Republic of the Philippines

Province of Northern Samar

Municipality of Las Navas

COLEGIO DE LAS NAVAS

(The First Community College in the Island of Samar)

ACTION RESEARCH CAPSULE

SURNAME GIVEN NAME M.I
AFABLE MYLA A.
DELA TORRE REY JHON ANTHONY C.
MADEJA MARY JOY C.
MANITO NINOY O.
PROPONENT/S
PAJANTOY DESON B.
PICARDAL SARAH JANE V.
TEJERO AMELYN L.
TURLA RUEL C.
INSTITUTION COLEGIO DE LAS NAVAS

DEPARTMENT TEACHER EDUCATION DEPARTMENT

ACTION RESEARCH
TOPIC ACADEMIC PERFORMANCE

ACTION RESEARCH
SELF-ESTEEMS ISSUES OF STUDENTS
PROBLEM
AN ACTION RESEARCH ON SELF-ESTEEM AND ACADEMIC PERFORMANCE
TITLE OF THE GRADE 7-HONESTY STUDENTS IN ROMUALDO T. VICENCIO
NATIONAL HIGH SCHOOL

Self-esteem can be both a hindering or a facilitating

INTRODUCTION factor in a achieving an excellent academic performance

depending on the level of self-esteem a learner possessed.
Many educators based their assessments and evaluations on
the level of competence and skills that the learners can
perform which can be directly affected by the level of
their self-esteem. Thus, the researchers focused on the
level of self-esteem of the learners as the main factor
affecting their academic performances. This study described
the relationship of the level of self-esteem of the
learners to their academic performance.

Most learners at the age of transition of adolescence

from childhood, especially those on Grade 7 level, are
undergoing such critical explorative phases. This is the
time that both the growing boys and the girls are
experiencing physiological and emotional transitions which
could lead to poor self-esteem if not addressed properly.
Abraham Maslow’s hierarchy of needs explains the different
levels of need of all humans. The model of hierarchy of
needs is made up of five levels: physiological needs,
safety needs, belongingness and love needs, esteem needs,
and self-actualization.

The first in the hierarchy are the physiological

needs which are biological requirements for human survival,
e.g. air, food, drink, shelter, clothing, warmth, sex,
sleep. The second are the safety needs which are the
protection from elements, security, order, law, stability,
freedom from fear. The third are the belongingness and love
needs are the need for interpersonal relationships. The
fourth in the hierarchy are self-esteem needs which Maslow
classified into two categories: (i) esteem for oneself
(dignity, achievement, mastery, independence) and (ii) the
desire for reputation or respect from others (e.g., status,
prestige). Lastly, the fifth on the hierarchy are self-
actualization needs that give emphasis on realizing
personal potential, self-fulfillment, seeking personal
growth and peak experiences. A desire “to become everything
one is capable of becoming” (Maslow, 1987, p. 64). Among
these needs, the researchers are interested in assessing
the level of self-esteem of the Grade 7 learners in
connection to their academic performance.

Self-esteem refers to a person's belief about their

own worth and value. It also has to do with the feelings
people experience that follow from their sense of
worthiness or unworthiness. Self-esteem plays an important
role in life. It can affect the student’s academic
performance. It is one of the building blocks of school
success and it provides a firm foundation for learning.
While Academic Performance refers to how students deal with
studies and how they cope with or accomplish different
tasks given to them by the teachers. It is ability to study
and remember facts and being able to communicate your
knowledge verbally or down on paper.

Self-esteem continues to be one of the most commonly

research concepts in social psychology. Self-esteem has
been associated with number of positive outcomes for the
individual and for the society as a whole. Self-esteem is a
relatively permanent positive or negative feeling about the
self that may become more positive or negative as the
person encounters success and failure in daily life. The
larger body of literature suggested that self-esteem and
academic achievement are interrelated. Academic achievement
could be defined as self-perception and self-evaluation of
one's objective success. Successful academic performance
enhances self-esteem. Similarly, academic performance tends
to erode students’ level of self-esteem. An increased
interest is apparent in the causal relationship between
academic achievement and self-esteem in psychological
literature. It has been well accepted that self-esteem is
significantly related with academic achievement. This
relationship is reciprocal in nature that is self-esteem
and academic achievements are posited to lead, to gain in
each other (Joshi, S., & Srivastava, R.,2009).

In Antique National High School during school year

2019-2020, a study was conducted and it was found out that
a significant number of learners were motivated to do well
in school and enhance their academic performances as their
self-esteems were developed. However, there were still
significant numbers of learners who were struggling to
boost their self-esteem which directly reflected on their
respective academic performances.

This problem is already occurring in Romualdo T.

Vicencio National High School, specifically the Grade 7-
Honesty students who are merely achieving excellent
participating in class and in different activities in
school. Through a classroom observation, the researchers
were able to come up with a hypothesis that the Grade 7-
Honesty students of Romualdo T. Vicencio National High
School experienced some struggles and were experiencing
various self-esteem issues which could be the main factor
in having poor academic performance which can be reflected
on their report cards. Subsequently, the results of this
study will pave way to conclude the significant connection
of self-esteem to the academic performance of the
participants. As many researches are inconclusive regarding
the directional influence of self-esteem (Baumeister et al.
2003), especially in connection to academic achievement for
early adolescents who have been shown to experience
fluctuations in self-esteem as a result of school climate
change and domain-specific school success (Wigfield et al.
1991).

Scope and Limitation

The specific target of this study was limited to the

self-esteem issues and academic performances of Grade 7-
Honesty students of Romualdo T. Vicencio National High
School for the school year 2021-2022.

The aspects that prevailed to the researchers were in terms

of financial capacity for the study, insufficient
materials, and the limited time frame.

Review of Related Literature

Abraham Maslow's hierarchy of needs is a motivational

theory in psychology comprising a five-tier model of human
needs, often depicted as hierarchical levels within a
pyramid. Needs lower down in the hierarchy must be
satisfied before individuals can attend to needs higher up.
From the bottom of the hierarchy upwards, the needs are:
physiological, safety, love and belonging, esteem and self-
actualization.

Maslow (1943) initially stated that individuals must

satisfy lower level deficit needs before progressing on to
meet higher level growth needs. However, he later clarified
that satisfaction of a needs is not an “all-or-none”
phenomenon, admitting that his earlier statements may have
given “the false impression that a need must be satisfied
100 percent before the next need emerges” (1987, p. 69).

Maslow continued to refine his theory based on the

concept of a hierarchy of needs over several decades
(Maslow, 1943, 1962, 1987).
 Regarding the structure of his hierarchy, Maslow
(1987) proposed that the order in the hierarchy “is not
nearly as rigid” (p. 68) as he may have implied in his
earlier description.

Maslow noted that the order of needs might be

flexible based on external circumstances or individual
differences. For example, he notes that for some
individuals, the need for self-esteem is more important
than the need for love. For others, the need for creative
fulfillment may supersede even the most basic needs.

Maslow (1987) also pointed out that most behavior is

multi-motivated and noted that “any behavior tends to be
determined by several or all of the basic needs
simultaneously rather than by only one of them” (p. 71).

People with strong self-esteem have a positive self-

image and enough strength so that anti-feats do not subdue
their self-esteem. They have less fear of failure. These
individuals appear humble, cheerful, and this shows certain
strengths not to boost about feats and not to be afraid of
anti-feats. They are capable of fighting with all their
might to achieve their goals because, if things go wrong,
their self-esteem will not be affected. They can
acknowledge their own mistakes precisely because their
self-image is strong, and this acknowledgment will not
impair or affect their self-image. They live with less fear
of losing social prestige, and with more happiness and
general well-being. However, no style of self-esteem is
indestructible, and due to certain situations or
circumstances in life, one can fall from this level into
any other state of self-esteem (Bonet, 2015).

Low academic performance can be defined as a failure

of an individual to execute his/her duties diligently to
meet the specified standard. Apart from inadequate
training, there are various other factors that contribute
to poor performance. Such additional factors can be
classified into two types. The first type includes factor
involving student's characteristics such as motivation,
inadequate personality, poor health condition and lack of
self-confidence. Lack of motivation results in inadequate
performance since the student's morals lowered by the
working condition (DMello, et. Al., 2018).

It's so tempting to solve students' problems by

telling them what to do-but it's even better to give them
opportunities to solve problems by themselves. When
students believe they have some degree of control over
their lives, that can be a big boost to their self-esteem
and resilience. Reinforce your students' sense of ownership
and control by providing them with decision-making
opportunities, from choosing homework problems to
brainstorming solutions to a class problem. For example, if
your classroom has an ongoing problem with students making
fun of each other, try this approach instead of constant
verbal reminders: 1) Ask students if they think the teasing
in their classroom is a problem (if the students say no,
use their response to discuss why and how making fun of
others interferes with a positive learning environment) 2)
Ask the students to consider possible solutions to the
problem 3) Attempt the solution that seems most likely to
be effective. Encouraging students to solve problems on
their own doesn’t mean you shouldn’t offer guidance (or
intervene in a true crisis). But often, solutions devised
by students themselves are more successful than those
handed down by adults. Actively involving students helps
them feel in control and reinforces their sense of
ownership and empowerment-important ingredients in
resilience and self-esteem (Roberts, 2020).
 This study will intend to identify the self-esteem issues
and academic performances of the Grade 7-Honesty students
in Romualdo T. Vicencio National High School.

Specifically, this study seeks to find answers to the

following questions:

1. What is the level of self-esteem issues of the Grade 7-

Honesty students in Romualdo T. Vicencio National High
School?

2. What is the academic performance of the Grade 7-Honesty

students in Romualdo T. Vicencio National High School?

3. Is there a significant relationship between self-esteem

STATEMENT OF THE issues and academic performance of the Grade 7-Honesty

PROBLEM students in Romualdo T. Vicencio National High School?

Hypothesis

Based on the specific problem and objectives of the study a

null hypothesis was tested:

1. There is no significant relationship between the

self-esteem issues and academic performance of Grade
7-Honesty students of Romualdo T. Vicencio National
High School.

Theoretical Framework

Some management ideas served as an anchor for the

study. They give pertinence and provide strong
justification for this research undertaking.

METHODOLOGY
According to Abraham Maslow (1943) Heirarchy of needs
in the third level stage "Love and Belonging needs" relates
to human interaction and are the last of the so-called
lower needs. Among these needs are friendships and family
bonds- both with biological family (parents, siblings,
children) and chosen family (spouses and partners).
Physical and emotional intimacy ranging from sexual
relationships to intimate emotional bonds are important to
achieving a feeling of elevated kinship.

In connection to the study, this theory gives

additional understanding about how self-esteem is developed
in a certain situation that students feel. The love and
belonging needs are one of the factors that can also cause
of the self-esteem issues of the learners. Self-esteem is
positively associated with belongingness. Because those who
are accepted by others experience enhanced self-esteem,
whereas those who are rejected experience reduced self-
esteem.

"Self-determination theory" of Deci and Ryan 2008,

serves as a bridge for having a great motivation to achieve
success in life. This theory focuses on how people motivate
their selves in an intrinsic and extrinsic manner. This
theory has some relation to the present study because the
students are lacking self-motivation causes them to be an
inactive person.

This theory suggests that people are able to become self-

determined when their needs for competence, connection, and
autonomy are fulfilled.

"Self-efficacy theory" of Bandura 1997, refers to an

individual's belief in his or her capacity to execute
behaviors necessary to produce specific performance
attainments (Bandura, 1977, 1986, 1997). Self-efficacy
reflects confidence in the ability to exert control over
one's own motivation, behavior, and social environment.
These cognitive self-evaluations influence all manner of
human experience, including the goals for which people
strive, the amount of energy expended toward goal
achievement, and likelihood of attaining levels of
behavioral performance.

This theory of Bandura is related to our study because

self-esteem is a realistic respect for your ability to
achieve and thrive in life, while self-efficacy is how you
feel about your ability to function in different
situations.

Data Gathering Procedure

Prior to the gathering of data, the researcher seek

permission from the school head, Grade 7- Honesty Adviser,
their parents and approach the 25 students of Grade 7-
Honesty in Romualdo T. Vicencio National Higj School.

The researchers personally administer the

questionnaire and give an overview, briefly explain the
purpose and importance of the study to the respondents.

After answering the questionnaires, the responds were

tallied, tabulated, and treated statistically.

Statistical Treatment of Data

The study used the following formula in treating the data

gathered.
Percentage
P = F/N x 100
Where:
P- Percentage
F-frequency
N-Total number of respondents
100- Constant
 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Discussion of Result

The table 1 presents, showing the result of

the study using the constructed questionnaire that
eleven (11) out of 25 respondents got the highest
total percentage of 44%. 8 out of 25 respondents got
32%. 4 out of 25 students got 16% and 2 out of 25 got
8%.

It only shows that 44% of the respondents who depends

on what other people thinks of them.

Table 1

How I feel about my self depends on what other people

thinks of me.

LEVEL FREQUENCY PERCENTAGE

Strongly Agree 8 32%
Agree 11 44%
disagree 4 16%
Strongly Disagree 2 8%
Total 25 100

Table 2, result shows that the third level (Disagree)

has the highest percentage compared to other. 10 out
of 25 respondents got the forty percent (40%), this
means that they feel not good about their own
abilities, compared to others.

Table 2

I feel good about my abilities compared to others.

 LEVEL FREQUENCY PERCENTAGE
Strongly Agree 6 24%
Agree 8 32%
disagree 10 40%
Strongly Disagree 1 4%
Total 25 100

In table 3, result shows that 9 out of 25 students got

the highest percentage of thirty six percent (36%). It
means that 9 out of 25 respondents strongly agree that
they feel more valuable person who is at least equal
to other.

Table 3

I feel that I am a valuable person who is at least equal to

other people.

LEVEL FREQUENCY PERCENTAGE

Strongly Agree 9 36%
Agree 8 32%
disagree 7 28%
Strongly Disagree 1 4%
Total 25 100

In the table 4, result shown that 9 out of 25 agree

and 9 out of 25 students disagree which both got the
same highest percentage of thirty six percent (36%).
It means that they are in the average level of where
they feel confident in their abilities to achieve the
things they set in mind.

Table 4

I feel confident in my abilities to achieve the things

I set in mind to.

LEVEL FREQUENCY PERCENTAGE

Strongly Agree 5 20%
Agree 9 36%
disagree 9 36%
Strongly Disagree 2 8%
Total 25 100
In table 5, it shows that 8 out of 25 respondents got
the highest percentage of 32%. It means that students
are disagree that they feel anxious and fearful a lot
of time.

Table 5

I am anxious and fearful a lot of time.

LEVEL FREQUENCY PERCENTAGE

Strongly Agree 5 20%
Agree 5 20%
disagree 8 32%
Strongly Disagree 7 28%
Total 25 100

ACADEMIC PERFORMANCE

In academic performance, we don’t use a questionnaire,

instead we use correlational data procedure in identifying
their average grade. We ask the adviser for their second
quarter grades for us to identify the correlation of the
students’ academic performance and their self-esteem
issues.

TABLE 1

FREQUENC PERCENTAG
LEVEL GRADES
Y E
Outstanding 95-100 0 0%
Very Satisfactory 90-94 0 0%
Satisfactory 84-89 9 36%
Fairly Satisfactory 75-83 11 44%
Did not meet 74 Below 5 20%
expectation
Total 25 100%

Table 1 in academic performance presents, showing the

result of 25 students in their second quarter average grade
using the correlational data procedure. Thus, 11 out of 25
respondents got the highest percentage of 44% in the
satisfactory level on 75-83 average of grades. 9 out of 25
respondents got 36% in fairly satisfactory level on 84-89
average grade. 5 out of 25 respondents got 20% means, they
did not meet the expectation. While there is no student who
got the average grade of 89-100.

The result shows that there is an existing problem in

the grade 7- Honesty students regarding their academic
performance.
 SUMMARY, CONCLUSION, RECOMMENDATION

SUMMARY

The researcher collected views of respondents from

secondary school. The objectives of the study included:

1. To know the level of self-esteem issues of Grade 7-

Honesty students in Ronamualdo T.Vicencio National
High school.
2. To know the academic performance of Grade 7 - Honesty
students in Ronamualdo T.Vicencio National High
SUMMARY, School.
CONCLUSION, 3. To test the significant relationship between self-
RECOMMENDATION esteem issues and academic performance of the Grade 7-
Honesty students.

The respondents were Grade 7-Honesty students at

Romualdo T. Vicencio National High School with the total of
25 students were interviewed. Partially constructed Likert
checklist scale and correlated data procedure was developed
to collect data.

The study came out with the following findings:

a. Love and belongingness have a great impact to self-

esteem and academic performance of the Grade 7-Honesty
students.
b. Self-determination needs to develop for the students
to boost their confidence in any curricular activities
that will help improve themselves.
c. Self-efficacy is another important factor that a
person should possess particularly the students to
enhance their ability in engaging different kinds of
situation that may affect their self-esteem and
academic performance.
CONCLUSION

From the findings, the following conclusions have been

drawn in relation to the set objectives.

Self-esteem of individuals seems to influence their

academic performance either positively or negatively. An
individual whose self-worth is recognized, strives hard to
achieve academic excellence.

From the findings, students who were viewed as

significant by their parents felt motivated to learn and
foreshadowed bright future.

Such students made their parents as well as their teachers

proud. Students who performed poorly showed signs of
despair and believed that they could not attain good grades
even in spite working hard.

Feeling of not valuable or not good enough, lack of

confidence and fear in doing or participating in school
activities directly influence to their academic
performance.

Where, students who has a high self-esteem can participate

well in class. They are more active in any activities and
perform well. While those students who have a lower self-
esteem feel uncomfortable and cannot participate well in
class because they think that they are not good enough.

The purpose of the current study was to investigate if

there is any relationship between self-esteem and students’
academic performance. It was proved that there is a
positive and significant correlation between self-esteem
and academic performance, that students with a higher self-
esteem has a positive academic outcome compared to students
with lower self-esteem.

RECOMMENDATION

Based on the findings and conclusions discussed

herein, the following recommendations are made:

 The school must provide a particular program related

to self-esteem that will enhance the student’s
 confidence and ability to overcome fear through mental
and psychological support. It is very important for
the students to feel more valuable and appreciate
their own ability and skills.
 One of the foundations that the learners need to
strive is having a healthy self-esteem, and parents
should be the one to uphold their children with
support, love and belongingness, so that they would
feel that they are worthy and valuable.
 Peers play an important role in the learner’s
performance in school because they can share
challenges and concern to overcome any problems. Peers
support system may help alleviate stress and feel more
comfortable environment.
 Finally, further research needs to be conducted with
the teachers and school’s roles in creating a warm and
caring environment. It needs to address to this issue
to understand how students feel about their school.
 APPENDIX I

BIBLIOGRAPHY

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3779915/

https://psycnet.apa.org/record/2009-03520-009

https://journals.humankinetics.com/view/journals/pes/12/3/article-

p312.xml

http://eprints.federalpolyilaro.edu.ng/669/

https://www.ingentaconnect.com/content/sbp/sbp/2004/00000032/00000003/

art00005

https://www.sciencedirect.com/science/article/pii/S1877042812038815

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3121006

file:///C:/Users/acer/Desktop/LEARNING%20CENTER/LETTER%20I/Maslows-
Hierarchy-of-Needs.pdf
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas

COLEGIO DE LAS NAVAS

(The First Community College in the Island of Samar)

APPENDIX II
SURVEY QUESTIONNAIRE

NAME (Optional) ___________________________________________________________________________.

To all the respondents:

Please consider each item carefully. Your answer to the questions will help and
provide awareness particularly the students who are experiencing these certain issues.
Rest assured that your answers would be kept highly confidential.

DIRECTIONS: Put a thick (√) in a column that corresponds to your answer in the given statement below.

Strongly Strongly
Agree Disagree
Student Survey Questions for Self- Assessment Agree Disagree
(3) (2) (1)
(4)

1. How I feel about myself depends on what

others think of me

2. I feel good about my abilities compared to

others

3. I feel that I am a valuable person who is at

least equal to other people

4. I feel confident in my abilities to achieve

the things I set my mind to

5. I am anxious and fearful a lot of time

especially in doing/participating in school
activities
 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas

COLEGIO DE LAS NAVAS

(The First Community College in the Island of Samar)

APPENDIX 3
ACTION PLAN

TIME FRAME ACTIVITIES OBSERVATION/REMARKS

Crafting of classroom-based action research
 Focus on group discussion (FGD) with
January - February members on how to come up with a proposal
2022  Checking of the proposed action research
Presentation of the proposed outline

March 07, 2022 Presentation of the action research proposal

Revising and finalizing some errors in the content

March 08-31, 2022
and the format of the CBAR after the presentation.

Request permission from the school (on campus

teaching) to conduct the action research
 Preparation of the instrument to gather the data
April 01-10, 2022  Ask permission to the adviser to have their
records of the academic performance of grade 7
honesty students in RTVNHS

 Conduct observation from the respondents

 Taking down notes during observation.
(determine the possible causes of having a low self-
April 11-16, 2022
esteem and how it affects to the academic
performance of the students)

 Record the results and analyze the data

 Provide summary conclusion and
recommendations based on the results
April 17- 20, 2022
 Do some editing. Finalize the complete paper.
 Submit the terminal report

Write the complete paper (according to template)

April 21-24, 2022

Submission of paper to the respective course

April 25-30, 2022
professor

Final checking of the research paper

May 01-11, 2022

May 12- 14, 2022 Final defense.

 Republic of the Philippines
Province of Northern Samar
Municipality of Las Navas

COLEGIO DE LAS NAVAS

(The First Community College in the Island of Samar)

CLASSROOM-BASED ACTION RESEARCH

(CBAR)

AN ACTION RESEARCH ON SELF-ESTEEM AND ACADEMIC

PERFORMANCE OF THE GRADE 7-HONESTY STUDENTS IN
ROMUALDO T. VICENCIO NATIONAL HIGH SCHOOL

ROMUALDO T. VICENCIO NATIONAL HIGH SCHOOL

(RTVNHS)