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RELATIONSHIP OF SELF-AWARENESS AND SELF-CONFIDENCE TO
THE BEHAVIOR OF SENIOR HIGH STUDENTS
Academic – Science, Technology, Engineering and Mathematics
ANDREA CAÑIBERAL ELJEAN L. CATDULA JIENO L. CAMPAAN
MERY-ANN L. SANTERO REZELMAE B. CRODUA RYZA MAE O. RAPAL
WARREN S. OLEA
June 2023
1
i
Republic of the Philippines
TIBANBAN NATIONAL HIGH SCHOOL
Senior High School
Tibanban, Governor Generoso, Davao Oriental, 8210
ACADEMIC INTEGRITY DECLARATION
We declare that this research is our own original work. Most

stipulations presented herein are ours alone. Borrowed ideas were given
due recognition and were properly acknowledged. With the best of our
ability, this investigation was treated with utmost care to adhere
internationally known standard/policies on academic integrity.
We attest further that this piece of academic requirement has not

been submitted previously to any academic institutions or in this or in
any other subjects.

Researcher Researcher Researcher

Researcher Researcher Researcher
WARREN S. OLEA
Researcher
June 2023
Date
ii
© 2023 Andrea Cañiberal, Eljean L. Catdula, Jieno L. Campaan, Mery-

Ann L. Santero, Rezelmae B. Crodua, Ryza Mae O. Rapal, Warren S. Olea
iii
ABSTRACT
CAMPAAN, JIENO L., OLEA, WARREN S., CAÑIBERAL, ANDREA,

CATDULA, ELJEAN L., CRODUA, REZELMAE B., RAPAL, RYZA MAE
O., SANTERO, MERY-ANN L., Academic Track, Science, Technology,
Engineering and Mathematics, Tibanban National High School,
Tibanban, Governor Generoso, Davao Oriental, Philippines, June 2023,
THE BEHAVIOR OF SENIOR HIGH STUDENTS
Adviser: ALMA B. PAÑA
This study was conducted to determine the relationship between

self-awareness and self-confidence in the behavior of senior high school
students at Tibanban National High School.
This study applied a quantitative and descriptive causal-

correlational research design. Complete enumeration was employed
which comprised of One hundred thirty (130) Grade 11 & 12 Students.
Adapted and modified survey questionnaire was utilized to gather
information which was validated by the English Teachers and Research
Adviser to assure validity and reliability.
Results revealed that the respondents agreed with the level of their
self-awareness and self-confidence while they are not sure about the level
of their behavior. Findings also revealed that there are significant
differences between the respondents' self-awareness and self-confidence.
Furthermore, there was a negative and significant relationship between
students' self-confidence to their behavior, and a negative and significant
relationship between their self-confidence and their behavior.
It is recommended to look for and study the best strategies that
will answer the relationship presented in this study. It is also suggested
to give regular and constructive feedback to students, provide an
inclusive and supportive learning environment, incorporate social-
emotional learning (SEL) into the curriculum, incorporate regular
reflection exercises, and implement opportunities for meaningful
participation and leadership within the classroom.
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THE BEHAVIOR OF SENIOR HIGH SCHOOL STUDENTS
A Research
Presented to
The Faculty of the Senior High School
Tibanban National High School
Tibanban, Governor Generoso, Davao Oriental, Philippines
In Fulfillment of the Requirements for Inquiries, Investigation,

and Immersion
Academic – Science,Technolgy,Engineering and Mathematics
WARREN S. OLEA
June 2023
v
APPROVAL SHEET
In partial fulfillment of the requirements for the subject Inquiries,

Investigation, and Immersion this research entitled RELATIONSHIP OF
SELF-AWARENESS AND SELF-CONFIDENCE TO THE BEHAVIOR OF
SENIOR HIGH SCHOOL STUDENTS prepared and submitted by
ANDREA CAÑIBERAL, ELJEAN L. CATDULA, JIENO L. CAMPAAN,
MERY-ANN L. SANTERO, REZELMAE B. CRODUA, RYZA MAE O.
RAPAL, WARREN S. OLEA has been examined and is hereby
recommended for approval and acceptance.
ALMA B. PAÑA
Adviser
Approved by the Research Advisory committee:
JOVITO B. CRODUA JR.

Chairperson
NORMAN VERILLE U. SUAN RASHMIAH CLEO L. GAMALE

Member Member
Accepted in partial fulfillment of the requirements for the subject,

Inquiries, Investigation, and Immersion.
AMELITA L. CERNA
Principal II
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ACKNOWLEDGMENT
The researcher would like to give their deepest gratitude to the

following persons who have helped them with the accomplishment of this
research:
Mrs. Alma B. Paña, their research adviser, for giving her constant
support throughout the completion of the research;
Mr. Jovito B. Crodua Jr., their panel member, whose

recommendations contributed a lot to the development of the research;
Ms. Myreene P. Mabayao, Mr. Elvin S. Bulalong, Ms. Stephanie

Claire B. Abadies and Mr. Jovito B. Crodua, the classroom advisers, for
giving us their permissions in conducting our research to their respective
classrooms;
Mrs. Rosemarie O. Lacsi, Mr. Norman Verille U. Suan and Mr.

Jecerel N. Baguio, the validators, for giving their knowledge and
expertise in validating the research questionnaire;
Above all, to Almighty God, the main source of wisdom, strength,

good health and guidance. Without Him, the researcher would not be
able to finish her study.
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DEDICATION
To our Almighty God,
the main source of wisdom and guidance,
to my beloved parents, brothers, sister, and nieces,
for the unconditional love and support.

viii
TABLE OF CONTENTS
Page
ACADEMIC INTEGRITY DECLARATION i
COPYRIGHT PAGE ii
ABSTRACT iii
TITLE PAGE iv
APPROVAL SHEET v
ACKNOWLEDGMENT vi
DEDICATION vii
TABLE OF CONTENTS viii
LIST OF TABLES xi
LIST OF FIGURES xii
CHAPTER
1 INTRODUCTION
Background 1
Statement of the Problem 4
Objectives of the Study 5
Hypothesis 6
Significance of the Study 6
Scope and Limitations 8
Definition of Terms 9
ix
2 REVIEW OF RELATED LITERATURE AND FRAMEWORK
Literature and Studies 12
Theory Base 24
Conceptual Framework 26
3 METHODOLOGY
Design 28
Sampling 29
Collection 30
Data 33
Presentation 35
Analysis 35
Ethical Considerations 36
4 RESULTS AND DISCUSSION 38
5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 62
REFERENCES 68
APPENDICES 78
Appendix A: Letter Request to Research Adviser 79
Appendix B: Permission Letter to Conduct Study
(Approved Letter by the School Head 80
Appendix C: Approved Letter by the Classroom Adviser 81
Appendix D: Adapted and Modified Survey Questionnaire 85
Appendix E: Letter to Research Questionnaire Validator 87

x
Appendix F: Validation Sheet for Research Questionnaire 90
Appendix G:Certificate for Undergoing Validity Test 93
Appendix H: Grammarian’s Certificate 96
BIOGRAPHICAL SKETCH 97
xi
LIST OF TABLES
Table Page
1 Respondents Distribution by School 30
2 Level of Students’ Self-Awareness in Terms of
Self- Consciousness 39
3 Level of Students’ Self-Awareness in Terms of
Self- Consciousness 41
4 Summary of the level of Students' Self-Awareness in
terms of Self-Consciousness and Self-Concept 44
5 Level of Students' Self-confidence in terms of
Self-Esteem 47
6 Level of Students' Self-Confidence in terms of
Self-Efficacy 49
7 Summary of the Level of Students' Self-confidence in
terms of Self-Esteem and Self-Efficacy 50
8 Level of Students' Behavior in terms of Social Behavior 52
9 Level of Students' Behavior in terms of Social Aggression 53

10 Summary of the Level of Students' Behavior in terms of
Social Behavior and Social Aggression 55
11 The Significance Difference between Self-Awareness and
Self-Confidence to the Behavior of Senior High School
Students 57
12 The Significant Relationship in the Level of Self-
Awareness and Self-Confidence to Behavior of
Senior High Students 60
xii
LIST OF FIGURES
Figure Page
1 Conceptual Framework 27
Chapter I
INTRODUCTION
Background of the Study
A student's behavior can be influenced by self-awareness and self-
confidence. Studies indicate that when individuals have a clear
perception of themselves, they become more confident and innovative.
They are capable of making better choices, developing stronger
connections, and communicating more efficiently. Moreover, they exhibit
lower tendencies of dishonesty, cheating, and theft. As leaders, they are
more effective and have satisfied team members (Eurich, 2018).
Self-confidence relates to individuals' perception of their own
competence and expertise, along with their capacity to effectively
navigate various situations (Shrauger & Schohn, 1995). The specific form
of self-confidence examined in this research is conceptually separate
from a more general belief in one's abilities, which is better classified as
self-esteem (Erol and Orth, 2011). Being self-assured involves embracing
failure as an integral part of life and, as a result, taking more
opportunities. Increased self-esteem and self-confidence can enhance our
ability to accept constructive criticism, learn from our mistakes, and
communicate more proficiently.
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2
Based on the APA Mental Health Problems (2020), students need
self-esteem and a sense of competence in order to take risks in their
learning and bounce back from failure or adversity. When students have
low self-esteem or lack confidence, they question their ability to succeed,
which leads to a reluctance to participate in learning activities or take
necessary academic risks. Self-esteem is often developed and reinforced
through commendable achievements and accomplishments.
Self-awareness refers to the ability to focus on oneself and evaluate
how one's behaviors, thoughts, or emotions align with internal
standards. In Betz's (2021) explanation, individuals who possess a high
level of self-awareness can objectively analyze their own actions, manage
their emotions, align their behaviors with their values, and accurately
perceive how others perceive them. Put simply, highly self-aware
individuals can impartially assess their actions, feelings, and emotions
.Cacapit-Corpuz and colleagues (2013) carried out research that
discovered a modest connection between self-esteem and various health-
related behaviors, including dietary habits, substance use, physical
activity, and stress responses among students in Baguio City. Apart from
self-confidence and self-esteem, self-awareness is another factor that can
influence a person's behavior. Additionally, Tesoro (2020) conducted a
study demonstrating how adaptability and self-awareness among college

3
students can enhance their ability to integrate resilient skills, attitudes,
and behaviors, enabling them to effectively handle daily tasks and
challenges associated with the transition to college and academic
demands.
Self-awareness encompasses individuals' conscious recognition of
their internal states and their interactions or relationships with others
(Trapnell & Campbell, 1999). A study conducted by Gonzaga and
Oblianda (2022) investigates how self-efficacy and self-awareness
influence the connection between academic stress and student burnout
at the University of Mindanao. The findings emphasize the impact of self-
belief and self-awareness on students' mental health and behavior. Both
self-awareness and high self-confidence play crucial roles in fostering
positive mental health and behavior. Maintaining high self-esteem is
important as it assists in developing coping strategies, navigating
challenges, and maintaining a positive outlook even in the face of
adversity.
Students who possess self-awareness tend to exhibit greater
creativity and confidence. Conversely, low self-esteem or a lack of
confidence leads to self-doubt regarding their potential for success,
resulting in a reluctance to participate in learning or take appropriate
academic risks. Hence, it is imperative to conduct research to

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understand the relationship between self-awareness and self-confidence
in student behavior. However, it should be noted that this particular
study focuses only on senior high school students and does not
encompass other grade levels.
Statement of the Problem
This study was proposed to determine the relationship between
self-awareness and self-confidence in the behavior of senior high school
students.
Specifically, this study aimed to answer the following questions:
1. What is the level of students' self-awareness in terms of:
1.1. self-consciousness; and
1.2. self-concept?
2. What is the level of students' self-confidence in terms of:
2.1. self-esteem; and
2.2. self-efficacy?
3. What is the level of students' behavior in terms of:
3.1. social behavior; and

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3.2. social aggression?
4. Is there a significant difference between self-awareness and self-
confidence?
5. What is the significant relationship between self-awareness and self-
confidence in students’ behavior?
Objective of the Study
Generally, this study was proposed to determine the relationship
between self-awareness and self-confidence in the behavior of senior high
school students.
It specifically aimed to:
1. Determine the level of students' self-awareness in terms of:
1.1. self-consciousness; and
1.2. self-concept.
2. Determine the level of students' self-confidence in terms of:
2.1. self-esteem; and
2.2. self-efficacy.
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3. Determine the level of students' behavior in terms of:
3.1. social behavior; and
3.2. social aggression.
4. Determine the significant difference between self-awareness and
self-confidence.
5. Determine the significant relationship between self-awareness and
self-confidence in students' behavior.
Null Hypothesis
1. There is no significant difference between self-awareness and self-
confidence.
2.There is no significant relationship between self-awareness and self-
confidence on students' behavior.
Significance of the Study
This study focused on the relationship between self-awareness and
self-confidence to senior high school students' behavior. This study will

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be significant for teachers, parents/guardians, educational planners,
community, school administrators, and future researchers.
Teachers. This study will let them be aware of the relationship of
self-awareness and self-confidence to students' behavior. This study will
be able to change and modify their attitude towards students' and make
some appropriate adjustments.
Parents/Guardians. This study will let them be aware of the self-
awareness and self-confidence of their children. This study also may
serve as a guide to increase their affection and give their full support to
their children. It can also help parents adjust their attitude towards
them.
Educational Planners. This study may serve as a guide for
educational planners to evaluate the relationship of self-awareness and
self-confidence to students' behavior. The finding of this study can be
used as basis to improve their future education plans.
Community. Since community is the closest to home they played
a very significant role. This research can help the people in community to
be aware of self-awareness and self-confidence to students' behavior.
With this, the can take appropriate action for students in the
community.
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School Administrators. The findings of this study may help them
craft and plan appropriate intervention to help students' be more aware
of themselves and boost their confidence. This will also help them to
design pieces of training that will help teachers to adjust and modify
their attitude that is appropriate to their students.
Future Researchers. The result of the study may serve as a
valuable source of data and as a basis for further study.
Scope and Limitation
This study focused on the relationship of self-awareness and self-
confidence to the behavior of senior high school students. The students'
self-awareness features self-consciousness and self-concept. For self-
confidence, it features self-esteem and self-efficacy. Lastly, students'
behavior features social behavior and social aggression.
The respondents of the study were the students' from Grade 11 and
Grade 12 STEM and ABM from Tibanban National High School which is
located in Tibanban, Governor Generoso. This study was conducted on
the second semester of S.Y. 2022-2023.

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Definition of Terms
The following terms that were used in the study are defined
conceptually or/and operationally.
Self-awareness refers to the capacity to direct one's attention
towards oneself and evaluate whether one's actions, thoughts, or
emotions conform to personal standards. When an individual possesses
a strong sense of self-awareness, they are able to impartially assess their
own qualities, regulate their emotions, ensure their behavior aligns with
their values, and accurately perceive how others view them (Duval &
Wicklund, 1972).
Self-consciousness is an increased level of self-awareness. It
should not be confused with consciousness in terms of subjective
experiences. In the past, "self-consciousness" was synonymous with
"self-awareness," referring to being aware of one's own existence and
having consciousness.
Self-concept refers to an individual's beliefs about themselves,
including their attributes and understanding of who they are (Rosenberg
et al., 1979). It encompasses how a person perceives their behaviors,
abilities, and unique characteristics.

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Self-confidence is an attitude toward one's skills and abilities. It
involves accepting and trusting oneself while maintaining a sense of
control over one's life. Individuals with self-confidence have a good
understanding of their strengths and weaknesses and hold a positive
view of themselves. They set realistic expectations and goals,
communicate assertively, and are able to handle criticism.
Self-esteem is the value and perception that individuals have of
themselves. It is based on their opinions and beliefs about themselves,
which can be challenging to change. Self-esteem is sometimes used
interchangeably with self-confidence. It can significantly influence
whether individuals like and value themselves.
Self-efficacy refers to an individual's belief in their capability to
perform specific behaviors required to achieve particular goals (Bandura,
1997). It reflects a student's confidence in their ability to control their
motivation, behavior, and social environment.
Behavior, as used in this study, refers to the way students act or
conduct themselves, particularly in relation to others.
Social behavior refers to the interactions among two or more
organisms of the same species and encompasses any behavior in which
one member affects the other.

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Social aggression is a form of antisocial behavior that involves
using social relationships and status to harm others emotionally and
damage their reputation. It includes behaviors such as gossiping,
ostracism, and threatening to end a friendship (Burt et al., 2012).

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Chapter II
REVIEW OF RELATED LITERATURE AND FRAMEWORK
This chapter focused on presenting the review-related literature
that is crucial to the study. To fully comprehend the research that needs
to be done, this also covered the theoretical base and conceptual
framework of the related studies.
Students' Self-awareness
Self-awareness entails the capacity to direct attention inwardly
and evaluate whether one's actions, beliefs, or emotions align with
personal values. Flavin (2016) notes that psychologists and educators
commonly employ the term "self-awareness" to describe the ability to
contemplate, articulate, and understand one's own feelings, thoughts,
and behaviors. Additionally, educators can enhance their own and their
students' awareness by recognizing the interplay between the
development of self-awareness and the practice of meditation when
designing and implementing instructional activities.
On the other hand, self-awareness has been identified as an
important component of emotional intelligence, effective interprofessional
patient care, professionalism, self-efficacy, professional development, and
cultural competence across a variety of healthcare settings (Maxwell et

13
al., 2016). A person can comprehend his or her own emotions and how
they affect their performance when he or she has emotional self-
awareness. People are aware of their feelings, their underlying causes,
and how they may support or hinder their own efforts. Their self-support
reflects the greater reality that they sense about how other people
perceive them.
Despite the fact that the majority of people think they are self-
aware, genuine self-awareness is an uncommon attribute. Only 10% –
15% of the 3,000 adults studied were determined to be fully self-aware.
Additionally, research has revealed that people rarely have access to the
unconscious motivations, feelings, and emotions they seek (Eurich,
2018). People frequently put others before themselves, which is the cause
of this. Therefore, a study by Finn (2020) corroborated the
aforementioned claim by showing that the difficult part of emotional self-
awareness is that most people are operating on autopilot without even
realizing it. Early in life, people form their beliefs, habits, and actions.
Self-awareness is an uncommon ability to possess since that kind of
hardwiring is challenging to change.
According to Farrell and Clelland (2017), there is a form of internal
awareness associated with consciousness. The paper explores the nature
of this internal awareness, what it pertains to, how it is connected to

14
consciousness, and how it operates. This inner awareness is connected
to introspection, which is the act of reflectively becoming aware of
aspects of one's mental experiences. The authors also propose that inner
awareness can extend to our non-reflective experiences as well. In other
words, even when we are not explicitly engaging in introspection, there is
an implicit inner awareness. This perspective suggests that introspection
does not create inner awareness but rather brings to the forefront an
awareness that already exists in our experiences prior to introspection.
Researchers who work within a narrative identity framework argue
that self-reflective reasoning plays a central role in shaping our sense of
self. Consequently, reflecting on and finding meaning in our choices can
be a significant step in connecting our behavior with our identification
within social groups and, ultimately, our self-concept (Dishon, 2017).
Engaging in self-reflection exercises enhances self-awareness, which has
been linked in studies to various desirable outcomes such as increased
creativity and confidence. The individual benefits of self-reflection can
also extend to personal and professional relationships, ultimately
enhancing the overall quality of life.
Self-consciousness. This refers to an individual's awareness of
their own body within a temporal and spatial framework and its
interactions with the external world, including other people. It also

15
encompasses an individual's recognition of their own identity, which
develops over time through interactions with others. Higher-level
cognitive processes such as theory of mind and empathy, which allow us
not only to be aware of others but also to differentiate ourselves from
them, their image, and their perceptual and emotional experiences, are
at the core of self-consciousness (Smith, 2017).
Keromnes and colleagues (2019) highlight that self-consciousness
is a central focus of research across multiple disciplines, including
neurophysiology, psychiatry, psychology/neuropsychology,
psychoanalysis, and philosophy. Numerous authors have emphasized
the significance of the body in the development of self-consciousness,
both as an interface with the environment and as a physical component
of the self. Additionally, they assert that the mirror plays a crucial role in
psychoanalytic and psycho-developmental models of self-consciousness,
further reinforcing the importance of the body-self in the construction of
self-image recognition, which is closely intertwined with self-
consciousness.
Self-concept. Numerous studies have provided evidence that
children who develop a positive self-concept during their academic years
are more likely to succeed in learning environments as well as in social
and emotional situations (Herera, 2020). This suggests that having a

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positive view of oneself during formative years can help individuals
acquire the necessary strategies and skills to navigate life's challenges.
Furthermore, research has shown that self-positivity is associated with
various positive outcomes, including increased happiness, better
academic performance, pro-social behavior, and overall well-being
(Ruggeri, 2020).
One model that explores the relationship between self-concept and
academic performance is the Reciprocal Effects Model (REM), as reviewed
theoretically, methodologically, and empirically by Marsh and Martin.
According to this model, academic self-concept and performance
mutually influence each other, with advancements in one area leading to
improvements in the other (Perinelli et al., 2022).
Students' Self-Confidence
Self-confidence is one of the most important traits anyone can
have, and it's something people are all aiming to develop. In fact, if a
person asks anyone in their life who has achieved great success what
they think are the key ingredients to success, Self-confidence is the
capacity to have faith in oneself and one's skills. It also implies that you
are not frightened of accepting your flaws, faults, and blunders. A person
may take chances and try new things when they have self-confidence,
and this leads to success (Messaoud, 2022).

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The self-confidence of students plays a significant role in
determining learning, academic success, and performance, claims
Ballane (2019). Because many students face a range of challenges,
parents and teachers must work together to help students develop their
self-confidence. Teachers could use this to close academic performance
and learning disparities while also boosting students' self-confidence.
In accordance with Zada and Akbari (2020), students' levels of self-
assurance had an effect on their learning in terms of engagement, goal-
setting, developing an interest in the subject matter, lowering fear, being
at ease with professors and classmates, as well as sharing their ideas on
the subject matter during class. In certain topic areas, students might
not feel confident. Self-confidence is regarded as having elements such
as one's perception of one's competence or expertise and one's ability to
control a variety of situations. Gorsy and Panwar (2016) also found that,
in contrast, peer and friend relationships are completely consensual
under the conditions of personal advantages being transferred,
reciprocity being expected, relationships being monitored and adjusted
as appropriate, and commitment developing.
Subjective well-being has been favorably correlated with one's
gender self-concept. Additionally, adolescents with marginalized gender
identities have experienced negative effects on their school lives. At this

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age, social self-concept and life satisfaction are said to be lower than they
were when they were younger. Stress at school was adversely correlated
with gender self-acceptance, but perceived life contentment and life
satisfaction were positively correlated (Watson & Roy, 2021).
True self-assurance will encourage positive behavior, happiness,
and toughness. A high sense of self-worth will encourage risk-taking,
which is directly correlated with greater return (Houpert, 2019).
Furthermore, it will take some time before a person feels like he or she
belongs if he or she begins to doubt himself or herself. A person's own
creeping doubt may try to convince him or her that being confident or
assertive is actually arrogant (Ravenscraft, 2019). A person can find
freedom from self-doubt and self-defeating ideas when he or she has
more self-confidence. Feeling less anxious and more fearless. Greater
self-assurance increases your willingness to take calculated chances and
your capacity to step outside of your comfort zone.
Self-esteem. Self-esteem is influenced by individuals' perceptions
of themselves, representing a facet of self-awareness and personal
evaluation. Measuring one's level of self-esteem precisely is challenging,
as highlighted by Luca and Maihlecu (2020). High self-esteem can arise
from a justified appreciation of personal achievements and abilities as
well as a sense of superiority over others.

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The evaluation of one's beliefs and thoughts about their
capabilities and ideals constitutes self-esteem. During adolescence, self-
esteem tends to be unstable due to the various changes in roles and
responsibilities, which can impact academic engagement. Zhao et al.
(2021) examined a moderated mediation model and found that self-
esteem indirectly predicts adolescent academic involvement through
academic success. Person-correlation analysis revealed a positive
association between self-esteem and academic self-efficacy.
A positive self-concept and self-esteem are vital for a fulfilling and
healthy adulthood. The development of self-concept and self-esteem
commences in childhood and continues throughout life. Despite the
consistent link between a positive self-concept and fluctuating self-
esteem, previous research and the present study indicate a significant
association between adults' self-concept and self-esteem. This notion
holds considerable importance for students' self-esteem, as supported by
empirical evidence, theoretical foundations, and a comprehensive survey
conducted among students (Amna et al., 2019).
Self-efficacy. Self-efficacy refers to the belief individuals hold
regarding their ability to exert control over the circumstances that impact
their lives. According to Cherry (2022), self-efficacy is defined as an
individual's confidence in their capacity to accomplish tasks and achieve

20
goals. It encompasses the belief in one's ability to manage behavior, exert
influence over the environment, and maintain motivation in pursuit of
desired outcomes. Self-efficacy can vary across different domains, such
as academics, work, relationships, and other significant areas. This
construct has received significant attention from educational researchers
who have consistently found that self-efficacy serves as a positive
predictor of performance outcomes in various subjects (Domenech-
Betoret et al., 2017). The researchers argue that self-efficacy predicts
academic achievement across different academic disciplines and
educational levels. Despite the substantial evidence supporting the direct
impact of self-efficacy beliefs on academic achievement, there is a
scarcity of studies exploring the motivational mechanisms that mediate
the relationship between self-efficacy and achievement. These studies are
crucial in understanding how and why self-efficacy influences students'
academic performance and can inform the design of instructional
strategies and programs aimed at enhancing academic achievement.
Students' Behavior
Following a period of remote work and study, on-campus activities
are now resuming, presenting both opportunities and challenges for
educational institutions. The task at hand is to reintegrate students into
the physical campus environment while still maintaining the flexibility of

21
online learning and assessment (Henderson et al., 2022). The behavior
and attitudes of students in this "new normal" have a significant impact
on their learning process. Teaching and learning methods require
numerous adjustments to accommodate the changes brought about by
the sudden shift from traditional classroom settings to online platforms
(Mallillin et al., 2021). Additionally, London and colleagues (2022)
emphasized that our self-perception and the influence we exert on the
world around us shape our behavior and aspirations.
Correlation between Self-awareness and Self-Confidence
Self-awareness plays a crucial role in helping individuals
differentiate between reality and perception, leading to better
management of their thoughts, beliefs, emotions, and reactions. It also
contributes to finding inner peace and acceptance of oneself. Self-
confidence is enhanced through self-awareness, as it stems from a deep
understanding of one's values, strengths, and identity. Building
confidence and making it a habit require a profound knowledge of
oneself. Often, individuals deceive themselves with falsehoods about their
abilities, which perpetuates feelings of insecurity. However, with a strong
sense of self-awareness, they can discern between truth and falsehood
(Wheeler, 2018).
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In healthcare education, self-awareness is widely recognized as an
integral component of emotional intelligence, according to Maxwell and
colleagues (2016). Various strategies and initiatives have been
documented in the literature to promote self-awareness among
healthcare students, including mindfulness and metacognition, group
discussions, self-assessment tools, role-play, self-reflection, mentorship,
and portfolios. This applies to disciplines such as pharmacy, medicine,
nursing, and dentistry. Developing self-awareness is crucial for fostering
intelligence, effective interprofessional patient care, professionalism, self-
efficacy, professional growth, and cultural competence. In a study
conducted by the researchers, students were asked to assess their
confidence levels in choosing career paths and their understanding of
their behavioral and communication styles before and after participating
in a Birkman survey. Self-awareness, as defined by the originator of
emotional intelligence, involves emotional awareness, accurate self-
evaluation, and self-assurance. Ultimately, it revolves around recognizing
one's own worth and being cognizant of one's emotions, personal
strengths, and weaknesses (Maxwell et al., 2016).
Correlation between Self-Esteem and Self-Concept
Self-esteem is an attitude that encompasses both positive and
negative evaluations of oneself, while self-concept refers to an

23
individual's perception of themselves, including the characteristics that
define their identity. In the field of psychology, these terms are used to
describe how individuals perceive themselves. Due to variations in goals,
study designs, sample sizes, cultural influences, and measurement
methods for self-concept and self-esteem, research findings have been
inconsistent. However, studies have shown that factors such as
friendship, independence in mobility, social support, and parenting style
play significant roles in enhancing self-perception and self-worth among
children with visual impairment. Girls with visual impairment tend to
have lower levels of self-esteem and self-concept compared to boys. Age
and severity of vision loss have also been found to impact perceived self-
esteem. To promote positive self-concept and self-esteem in children with
visual impairment, it is important to encourage independence in
mobility, provide supportive parenting, foster friendships, and create an
inclusive environment (Borgen, 2017).
Self-concept and self-esteem are closely interconnected aspects of
an individual's psychological well-being. It is believed that self-concept
develops during childhood when personality traits begin to take shape.
As a person grows, their self-concept evolves accordingly. On the other
hand, self-esteem tends to develop more prominently during adolescence
and adulthood. It is during these stages of life that individuals face

24
various challenges and experiences that shape their feelings of self-worth
and the perception of being loved and valued.
Theory Base
When creating a theoretical framework to investigate how students'
behavior is influenced by their level of self-awareness and confidence, the
theories that were appropriate for the study were Duval's and Wicklund's
Self-awareness Theory and Bandura's Self-efficacy Theory.
Regardless of a person's intelligence, their emotional intelligence
and self-awareness play a crucial role in their overall success. According
to Goleman (2017), individuals who lack self-awareness, control over
their emotions, empathy, and healthy relationships will struggle to
progress. Self-awareness involves the ability to introspect and assess
one's thoughts, behaviors, and emotions in relation to internal
standards. It allows individuals to think about their own thinking,
actions, and experiences.
The theory of self-awareness states that when people focus their
attention on themselves, they evaluate their behavior against internal
standards and values (Duval & Wicklund, 1972). This process of self-
evaluation enables self-control and facilitates behavior change.
Comparisons also play a role in self-awareness, as they provide a

25
baseline for personal growth and development. Students, like anyone
else, engage in comparisons with their peers, friends, and role models,
particularly in areas such as test scores and academic achievements.
Comparisons can be beneficial for self-improvement as they provide
feedback and insight into personal goals and aspirations.
Self-awareness is vital for students' success as it helps them
understand their own behaviors, reactions, and motivations, providing
direction for personal growth (Positive Action, 2020). Students with self-
awareness have confidence in their abilities, which contributes to their
overall success and well-being.
Bandura's self-efficacy theory further highlights the importance of
confidence in determining an individual's motivation and choices. Higher
self-efficacy leads to a more positive outlook, lower stress levels, and
increased resilience (Akhtar, 2008). Self-efficacy is the belief in one's own
capabilities to overcome obstacles and achieve desired outcomes. It
influences motivation, goal-oriented behavior, and persistence in various
domains, including work, relationships, and education. Confident
students are better equipped to handle pressure, bounce back from
setbacks, take risks, and venture outside their comfort zones.
In summary, both self-awareness and self-efficacy play significant
roles in individuals' behavior and success. Self-awareness allows

26
individuals to evaluate themselves, make improvements, and set goals,
while self-efficacy empowers them with the confidence to pursue and
achieve those goals.
Conceptual Framework
This conceptual framework shows how the independent variables
are related to the dependent variable. The independent variables of the
study are the students' self-awareness and self-confidence. Students'
self-awareness involves self-concept and self-consciousness, which are
related to the self-awareness theory. On the other hand, students' self-
confidence involves self-esteem and self-efficacy, which are linked to the
self-efficacy theory. These different features invented and used in the
independent variables are assumed to have a relationship to students'
behavior.
The basis for identifying the significant relationship between self-
awareness and self-confidence and students' behavior is shown in Figure
1. People who are self-aware tend to be creative and confident. They
communicate more effectively, make better judgments, and forge stronger
bonds with others. On the other hand, those with high levels of
confidence make decisions with more assurance. They are less likely to
select a safe and moderate option from a group of options because they
are more prone to taking risks.

27
Independent Variable
Self-awareness
Dependent Variable
 self-consciousness
 self-concept Students' Behavior
•Social behavior
Self-Confidence •Social aggression
• self - esteem
• self - efficacy
Figure1. The conceptual framework showing the relationship of self-

awareness and self-confidence to the behavior of senior high school
28
Chapter III
Methodology
This chapter provides information on the research methodology of
the study. The discussion focused on the research design, sampling
technique, collection, data, presentation, and data analysis used in the
study.
Design
The method that is believed to be the most approte to use for the
study is the quantitative method. Creswell (1994) defined a quantitative
research as "an inquiry into a social or human problem, based on testing
a theory composed of variables, measured with numbers, and analyzed
with statistical procedures, in order to determine whether the predictive
generalizations of the theory hold true". Quantitative research is the
process of collecting and analyzing numerical data. It can be used to find
patterns and averages, make predictions, test causal relationships, and
generalize results to wider populations (Bhandari, 2022)
A descriptive approach was appropriate in the analysis of this
study due to the researcher's interest in learning the answers to specific
questions on the relationship between self-awareness and self-confidence
and how it influences students' behavior. In this study, the researcher

29
aimed to measure respondents' attitudes by asking the extent to which
they agree or disagree with a particular question or statement. Therefore,
the most appropriate strategy to use in gathering these data is the Likert
scale questionnaire.
The study utilized causal-correlational as its analytical framework.
The researcher employed this approach to determine how the
independent variables, self-awareness and self-confidence, relate to the
students' behavior. This method allowed the researcher to find out
whether these variables exist and whether the existence of one leads to
the occurrence of the other. Therefore, this method was the ideal
approach to determine the relationship between the variables.
Sampling
The respondents of this study were the Grade 11 and Grade 12
students of Tibanban National High School for both ABM and STEM
strand under the supervision of the Department of Education in the
Division of Davao Oriental.
Table 1 showed the distribution of respondents based on their
section. In this study, a complete enumeration of respondents was used
with a total of one hundred thirty (130) Senior high students. The
method employed by the researcher in collecting these data was the

30
complete enumeration method as it ensures accuracy by studying each
unit of the population before drawing any conclusion from the research.
It also avoids any error in collecting the data. Furthermore, there was
also a small number of populations making the complete enumeration
sampling procedure the most appropriate method to use.
Table 1. Respondents Distribution by Section
Grade Level & Strand Respondents
11-STEM 30
11-ABM 33
12-STEM 35
12-ABM 32
Total 130
Collection
In gathering data, the researcher observed the following steps:
Asking permission for the conduct of the study. With the
support of the Practical Research Teacher, a formal communication letter
was delivered to the Tibanban National High School principal. Following
approval, letters was issued to the classroom advisers of the participating

31
sections requesting that the survey be conducted with respective senior
high students as the study's respondents.
Informed Consent Forms (ICF) was secured prior to data collection
from the respondents, demonstrating their involvement in filling out the
survey. Following study, the researcher obtained consent. The names of
the respondents won't be made public during the study's conduct
because of the respondents' privacy and security. The responders'
sincere engagement was strongly encouraged as the data obtained are
crucial for finishing the study.
Administration and retrieval of the research instrument. The
researcher personally administered the research instrument. Due to the
fact of the respondents being in different classes, the researcher must
personally visit each class to conduct the research. Before handing out
the questionnaire, the respondents were oriented on the administration
and retrieval of the research instrument. The researcher also ensured to
provide assistance to the respondents when necessary. It was also
ensured that the respondent answers are their own and didn’t copy their
answers from one another. The researcher then retrieved the
questionnaires from the assigned teacher, each questionnaire will be
check to audit if all items were answered correctly and completely.

32
Research instrument. The research instrument that was used for
gathering data will be adopted and modified from the study entitled
"Measuring the Effects of Self-Awareness: Construction of the Self-
Awareness Outcomes Questionnaire" by Anna Sutton. The instrument
that was used in the study has two parts. The first part was the
respondents name (optional) and the informed consent. The second part
was a standardized test that was used to test the relationship of self-
awareness and self-confidence to the behavior of the respondents. It has
six subscales: self-consciousness, self-concept, self-esteem, self-efficacy,
social behavior and social aggression’s instrument was contextualized
and changed to ensure that the information is utilized in a Philippine
setting.
Validity and Reliability. These concepts are employed to evaluate
the quality of research. Validity refers to the degree to which a concept,
conclusion, or measurement is well-grounded and accurately
corresponds to the real world. For an instrument to be considered valid,
it must effectively measure what it is intended to measure and
successfully fulfill its intended purpose (Patten et al., 2004). It is
important to note that validity exists on a continuum, and discussions
should focus on the extent of validity rather than a binary notion of
validity or invalidity. Validity plays a crucial role as it ensures that

33
survey questions accurately capture the essential concerns being
studied.
Reliability, on the other hand, refers to the extent to which
measurements yield consistent results when different individuals
conduct the measurement on various occasions, under different
conditions, and potentially using alternative instruments that measure
the same construct or skill (Drost, 2011). To assess the reliability of the
questionnaire, a pilot test was conducted involving 68 Grade 12 HUMSS
students at Tibanban National High School.
Data
The study employed quantitative data, which involves the
collection and interpretation of numerical information. This type of data
enables the detection of patterns, calculation of averages, prediction-
making, assessment of causal relationships, and generalization of
findings to larger populations (Bhandari, 2022). Any measurable
information that can be used in statistical and mathematical calculations
is categorized as quantitative data, as it supports real-world judgments.
To gather data for the study on the relationship between self-
awareness, self-confidence, and behavior among Senior High School
students at Tibanban National High School in Governor Generoso North

34
District, a survey was conducted. The primary method of obtaining
student feedback was through questionnaires. An adapted and modified
research questionnaire was utilized for this particular study.
The survey employed a Likert scale consisting of five items, with
each item indicating the extent and level of the relationship between self-
awareness, self-confidence, and students' behavior. In this study, the
Likert scale allowed individuals to express their agreement or
disagreement with specific statements. The Likert scale offers five
response options for a statement or question, allowing respondents to
indicate the strength of their agreement or feelings towards the
statement or question, ranging from positive to negative (McLeod,
2008).To get an accurate interpretation, below is the table showing the
scale and its descriptive equivalent.
4.20 – 5.00 Strongly Agree
3.40 – 4.19 Agree
2.60 – 3.39 Not sure
1.80 – 2.59 Disagree
1.00 – 1.79 Strongly Disagree

35
Presentation
Following data retrieval, data was collected, processed, and tested
using statistical analysis.
Analysis
Each questionnaire was thoroughly reviewed in terms of the
responses to each item on the questionnaire. The data obtained from the
independent and dependent variables was processed using the suitable
statistical tool in accordance with the study's objectives.
The precise goals of this study was rooted in the examination of
the data gathered. Three precise goals have been established, and the
proper statistical tools will be applied
For objective number one, the mean and standard deviation was
used to determine the level of students' self-awareness.
For objective number two, the mean and standard deviation was
used to determine the level of students' self-confidence.
For objective number three, the mean and standard deviation
was used to determine the level of students' behavior.

36
For objective number four, the independent sample t test was
used to determine the significant difference between self-awareness and
self-confidence.
For objective number five, the spearman’s rho correlation was
used to determine the significant relationship between the identified
variables of modular learning modality on students’ mathematics
performance. In the interpretation of the result, Bluman (2009)
suggested and provided categorical description as follows:
± 1.00 Perfect
±0.80 to ±1.00 Very Strong
±0.60 to ±0.79 Strong
±0.40 to ±0.59 Moderate
±0.00 to ±0.39 Low
Ethical Considerations
Ethical considerations in research encompass a set of principles
that provide guidance for research designs and practices. These
principles encompass aspects such as voluntary participation, informed
consent, anonymity, confidentiality, potential for harm, and
communication of results (Bhandari, 2022).

37
In the present study, the researchers ensured compliance with
these ethical principles. They acquired the necessary documentation by
obtaining a permission letter from the School Principal of Tibanban
National High School. Additionally, they received endorsement from the
Research Teacher and the classroom advisers of the selected Grade 10
sections. The respondents were informed that their participation in the
survey was entirely voluntary. To protect the confidentiality of the
participants, their data was kept confidential.

38
Chapter IV
RESULTS AND DISCUSSION
This chapter discusses the results and presents a comprehensive
discussion of the data produced by the responses from the 130 Grade 11
and 12 ABM and STEM students in Tibanban National High School.
These results and discussion will clarify and provide answers to the three
main objectives of this study.
Level of Students' Self-Awareness
Self-awareness enables individuals to recognize their own emotions
and how they affect their decision-making, and to accurately assess their
strengths and weaknesses, which is essential for personal and
professionals growth (Goleman, 1995).
The data shown in Table 2 provides the respondent's level of self-
awareness in terms of self –consciousness with an overall mean of 3.99,
which falls into the descriptive equivalent of "agree". The result suggests
that, on average, students feel uncertainly positively about their level of
self-consciousness.
39
Table 2. Level of Students' Self-Awareness in terms of Self-Consciousness
Descriptions Mean Standard Descriptive

Equivalent
Deviation
1. Reflect about themselves a lot. 3.82 0.73 Agree

2. Often the subject of their own 3.82 0.92 Agree
fantasies.
3. Concerned about their style on 4.15 0.81 Agree
doing things.
4. Concerned about what other 4.11 1.11 Agree
people think about them.
5. Usually aware of their appearance. 4.04 0.86 Agree
Self-Consciousness 3.99 0.91 Agree
To be specific, it was found out in the table that respondents
reflect about themselves a lot and they are often the subject of their own
fantasies, given that these statements has a mean value of 3.82 for both
statements and a standard deviation of 0.73 and 0.92, respectively. This
further implies that the respondents agree to both statements.
Furthermore, the respondents are also concerned about their style on
doing things. Since this statement has a mean value of 4.15 and a
standard deviation of 0.81 which corresponds to the descriptive
equivalent of agree, this means that the respondents also agrees to this
statement.
This is followed by respondents being concerned about what other
people think about them with a mean value of 4.11 and a standard
40
deviation of 1.11 and being usually aware of their appearance with a
mean value of 4.04 and a standard deviation of 0.86. These two
statements corresponds to the descriptive equivalent of agree, this means
that the respondents also agree these statements.
The overall results of the study reveal that the respondents are
uncertainly positive about their level of self-consciousness. This result is
supported by Smith (2017), in which higher-level processes like the
theory of mind or empathy, which enable us to not only be aware of
others but also to distinguish ourselves from them, from their image, and
from their perceptual and emotional experiences, have empathy at their
core. In addition to that, Keromnes and colleagues (2019) stated that the
importance of the body in the growth of self-consciousness has been
emphasized by numerous authors, both as an interface with the
environment and as a physical component of the self. A possible
hypothesis is that self-consciousness plays an important role in
students' self-awareness; another possible hypothesis is that self-
consciousness does not play an important role in students' self-
awareness.
Consequently, Table 3 shows the respondents level of self-
awareness in terms of self-concept. In the table, it was found that the
respondents are uncertain on whether they are easy to be liked or not

41
with a mean value of 3.18 and a standard deviation of 0.84 and on
whether they are embarrassed to let people know about their opinions or
not with a mean value of 3.35 and a standard deviation 1.00, these two
statements corresponds to the descriptive equivalent of not sure.
Table 3. Level of Students' Self-Awareness in terms of Self-Concept

Equivalent
Deviation
1. Easy to be liked. 3.18 0.84 Not sure
2. Not embarrassed to let people know 3.35 1.00 Not sure
about their opinions.
3. Grateful for who they are. 4.32 1.02 Strongly

Agree
4. Think most people find them 3.08 0.86 Not sure
reasonably attractive.
5. Believe most people would take 3.55 0.95 Agree
advantage of them if they could.
Self-Concept 3.50 1.04 Agree
This implies that the respondents uncertain to both statements.
Contrary to the first two statements, it was found out that the
respondents are really grateful for who they are since the third statement
corresponds to the mean value of 4.32 and a standard deviation of 1.02.
This statement corresponds to the descriptive equivalent of strongly
agree which implies that the respondents strongly agree to the
statement.
42
In addition to that, respondents are not sure whether they think
most people find them reasonably attractive or not. Since the statement's
mean value is 3.55 and has a standard deviation of 0.86, this means that
the respondents are not sure about the statement. Furthermore, this is
followed by the respondent believing most people would take advantage
of them if given a chance. Since the statement has a mean value of 3.55
and a standard deviation of 0.95 which corresponds to the descriptive
equivalent of agree, this means that the respondents agree with the
statement.
The overall result of the study corresponds to the mean of 3.50 and
a standard deviation of 1.04. This reveals that the respondents are
positive of their level of self-concept. This result is support Duval and
Wicklund (1972) through their Self-awareness Theory that states that
when people focus their attention on themselves, they evaluate and
compare their current behavior to their internal standards and values.
Furthermore, when self-focused, people compare the self with
standards of correctness that specify how the self ought to think, feel,
and behave. The process of comparing the self with standards allows
people to change their behavior and to experience pride and
dissatisfaction with the self. Self-awareness is thus a major mechanism
of self-control. In addition to that, numerous studies have demonstrated

43
that kids who psychologically develop a good self-concept during their
academic stage succeed in learning environments and in social and
emotional situations (Herera, 2020). Therefore, it was revealed that the
ability to view oneself positively throughout formative years may help
people acquire the strategies and skills needed to deal with challenges in
life. Additionally, it has been discovered that positivity toward oneself is
associated with a number of positive consequences, such as higher
happiness, better academic performance, pro-social behavior, and
general wellness (Ruggeri, 2020).
The Summary of the Level of Students' Self-Awareness in terms of

Self-Consciousness and Self-Concept
When people focus their attention on themselves, they evaluate
and compare their current behavior to their internal standards and
values.
Table 4 shows the summary of the level of students' self-awareness
in terms of self-consciousness and self-concept. It was revealed in the
table that the respondents are self-conscious, since the first indicator
corresponds to a mean value of 3.99 and a standard deviation of 0.91.
This indicator corresponds to the remarks of agree, which implies that
the respondents agree on the level of self-awareness in terms of self-
consciousness. Apart from that, it is followed by the second indicator,
self-concept, which possesses a mean value of 3.50 and a standard

44
deviation of 1.04. This indicator is in line with the agreed assertions,
indicating that respondents are in agreement regarding the degree of self-
awareness in terms of self-concept.
Table 4. Summary of the Level of Students' Self-Awareness in Terms of
Self-Consciousness and Self-Concept
Indicator Mean Standard Remarks
Deviation
Self-Consciousness 3.99 0.91 Agree
Self-Concept 3.50 1.04 Agree
Level of students' self-awareness 3.75 1.00 Agree
On top of that, the results revealed an overall mean of 3.75 and a
standard deviation of 1.00, both of which were categorized as agreeable.
This indicates that respondents generally agree with the degree of
students' self-awareness. It was supported in the study of Smith (2017)
that higher-level processes like the theory of mind or empathy, which
enable us to not only be aware of others but also to distinguish ourselves
from them, from their image, and from their perceptual and emotional
experiences, have it at their core. Self-awareness is another word for self-
consciousness. In contrast, a self-conscious subject is not simply aware
of a phenomenon that merely happens to be them, as one is if they see
an old photo of themselves without realizing it. Additionally, while self-

45
concepts are constantly shaped in part by prevailing social expectations
and power structures in the environment, they also develop as a result of
each person's unique experiences, mediating the relationship between
social contexts and personal behavior.
Level of Students' Self-Confidence
The self-confidence of students plays a significant role in
determining learning, academic success, and performance, claims
Ballane (2019). Because many students face a range of challenges,
parents and teachers must work together to help students develop their
self-confidence. Teachers could use this to close academic performance
and learning disparities while also boosting students' self-confidence.
The data shown in Table 5 reveals the level of the respondents'
self-confidence in terms of self-esteem. In the table, it was found that the
respondents believe they are a valuable people, at least on an equal
footing with others that has a mean value of 3.81 with a standard
deviation of 0.80 ;feel that they have a number of good qualities with a
mean value of 3.62 and a standard deviation of 0.78, and able to do
things as well as most other people that has a mean value of 3.65 and a
standard deviation of 0.86. This further implies that the respondents
agree with these three statements. On the other hand, respondents are
uncertain whether they are particularly proud of themselves. Since the

46
statement has a mean value of 3.08 and a standard deviation of 1.20
which corresponds to the descriptive equivalent of not sure, this means
that the respondents are uncertain about the statement.
In addition, the data also reveals that the respondents take a
positive attitude towards themselves. With a mean value of 3.85 and a
standard deviation of 0.84, this corresponds to the descriptive equivalent
of agree which means that the respondents agree with the statement.
The overall result of the study corresponds to the mean value of
3.60 and a standard deviation of 0.95 which also corresponds to the
descriptive equivalent of agree. This reveals that the respondents are
uncertainly positive about their level of self-esteem. This result is
supported by Luca and Maihlecu (2020) stating that a person's level of
self-esteem cannot be measured precisely. High self-esteem can result
from a justifiable appreciation of one's own accomplishments and
abilities, as well as from a sense of superiority over others.
In addition to that, through academic success, self-esteem may
help indirectly predict adolescent academic involvement. Self-esteem and
academic self-efficacy were found to be positively associated by person
correlation analysis. The outcomes of the mediation analysis are
displayed by academic self-efficacy (Zhao et al., 2021). It is essential to
have a positive self-concept and related self-esteem for a fulfilled and

47
proper adulthood. Self-concept and self-esteem development begin in
childhood and are ongoing throughout life.
Table 5. Level of Students' Self-confidence in terms of Self-Esteem

Equivalent
Deviation
1. Believe they are a valuable person, 3.81 0.80 Agree
at least on an equal footing with
others.
2. Feel that they have a number of 3.62 0.78 Agree
good qualities.
3. Able to do things as well as most 3.65 0.86 Agree
other people.
4. Not particularly proud of 3.08 1.20 Not sure
themselves.
5. Take a positive attitude towards 3.85 0.84 Agree
themselves.
Self-Esteem 3.60 0.95 Agree
Consequently, Table 6 reveals the level of students' self-confidence
in terms of self-efficacy. It was revealed in the table that the respondents
can always manage to solve difficulties if they try hard enough that has a
mean value of 3.82 with a standard deviation of 0.81 and they can
always find ways and means to get what they want with a mean value of
3.81 and a standard deviation of 0.85 that both corresponds to the

48
descriptive equivalent of agree, this means that the respondents agree to
both of the statements.
On the contrary, it was also reveals that the respondents are
uncertain on whether they are confident that they could deal efficiently
with unexpected events that has a mean value of 3.32 and a standard
deviation of 0.82 and on whether they can remain calm in facing
difficulties with a mean value of 3.28 and a standard deviation of 0.86.
This two statements corresponds to the descriptive equivalent of not sure
which means that the respondents are uncertain to both statements.
The overall result of the study corresponds to the mean value of
3.61 and a standard deviation of 0.88. This reveals that the respondents
are somewhat positive on their level of self-efficacy. This result was
supported by Cherry (2022) defining self-efficacy as a person's belief in
their ability to complete a task or achieve a goal.
A person's self-efficacy relates to their confidence in their capacity
to effectively control their behavior, have an impact on their environment,
and stay motivated while they work toward their goals. Self-efficacy can
show itself in a variety of contexts and scenarios, such as academic
endeavors, work environments, interpersonal interactions, and other
significant facets of life. Students who have a strong sense of confidence

49
are better equipped to do effectively even in difficult situations, claims
Bandura (1997) and his Self-efficacy theory.
Table 6. Level of Students' Self-Confidence in Terms of Self-Efficacy

Equivalent
Deviation
1. Can always manage to solve 3.82 0.81 Agree
difficulties if they try hard enough.
2. Can find ways and means to get 3.81 0.85 Agree
what they want.
3. Confident that they could deal 3.32 0.82 Not sure
efficiently with unexpected events.
4. Can remain calm in facing 3.28 0.86 Not sure
difficulties.
5. Can solve most problems if they put 3.80 0.85 Agree
in the necessary effort.
Self-Efficacy 3.61 0.88 Agree
Confidence serves as the foundation for resilience, enabling

students to bounce back from challenging circumstances and regain
their momentum. Students who possess confidence are more inclined to
embrace risks and venture beyond their comfort zones. As a result,
Bandura's self-efficacy theory can be applied to examine the impact of
confidence on students' behavior.
The Summary of the Level of Students' Self-Confidence in Terms of

Self-Esteem and Self-Efficacy.
Self-confidence is the capacity to have faith in oneself and one's
skills. It also implies that they are not frightened of accepting their
50
flaws, faults, and blunders. A person may take chances and try new
things when they have self-confidence, and this leads to success
(Messaoud,2022).
Table 7 shows the summary of the level of students' self-confidence
in terms of self-esteem and self-efficacy. The first indicator, self-esteem,
corresponds to a mean value of 3.60 and a standard deviation of 0.95.
This indicator corresponds to the remarks of agree, which implies that
the respondents agree on the level of self-confidence in terms of self-
esteem.
Table 7. Summary of the Level of Students' Self-confidence in Terms of
Self-Esteem and Self-Efficacy
Indicator Mean Standard Remarks
Deviation
Self-Esteem 3.60 0.95 Agree
Self-Efficacy 3.61 0.88 Agree
Level of Students' Self-Confidence 3.61 0.91 Agree
It is followed by the second indicator, self-concept, which has a
mean value of 3.61 and a standard deviation of 0.88. The fact that this
indicator is consistent with the agreed-upon claims, showing that
respondents' levels of self-awareness in terms of self-concept are
generally agreed upon.

51
Meanwhile, the outcomes showed a 3.61 overall mean with a 0.91
standard deviation, both of which were deemed agreeable. This
demonstrates that the majority of respondents concur with the
confidence level of the respondents.
Level of Students' Behavior
Student behavior is an important aspect of education, as it can
have a significant impact on academic success, social development, and
overall well-being. Educators and schools often work to promote positive
student behavior through the use of behavioral interventions, classroom
management strategies, and other approaches designed to encourage
and reinforce positive behavior.
The data shown in Table 8 shows the level of the respondent's
behavior in terms of social behavior. In the table, it was found that the
respondents try not to draw attention to themselves corresponds to the
mean value of 3.41 with a standard deviation of 0.92, avoid making eye
contact corresponds to the mean value of 3.44 with a standard deviation
of 1.11 and rehearse sentences in their mind with a mean value of 3.95
with a standard deviation of 0.96.
This further implies that the respondents agree to these three
statements. Furthermore, the respondents also agree on the statements

52
of them thinking positively corresponds to a mean value of 3.77 with a
standard deviation of 0.97 and asking a lot of questions corresponds to a
mean value of 3.81 with a standard deviation of 1.06. The two
statements corresponds to the descriptive equivalent of agree, this means
that respondents are curious and positive about themselves.
Table 8. Level of Students' Behavior in Terms of Social Behavior

Equivalent
Deviation
1. Try not to draw attention to 3.41 0.92 Agree
themselves.
2. Avoid making eye contact. 3.44 1.11 Agree
3. Rehearse sentences in their 3.95 0.96 Agree
mind.
4. Think positively. 3.77 0.97 Agree

5. Ask a lot of questions. 3.81 1.06 Agree
Social Behavior 3.68 1.03 Agree
The overall study reveals a mean value of 3.68 and a standard
deviation of 1.03. This corresponds to the descriptive equivalent of agree,
which means that the respondents are positive of their level of social
behavior. This is supported by London and colleague (2022), stating that
our behavior and the kind of person we aspire to be are influenced by
how we view ourselves and the impact we have on the world around us.
53
Consequently, Table 9 reveals the level of students' behavior in
terms of social aggression. It was revealed in the table that the
respondents disagree on blaming others with a mean value of 2.29 and a
standard deviation 1.15 and making fun of someone behind his/her back
that has a mean value of 2.35 with a standard deviation of 1.29 both
statements corresponds to the descriptive equivalent of disagree, this
means that the respondents disagree to the statements.
Table 9. Level of Students' Behavior in terms of Social Aggression

Equivalent
Deviation
1. Blame others. 2.29 1.15 Disagree
2. Make fun of someone behind 2.35 1.29 Disagree

his/her back.
3. Give someone silent treatment 3.85 1.22 Agree

when they're angry with someone.
4. Rude towards others. 2.47 1.21 Disagree

5. Try to turn others against someone 2.34 1.11 Disagree
when angry with someone.
Social Aggression 2.66 1.34 Not sure
On the contrary, it reveals that the respondents give someone
silent treatment when they're angry with someone, given the mean value
of 2.47 and a standard deviation of 1.21, this means that the
respondents agree on this statement.

54
This is followed by the respondents disagreeing on being rude
towards others that has a mean value of 2.47 with a standard deviation
of 1.21 and trying to turn others against someone when angry with
someone with a mean value of 2.34 and a standard deviation of 1.11
both statements corresponds to the descriptive equivalent of disagree,
this implies that the respondents don't agree on the statements.
The overall study reveals a mean value of 2.66 and a standard
deviation of 1.34. This corresponds to the descriptive equivalent of not
sure, which means that the respondents are uncertain of their level of
social aggression. Mulvey and colleagues (2017) provide support for the
notion that research indicates a link between social aggression and
various adverse consequences. These negative outcomes encompass
lower academic performance and increased rates of substance abuse.
The Summary of the Level of Students' Behavior in Terms of Social
Behavior and Social Aggression.
The dependent variable which is Students' Behavior composed of
two indicators which are the social behavior and social aggression. Based
on the data shown in the two indicators, Table 10 presents the summary
of the level of students' behavior in terms of these indicators of the 130
senior high students' who participated in the study. Between the two (2)
indicators, one of them has a descriptive equivalent of agree. The first

55
indicator social behavior got the mean value of 3.68 and a standard
deviation of 1.03.
Table 10. Summary of the Level of Students' Behavior in terms of Social
Behavior and Social Aggression
Indicator Mean Standard Descriptive

Equivalent
Deviation
Social Behavior 3.68 1.03 Agree
Social Aggression 2.66 1.34 Not Sure
Level of Students' Behavior 3.17 1.30 Not Sure
This implies that the respondents agree on the level of students'
behavior in terms of social behavior. The second indicator social
aggression got the mean value of 2.66 and a standard deviation of 1.34.
This implies that the respondents is not sure on the level of students'
behavior in terms of social aggression.
Moreover, the results produced an overall mean of 3.17 and a
standard deviation of 1.30, described as not sure. This indicates that the
respondents in general is not sure to the level of students' behavior.
The research conducted by London and colleagues (2022) supports
the idea that our behavior and the person we strive to become are
shaped by our self -erception and the influence we exert on our
surroundings. However, it is important to acknowledge that behavior can

56
also have negative aspects. Social aggression, characterized by using
social relationships and status to harm others emotionally and damage
reputations, is a form of antisocial behavior. Moreover, studies have
indicated that social aggression is linked to various detrimental
consequences, such as reduced academic performance and increased
substance abuse rates (Mulvey et al., 2017).
The Significant Difference Between Self-Awareness and Self -

Confidence to the Behavior of Senior High School Students
Self-awareness and self-confidence play vital roles in personal
growth and development. Self-awareness entails possessing a clear
comprehension of one's personality, emotions, strengths, weaknesses,
and values. Conversely, self-confidence refers to the belief in one's own
abilities, qualities, and judgment. These two attributes are closely
interconnected since self-awareness forms the foundation for self-
confidence. By deeply understanding their strengths and weaknesses,
individuals can make informed decisions and choices, thereby enhancing
their self-confidence. Additionally, self-awareness enables individuals to
acknowledge and address their insecurities or areas for improvement,
ultimately fostering greater self-confidence over time. In summary, self-
awareness and self-confidence are intertwined and synergistic,
empowering individuals to pursue their goals and lead fulfilling lives.

57
The data in Table 11 shows the significant difference between self-
awareness and self-confidence through an independent sample t test. In
an independent samples t-test, we only calculate one t-value that
represents the difference between the means of the two groups being
compared.
Table 11. The Significance Difference between Self-Awareness and Self-
Confidence to the Behavior of Senior High School Students
Sample Mean Standard T- Degrees of P-

size Deviation value Freedom value
Self- 130 3.75 1.00
Awareness
2.22 258 0.027
Self- 130 3.61 0.91
Confidence
In the table, the t-value of 2.22 represents the difference between
the mean score for self-awareness (3.75) and the mean score for
confidence (3.61). This t-value is calculated based on the sample means,
sample standard deviations, and sample sizes for each group. Since the
t-value is calculated as the difference between the means of the two
groups being compared, there is no need to include a t-value for the self-
awareness group alone.
Based on the independent samples t-test table,it is shown that
there is a significant difference between the mean scores for self-

58
awareness and self-confidence. The t-value of 2.22 and the
corresponding p-value of 0.27 indicate that this difference is statistically
significant at a high level of confidence with the p-value of (0.027)<0.05.
Specifically, it can be implied that the mean score for self-
awareness (3.75) is significantly higher than the mean score for self-
confidence (3.61). This suggests that the participants in this study have
a higher level of self-awareness than self-confidence. This is supported
by Maxwell and colleagues (2016) stated that self-awareness has been
identified as an important component of emotional intelligence, effective
interprofessional patient care, professionalism, self-efficacy, professional
development, and cultural competence across a variety healthcare.
This contradicts Bandura's Self-efficacy theory (1997), which
asserts that an individual's self-efficacy is linked to their confidence in
their ability to perform the necessary behaviors to achieve specific
performance outcomes. It reflects the belief in one's capability to exert
control over their own motivations, actions, and social circumstances.
According to Bandura, students who possess confidence are more adept
at performing well when facing pressure. Confidence, rooted in resilience,
enables students to recover from challenging situations and regain their
focus. Moreover, confident students are more inclined to take risks and
step outside their comfort zones. Therefore, Bandura's self-efficacy theory

59
highlights the significance of confidence in influencing students'
behavior.
The Significant Relationship in the Level of Self-Awareness and

Self-Confidence to Behavior of Senior High Students
Self-awareness is the ability to observe and understand one's own
thoughts, emotions, and behaviors, and to recognize how these factors
affect both oneself and others. This skill involves being in tune with one's
inner self, including one's values, beliefs, and goals, and understanding
how these elements shape one's behavior in various situations. Self-
confidence, on the other hand, refers to a person's belief in their own
abilities and judgments. It involves trusting oneself and feeling capable of
handling challenges and achieving one's goals. Both self-awareness and
self-confidence are important for positive behavior, as they enable
individuals to navigate social interactions more effectively and to make
choices that align with their values and goals.
Table 12 presents the test of the level of significance between Self-
Awareness and Self-Confidence to the behavior of Grade 11 and Grade
12 STEM and ABM senior high school students.
The table provides statistical result for the significant relationships
between the identified observed factors using Spearman's rho
Correlation. The result revealed that the computed correlation coefficient

60
for Self-Awareness is 0.888, and a p- value of 0.001. Since p-value is of
(0.000) <0.05, this has a significant relationship. Furthermore, the
correlation coefficient of self-awareness corresponds to a descriptive
equivalent of very strong. Overall, self-awareness is categorically
described as very strong positive degree of relationship with students'
behavior.
Table 12. The Significant Relationship in the Level of Self-Awareness and
Self-Confidence to Behavior of Senior High Students
Observed Spearman's Self- Remarks Self- Remarks

Factor Rho Awareness Confidence
Statistics
Students' Correlation 0.888 Very strong -0.310 Low

Behavior Coefficient positive negative
and and
P-Value 0.000 significant 0.000 significant
relationship relationship
N 130 130
In addition, self-confidence has a correlation coefficient of -0.310
and a p-value of 0.383. Since the p-value is of (0.000)> 0.05, this is a
significant relationship. Furthermore, the correlation coefficient of self-
confident corresponds to a descriptive equivalent of low. Overall, self-
confidence is categorically described as low negative degree of
relationship with students' behavior.

61
Findings also showed that among the two independent variable,
both of them has a significant relationship to the student's behavior.
These implies that the independent variable self-awareness and self-
confidence has a significant relationship to the student's behavior with
both having a p-value of (0.000) <0.05, respectively. Furthermore, the
independent variable self-awareness is positively and significantly related
to the observed factor which is the student's behavior, while the
independent variable self-confidence is negatively and significantly
related. Hence, the null hypothesis is rejected.
Duval and Wicklund (1972) support this idea through their Self-
Awareness Theory, which suggests that when we compare ourselves to
others, we gain information about our desires and aspirations, as well as
receive valuable feedback on our own performance. Hence, Duval and
Wicklund's self-awareness theory can be applied to understanding how
students' behavior is influenced by their level of self-awareness.
Additionally, self-awareness provides students with insights into their
own identity, the reasons behind their reactions, and offers guidance for
self-improvement. For students, self-awareness is essential for success.
Individuals who possess self-awareness have a fundamental belief in
their ability to achieve goals, and this trait empowers students to excel in
all their endeavors (Positive Action, 2020).

62
Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarized the results, stated statements, and made
recommendations on the relationship of self-awareness and self-
confidence to the behavior of senior high students.
Summary
There were five objectives being identified to determine the
relationship and impact between the identified variables. In order to
demonstrate how independent variables affect the dependent variable,
the study examined the amount of the variables that the researcher had
observed.
Based on the outcomes of the study, the level of students self-
awareness corresponds to the descriptive equivalent of agree. The
indicators self-consciousness and self-concept also corresponds to the
descriptive equivalent of agree. Generally, students are uncertainly
positive in their level of self-awareness.
The level of students' self-confidence corresponds to the descriptive
equivalent of agree. The indicators, self-esteem and self-efficacy, also

63
corresponds to the descriptive equivalent of agree. Generally, students
are uncertainly positive in their level of self-confidence.
The level of students' behavior corresponds to the descriptive
equivalent of not sure. The indicators, social behavior corresponds to the
descriptive equivalent of agree, while social aggression corresponds to the
descriptive equivalent of not sure. Generally, students are uncertain in
the level of their behavior.
Findings further revealed that there is a significant difference
between self-awareness and self-confidence. There is a difference in
statistically significant at a high level of confidence.
In addition, the level of self-awareness were positively and
significantly correlated to the students' behavior. The tested hypotheses
were based on the two – tailed test of significance using p – values.
Lastly, the level of self-confidence were determined. Result had
shown the positive and significant relationship between self-confidence
and student's behavior. The tested hypotheses were based on the two –
tailed test of significance using the p – values.

64
Conclusion
The following were the conclusions that were reached based on the
study's findings.
The level of students' self-awareness corresponds to the descriptive
equivalent of agree.
equipment of agree.
equipment of not sure.
There were significant difference between self-awareness and self-
confidence.
There were very strong positive and significant relationship in the
level of self-awareness to the behavior of senior high students.
There were low negative and significant relationship in the level of
self - confidence to the behavior of senior high students,
Based on the results of the study, it was shown that self-
awareness and self-confidence have a significant relationship with the
students' behavior. Furthermore, it was also shown that self-awareness

65
has a significant difference with self-confidence. Hence, Hypothesis 1 and
Hypothesis 2 should be rejected.
Recommendation
On the basis of the study's findings and conclusions, the following
recommendations were given:
The level of students' self-awareness corresponds to the descriptive
equivalent of agree. Hence, to improve student's self-awareness, it is
recommended for teachers to give regular and constructive feedback to
students. This helps them recognize their achievements and areas for
improvement by offering specific and meaningful feedback t hat focuses
on their individual progress. Encouraging self-reflection by asking
students to assess their own work and set personal goals, supporting
them in identifying their strengths and areas that require further
development.
equivalent of agree. Thus, to improve the students' self-confidence, one
recommendation is for classroom advisers to provide an inclusive and
supportive learning environment where students feel valued and
respected. Encourage open communication, active engagement, and give
helpful criticism that identifies their areas of strength and progress.

66
Include activities that let students demonstrate their skills and talents,
giving them chances to succeed and celebrate their accomplishments.
equivalent of not sure. Hence, to improve student's behavior, it is
recommended for school administrators to incorporate social-emotional
learning (SEL) into the curriculum. Teaching students valuable skills
such as self-awareness, self-management, responsible decision-making,
relationship-building, and empathy. By explicitly teaching and practicing
these skills, students will develop a deeper understanding of themselves
and others, leading to improved behavior and interpersonal interactions.
There were positive and significant relationship between student's
self-awareness and students' behavior. Thus, it is recommended for
educational planners to incorporate regular reflection exercises that
encourage students to assess their thoughts, emotions, and actions. This
can be achieved through journaling or guided discussions that prompt
self-analysis. In addition, it is also recommended to establish a
supportive and non-judgmental classroom environment, where mistakes
are seen as learning opportunities and students feel comfortable
expressing themselves authentically. By cultivating self-awareness in
these ways, students can develop a deeper understanding of their

67
behavior and make positive choices that contribute to their overall
growth and success.
Furthermore, there were negative and significant relationship
between students' self-confidence to their behavior. Thus, it is also
recommended for teachers to implement opportunities for meaningful
participation and leadership within the classroom. Encourage students
to take on responsibilities, such as leading discussions, organizing
projects, or mentoring their peers. By empowering them to make
decisions and contribute to the learning process, students develop a
sense of ownership and confidence in their abilities.
Finally, future researchers are encouraged to replicate this study
to confirm and corroborate the current study's findings. Additionally, it is
recommended that future studies might find and look at other
characteristics that influence students' behavior.

68
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Zhao, L., Xie, H., Kang, Y., Lin, Y., Liu, G., Sakato-Antoku, M., Patel-
King, R. S., Wang, B., Wan, C., King, S. M., Zhao, C., & Huang, K.
(2021). Heme-binding protein CYB5D1 is a radial spoke component
required for coordinated ciliary beating. Proceedings of the National
Academy of Sciences, 118(17).
https://doi.org/10.1073/pnas.2015689118
78
Appendices
79
Appendix A
Letter Request to Research Adviser

80
Appendix B
Permission Letter to Conduct Study
(Approved Letter by the School Head)

81
Appendix C
Approval Letter to the Classroom Advisers

82
83
84
85
Appendix D
Adapted and Modified Survey Questionnaire

86
87
Appendix E
Letter to Research Questionnaire Validator

88
89
90
Appendix F
Validation Sheet for Research Questionnaire

91
92
93
Appendix G
Certification for Undergoing Validity Test

94
95
96
Appendix H
Grammarian's Certificate
97
BIOGRAPHICAL SKETCH
A d d r e s s : Dahlia 1, T i b a n b a n , G o v e r n o r G e n e r o s o ,
Dav a oOrie ntal
E m a i l : andreacañiberal03@gmail.com
M o b i l e #: + 6 3 9 4 6 3 9 9 4 6 5 6
Personal Information:
Age : 17 years old
Birthdate : 19 October 2005
Birthplace : Armas Hospital Kidapawan City
Civil Status : Single
Religion : Come to Christ Ministry
Academic Qualification & Affiliation:
Secondary : Tibanban National High School-Senior High School
(2022-2023)
Kalaisan National High School-Junior High School
( 2020-2021)
Elementary : Malinan Elementary School
(2016-2017)
98
Addres s: Purok 6, Cri s pin Del a Cr uz , G ov ernor Gen er os o,

Dav a o Orient al
Email: e l j e a n c a t d u l a @gmail.com
M o b i l e #: + 6 3 9 3 5 2 0 4 6 6 9 6
Age : 18 years old
Birthdate : 22 September 2004
Birthplace : Mati Provincial Hospital
Religion : Islam
Secondary : Tibanban National High School
(2022-2023)
Elementary : Enrique Orencia Elementary School
With Honor (2016-2017)

99
A d d r e s s : Magcuno, C h i c o t e , G o v e r n o r G e n e r o s o ,
Dav a o Orient al
Email: campaanjieno@gmail.com
M o b i l e #: + 6 3 9 7 8 0 5 8 7 9 4
Age : 18 years old
Birthdate : 15 October 2004
Birthplace : Governor Generoso Municipal Hospital
Religion : Roman Catholic
Secondary :Tibanban National High School-
Senior High School-Senior High School With Honors
(2022-2023)
Tibanban National High School-Junior High School
( 2020-2021)
Elementary : Don A. Chicote Elementary School
(2016-2017)
100
A d d r e s s : Dahlia 1, T i b a n b a n , G o v e r n o r G e n e r o s o ,
Dav a o Orient al
Email: santeromerryann@gmail.com
M o b i l e #: + 6 3 9 3 6 6 1 3 4 8 3 0
Age : 21 years old
Birthdate : 15 January 2002
Birthplace : Timbao Biñan Laguna
Secondary : Tibanban National High School-Senior High

School
With Honors (2022-2023)
(2016-2017)
101
Addres s: Lawa an, U pper Tiban ba n, G ov ern or G ener oso,
Dav a o Orient al
Email: c r o d u a r e z e l m a e 4 1 @gmail.com
M o b i l e #: + 6 3 9 6 7 7 5 2 6 8 7 8
+63 9 632411678
Age : 18 years old
Birthdate : 15 May 2005
Birthplace : Governor Generoso Municipal Hospital
Secondary :Tibanban National High School-Senior High School
Tibanban National High School-Junior High School
Elementary :Bonifacio Elementary School
(2016-2017)
102
A d d r e s s : Bonbon , L a v i g a n , G o v e r n o r G e n e r o s o , D a v a o
Orient al
Email: rapalryzamae@gmail.com
M o b i l e #: + 6 3 9 6 3 1 2 6 8 4 1 7
Age : 18 years old
Birthdate : 14 May 2005
Birthplace : Southern Philippines Medical Center
Religion : Seventh-Day Adventist
Secondary :Tibanban National High School-Senior High School
Institute of Northern Davao Inc.
(2020-2021)
Elementary :Davao City Elementary School
(2016-2017)
103
Addres s: Purok 4, Afri can Da isy, Ti ban ban, G ov ern or

Gen er os o, D av a o Ori enta l
Email: oleawar15@gmail.com
M o b i l e #: + 6 3 4 8 1 5 8 2 0 4 6
Age : 18 years old
Birthdate : 15 June 2005
Birthplace : Davao City Hospital
Secondary : Tibanban National High School
With High Honor (2022-2023)
With High Honor (2016-2017)

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RELATIONSHIP OF SELF-AWARENESS AND SELF-CONFIDENCE TO

THE BEHAVIOR OF SENIOR HIGH STUDENTS

Academic – Science, Technology, Engineering and Mathematics

ANDREA CAÑIBERAL ELJEAN L. CATDULA JIENO L. CAMPAAN

MERY-ANN L. SANTERO REZELMAE B. CRODUA RYZA MAE O. RAPAL

Republic of the Philippines

TIBANBAN NATIONAL HIGH SCHOOL

Senior High School

Tibanban, Governor Generoso, Davao Oriental, 8210

ACADEMIC INTEGRITY DECLARATION

We declare that this research is our own original work. Most

We attest further that this piece of academic requirement has not

ANDREA CAÑIBERAL ELJEAN L. CATDULA JIENO L. CAMPAAN

MERY-ANN L. SANTERO REZELMAE B. CRODUA RYZA MAE O. RAPAL

© 2023 Andrea Cañiberal, Eljean L. Catdula, Jieno L. Campaan, Mery-

CAMPAAN, JIENO L., OLEA, WARREN S., CAÑIBERAL, ANDREA,

Adviser: ALMA B. PAÑA

This study was conducted to determine the relationship between

This study applied a quantitative and descriptive causal-

RELATIONSHIP OF SELF-AWARENESS AND SELF-CONFIDENCE TO

In Fulfillment of the Requirements for Inquiries, Investigation,

Academic – Science,Technolgy,Engineering and Mathematics

ANDREA CAÑIBERAL ELJEAN L. CATDULA JIENO L. CAMPAAN

MERY-ANN L. SANTERO REZELMAE B. CRODUA RYZA MAE O. RAPAL

In partial fulfillment of the requirements for the subject Inquiries,

Approved by the Research Advisory committee:

JOVITO B. CRODUA JR.

NORMAN VERILLE U. SUAN RASHMIAH CLEO L. GAMALE

Accepted in partial fulfillment of the requirements for the subject,

The researcher would like to give their deepest gratitude to the

Mr. Jovito B. Crodua Jr., their panel member, whose

Ms. Myreene P. Mabayao, Mr. Elvin S. Bulalong, Ms. Stephanie

Mrs. Rosemarie O. Lacsi, Mr. Norman Verille U. Suan and Mr.

Above all, to Almighty God, the main source of wisdom, strength,

To our Almighty God,

the main source of wisdom and guidance,

to my beloved parents, brothers, sister, and nieces,

for the unconditional love and support.

TABLE OF CONTENTS viii

LIST OF FIGURES xii

Statement of the Problem 4

Objectives of the Study 5

Significance of the Study 6

Scope and Limitations 8

2 REVIEW OF RELATED LITERATURE AND FRAMEWORK

Literature and Studies 12

4 RESULTS AND DISCUSSION 38

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 62

Appendix A: Letter Request to Research Adviser 79

Appendix B: Permission Letter to Conduct Study

(Approved Letter by the School Head 80

Appendix C: Approved Letter by the Classroom Adviser 81

Appendix D: Adapted and Modified Survey Questionnaire 85

Appendix E: Letter to Research Questionnaire Validator 87

Appendix F: Validation Sheet for Research Questionnaire 90

Appendix G:Certificate for Undergoing Validity Test 93

Appendix H: Grammarian’s Certificate 96

6 Level of Students' Self-Confidence in terms of