004).

Stanley Coopersmiths’ Theory of Self-Esteem believes that throughout our life, our

self-esteem builds or falls through different experiences. This theory also states that the

origins of high self-esteem are rooted from the rules and limits implemented by the

parents. This means that family acts as a major factor in the development of self-esteem.

Self-esteem is defined by first explaining self-image and self-concept. “Self-image is

the individual’s awareness of person attributes. This is developed at an early stage

through the influences of the parents or guardians” (Alpay, 2000).

Parental support and encouragement, responsiveness, and use of inductive control

are related positively to children's self-esteem (Gecas and Seff, 1990).

A study that was conducted have found that there is a significant relationship between

self-esteem and performance (Arshad, Zaidai, & Mahmood, 2015).

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This study assumed that there are factors that

contribute to the development of high self-esteem.

The Self Stanley Coopersmiths’

Determination Theory Theory of Self-Esteem

Interview on chosen
respondents

Recognizing the different

factors that develop self-
esteem

Brochure on the factors that help

on the development of
high self-esteem

Figure 1
A Schematic Presentation of the Theoretical
Background of the Study
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THE PROBLEM

Statement of the Problem

This research aimed to determine the factors that contribute to the development of

high self-esteem of students. Moreover, this research is sought to answer the following

questions:

1. What are the factors that help the respondents develop high self-esteem?

2. Which of the factors do the respondents think are the most effective?

3. How beneficial is it for the respondents to have high self-esteem?

4. Based on the findings, what inspirational material can be proposed?

Assumption

This study assumed that there are factors that contribute to the development of high

self-esteem and that having high self-esteem will have a variety of benefits.
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Significance of the Study

This research, which deals on the factors that contribute to the development of high

self-esteem on students would benefit the following:

Students. The students will be more aware and will have a complete understanding

of the factors that contribute to the development of self-esteem. The results of this study

may encourage them to boost their self-esteem and will become more active during class

discussions.

School. The results of this study may aid the school in providing ways and measures

to adhere students that lack self-esteem. The school could conduct programs that will

help develop and boost the students’ self-esteem.

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RESEARCH METHODOLOGY

This section discusses the methods and procedures that were applied to collect

data and information to be used in the research. It describes the research design, flow

of the study, environment, respondents, instrument and data-gathering procedure.

Research Design

This qualitative study used the phenomenology design, to identify the students’

perspectives on high self-esteem and the factors that affect it. Phenomenology is used to

identify phenomena and focus on subjective experiences and understanding the structure

of those lived experiences. It allows the researcher to delve into the perceptions and

perspectives of the people who experienced the phenomena. This study employs a

method of gathering data through in-depth interviews of the students about their

perspectives on having high self-esteem and the factors that lead to the development of

high self-esteem.

Flow of the Study

The flow of the study in Figure 2 presents the variables that were examined in the

study. This shows a planned approach using input, process, and output. The input

contains the data of the respondents’ collected from the interviews that were conducted.
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Input Process Output

1. Respondents’ 1. Collection of Data

feedback about 2. Presentation of

the benefits of Data

having high self- 3. Treatment of Data

esteem. 4. Analysis and Inspirational

Material
Interpretation of
(Brochure)
2. Respondents’ Data

tips and factors 5. Report of findings,

that help develop conclusion, and

high self-esteem. recommendations

Figure 2
Flow of the Study
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While process comprises interpreting the input through the collection of data,

presentation of data, and lastly the analysing and interpretation of data. Afterwards the

researchers report their findings and formulate conclusions and recommendations. The

results of this study acted as the researcher’s basis in formulating and crafting the output

which is a brochure that contains information about the importance of having high self-

esteem to a students’ life and the ways a student may boost his/her self-esteem.

Research Environment

This research was conducted in Mandaue City Science High School (MCSHS) which

is located in Ibabao-Estancia, Mandaue City, Cebu. It is a secondary school that was

founded in the year 1996 which utilizes and administers a more intensive and advanced

curriculum especially in the subject areas such as Mathematics and Science. The school

originally established in Opao, Mandaue City, Cebu but was later transferred to Ibabao-

Estancia, Mandaue City, Cebu in the year 2008. This institution provides a Senior High

School Program that specifically offer Science, Technology, Engineering and

Mathematics (STEM) strand.

Research Respondents

The respondents of this study were 15 students of Mandaue City Science High

School. The researchers used a non-probability purposive sampling in choosing students

that have the qualities and traits needed for the study. The students that were chosen

were based on the characteristic that they possess which is having a high level of self-

esteem.
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Figure 3

Location Map of the Study

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Research Instrument

The interviews served as the instrument used in this study. The researchers

conducted interviews with the respondents to obtain various information and data needed

for the study. In each interview, the researchers used a set of questions to attain data

about self-esteem and the factors that contribute to it. These set of questions were crafted

specifically in obtaining the information that the researchers needed.

Data-gathering Procedure

This study underwent different phases such as: (1) Sending transmittal letter, (2)

Conducting Interviews, (3) Collecting, Analyzing and Interpreting of Data, (4) Reporting

of findings, conclusion and recommendations.

Phase 1: Sending Transmittal Letter. A transmittal letter was sent to the Officer-In-

Charge of Mandaue City Science High School asking permission to conduct the study on

the factors that contribute to the development of high self-esteem of students.

Phase 2: Conducting Interviews. After the transmittal letter has been approved and

signed, the researchers conducted the study by approaching the chosen respondents for

an interview. During the interviews, the respondents were guided by a set of questions.

Phase 3: Collecting, Analyzing and Interpreting of Data. Data was then collected,

after the respondents have given their answers during the interviews that were conducted.

The data obtained were then tallied, analyze, and interpreted.

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Phase 4: Reporting of Findings, Conclusion and Recommendations. Based on

the results, the summary of findings was presented, a conclusion was made, and

recommendations were provided.

DEFINITION OF TERMS

Self-esteem

- a feeling of satisfaction that someone has in himself or herself and his or her own

abilities. In this study, it is one major aspect that influences the performance of a

student in school.

Factor

- a circumstance, fact, or influence that contributes to a result or outcome. In this

study, it is used to describe the elements that affect the development of self-esteem.

Development

- the process of developing or being developed. In this study, it is the progress of

developing self-esteem.
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Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

In this study, the benefits and factors that help develop high self-esteem are

determined by the respondents’ responses during the conducted interviews.

FACTORS THAT CONTRIBUTE TO THE DEVELOPMENT OF HIGH SELF-ESTEEM

This section presents the respondents’ responses on the factors that contribute to

the development of high self-esteem as obtained during the interviews.

Graph 1

Factors that Contribute to the Development of High

Self-Esteem
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Experience Friends "Self" Family Environment Lifestyle

Experience Friends "Self" Family Environment Lifestyle

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As shown in Graph 1, only 20% of the respondents consider “Lifestyle” as a factor

while 40% of the respondents have considered “Experience” and “Environment” as

factors. Moreover 60% of the respondents have answered “Friends” and “Self” to be

factors and the most common factor was “Family” in which 80% of the respondents have

given this answer. Therefore, the respondents consider family to be the most influential

and effective factor among the list of answers.

Based on Stanley Coopersmiths’ Theory of Self-Esteem, the way our parents have

raised us and the influence of our significant others can have an impact to the

development of self-esteem. As seen in Graph 1, the most common factor presented was

“Family” with over 80% of the respondents considering family as a factor. This suggests

that the theories where this study is anchored on is proven true. Therefore, family plays

a vital role in helping students to develop high self-esteem since parents are the "others"

that students interact with most frequently. Parents exert this influence over students’ self-

esteem by paying attention to how they communicate, express love and attention,

encourage their children to take on challenges, foster independence, and encourage

socialization.

The data collected implies that family is to be considered as a major factor in the

development of high self-esteem of students. This implication is supported by Gecas and

Seff (1990) and Alpay (2000) who claimed that the quality of family life is a factor of an

individual’s level of self-esteem.

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THE BENEFITS OF HAVING HIGH SELF-ESTEEM

This section presents the respondents’ feedback on how beneficial it is to have high

self-esteem.

Graph 2

The Benefits of Having High Self-Esteem

Imptoves Performance
7%
Boosts Confidence
20%
40%
Develops Personality

Attain Popularity

33%

As shown in Graph 2, most of the respondents (40%) have answered that having high

self-esteem will improve one’s performance in which it helps them become more active

in classes. Thirty three percent believe that having high self-esteem will help boost one’s

confidence and that by gaining this confidence one can voice out his/her concerns and

one can do the things that he/she loves to do without any hesitation. Furthermore, twenty

percent of the respondents thinks that having high self-esteem will help develop the

personality of the individual. On the other hand, only seven percent of the respondents

have answered that having high self-esteem can help an individual attain popularity.
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Therefore, most of the respondents believe that having high self-esteem can improve

one’s performance in school and in life.

Arshad, Zaidai, & Mahmood (2015) concluded that high level of self-esteem leads to

better performance. The observed data from the respondents’ coincides with the findings

of Arshad, Zaidai, & Mahmood. Other than just performance, having high self-esteem can

produce various advantages in which an individual can benefit from.

This implies that having high levels of self-esteem can truly be beneficial in more ways

than one. In other words, there are numerous benefits in which an individual can obtain

from having high self-esteem.

In conclusion, the theories and concepts discussed in the theoretical background of the

study were useful in determining the factors and benefits of high self-esteem has to the

students, as supported in the findings of the study.

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Chapter 3

SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION

This chapter presents the summary of findings, conclusion and recommendations of

the study.

Summary of Findings

In the view of the factors that help develop high self-esteem on students obtained from

this study, the following findings were drawn.

1. There are various factors that influence and contribute to the development of high

self-esteem of students such as family, friends, experience, environment, lifestyle,

and even one’s self.

2. Most of the respondents consider “Family” as the most influential and effective

factor among the list of factors gathered.

3. Having high self-esteem can yield to various benefits such as improving one’s

performance, boosting one’s confidence, developing an individual’s personality,

and attaining popularity.

Conclusion

Based on the findings of the study, it is concluded that there are many factors that aid

to the development of having high self-esteem and among these factors “Family” is

considered to be the most influential and effective factor.

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Recommendations

Based on the findings and conclusion made in the study, the following are

recommend:

1. Students should consider the factors that help contribute to the development high

self-esteem.

2. It is recommended for students to improve their relationship with their families

since it can help boost their self-esteem.

3. Students should be aware that having high self-esteem can help improve one’s

performance.

4. The proposed inspirational material (brochure) can be utilized to help develop high

self-esteem of students in Mandaue City Science High School.

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OUTPUT OF THE STUDY

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Chapter 4

OUTPUT OF THE STUDY

BROCHURE ON THE FACTORS THAT HELP ON THE DEVELOPMENT OF HIGH

SELF-ESTEEM

Rationale

Mandaue City Science High School is known to have students that entail high self-

esteem unknowingly there are still students who exhibit low self-esteem. Based on the

data gathered, we have found out that there are factors that lead to having high self-

esteem. The output of this study is a brochure that is designed to address the issue

regarding the lack of self-esteem of students. This brochure is sought to provide the

students apparent knowledge on the factors that help develop self-esteem in which a

student may instil and apply to improve his or her self-esteem. The students need to

evidently and empirically know what self-esteem really is. The findings show that having

high self-esteem would yield to various benefits. Hence, this brochure is utilized to aid

those who lack self-esteem.

Objectives

This brochure seeks to aid students who lack self-esteem. It aims to boost and develop

self-esteem through different factors that influence in the development of self-esteem. It

also seeks to provide a better understanding of self-esteem and the impact it has to one’s

life.
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Scope

The proposed brochure is intended for students in Mandaue City Science High School

that exhibit low self-esteem. This brochure will serve as a guide for them to boost their

self-esteem and eventually develop high self-esteem. The brochure will focus on the

importance of having self-esteem and the factors that influence the development of self-

esteem.

Implementation

Copies of the brochure will be distributed to students that display low self-esteem.

Upon distributing the brochure, the students will be oriented about the content of the

brochure.
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BROCHURE LAYOUT (FRONT)

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(BACK)
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REFERENCES
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INTERNET SOURCES
 Self-Esteem - Family Interaction And Self-esteem. (n.d.). Retrieved January 28,
2019, from https://family.jrank.org/pages/1476/Self-Esteem-Family-Interaction-
Self-Esteem.html

 Self-Determination Theory (Deci and Ryan). (2016, October 04). Retrieved

January 28, 2019, from https://www.learning-theories.com/self-determination-
theory-deci-and-ryan.html

 Theories of Self-Esteem: Early & Modern. (n.d.). Retrieved January 29, 2019,
from https://study.com/academy/lesson/theories-of-self-esteem-early-
modern.html

 Noronha, Laveena, Monteiro, Meena, Pinto, & Nelson. (2018, February 21). A
Study on the Self Esteem and Academic Performance Among the Students.
Retrieved January 30, 2019, from
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3121006

 Arshad, Muhammad|Zaidi, Haider, S. M., Mahmood, & Khalid. (2015, November

30). Self-Esteem & Academic Performance among University Students.
Retrieved from https://eric.ed.gov/?id=EJ1083788
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APPENDICES
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Appendix A
TRANSMITTAL LETTER
February 11, 2018
Mrs. Crisenta N. Lotario
Officer-In-Charge
Mandaue City Science High School
Ibabao-Estancia, Mandaue City

Dear Mrs. Lotario:

Good day!
We are currently conducting a research study on “Factors that contribute to the
development of high self-esteem on students” in partial fulfillment of the requirements
in Practical Research I.
In line with this, we would like to ask your permission to conduct this study among
the students listed in the anecdotal records and at the same time access their files for the
school year 2018-2019.
Rest assured that their responses will be held with strict confidentiality and will be
solely for academic purposes only.
Thank you and God bless.
Respectfully yours,
CARWINNE ADRIAN MIGUEL BRANZUELA
MERCYD NINO A. SINADJAN

Noted by: Approved by:

____________________ ____________________
FARAH J. JUDAYA CRISENTA N. LOTARIO
Research Teacher OIC
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Appendix B
Questionnaire

1. For you, what are the factors that help develop high self-esteem?

2. Among those factors which do you think is the most effective?

3. How beneficial is it to have high self-esteem?

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CURRICULUM VITAE

CARWINNE ADRIAN MIGUEL I. BRANZUELA

Poblacion, Sogod
Cebu, Philippines 6007
Contact no. 0935 244 8519
E-mail address: carwinnebranzuela@gmail.com

PERSONAL DATA:
Date of Birth : April 30, 2001
Place of Birth : Cebu City
Age : 17
Civil Status : Single
Sex : Male
Religion : Catholic
Citizenship : Filipino
Parents : Frederick L. Branzuela
Amyver I. Branzuela
Siblings : Val Gillian I. Branzuela
Shakira Louise I. Branzuela
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EDUCATIONAL BACKGROUND:
Elementary : Sto. Niño Smart Child Learning Center

Secondary (Grade 7 – 10) : Sto. Niño Smart Child Learning Center

(Grade 11) : Mandaue City Science High School

WORKING EXPERIENCE:
Summer of 2016 (April – May): Worked at my grandaunt’s store as a cashier
And a store clerk

AWARDS AND ACHIEVEMENTS:

 Sto. Niño Smart Child Learning Center (S.Y. 2014 – 2015): 2nd Honors &
Best in Arts
 Sto. Niño Smart Child Learning Center (S.Y. 2015 – 2016): 2nd Honors &
Best in Arts
 Sto. Niño Smart Child Learning Center (S.Y. 2016 – 2017): 2nd Honors &
Best in Arts
 Sto. Niño Smart Child Learning Center (S.Y. 2017 – 2018): 2nd Place in ranking,
with high honors
Best in Arts
Won 1st Place in a Declamation Contest
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CURRICULUM VITAE

Mercyd Nino A. Sinadjan

Talamban, Cebu City
Cebu, Philippines 6000
Contact no. 0966 415 4174
E-mail address: sinadjan.mercyd@gmail.com

PERSONAL DATA:
Date of Birth : December, 2001
Place of Birth : Cebu City
Age : 17
Civil Status : Single
Sex : Male
Religion : Catholic
Citizenship : Filipino
Parents : Diego V. Sinadjan Jr.
Jennifer a. Sinadjan
Siblings : Chris Heart A. Sinadjan
Ralph Vincent A. Sinadjan
Marion Liz A. Sinadjan
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EDUCATIONAL BACKGROUND:
Elementary : Talamban Elementary School

Secondary : Mandaue City Science High School

WORKING EXPERIENCE:
Summer of 2017 (April – May): Store Clerk
AWARDS AND ACHIEVEMENTS:
 Talamban Elementary School
Grade 1-6: With Honors
Science Quiz Bee 3rd place
Poster Making Contest 2nd place
 Mandaue City Science High School
Grade 9-11: With Honors
Division Folkdance Competion: 2nd place
DSPC 2018 (Online Publishing): 2nd place