CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

Over the years, many people have debated and raised their opinions about the

impacts of self-esteem towards human beings. It is difficult for people to remain

indifferent to information that bears on their own self-esteem, such as being told that they

are incompetent, attractive, untrustworthy, or lovable. Profound emotional responses are

generally brought on by increases and decreases in self-esteem. In addition, these

fluctuations also correspond with major accomplishments and setbacks in life. Subjective

experience gives the perception that self-esteem improves when one wins a contest,

solves a problem, receives an award or recognition to a social group, and that it falls with

subsequent defeats. This widespread correlation may well perpetuate the notion that one's

level of self-esteem is not just the outcome, but indeed the cause, of life's major successes

and failures. A school setting is not only a place where children accumulate facts and

develop academic skills, but also a place where they develop their fundamental

motivation towards competence and accomplishment and their perception of themselves

as people of importance and value. On a personal level, there are many factors that

impact better academic accomplishments attached with higher self-esteem.

Self-esteem refers to a person’s overall sense of his or her value or worth (Adler &

Stewart, 2004). Individuals need self-esteem and perceived competence to take risks in

their learning and to recover from failure. Low self-esteem leaves someone with doubts
concerning their ability to succeed, making them hesitant to engage in learning.

Academic performance is the measurement of student achievement across various

academic subjects. Teachers and other officials of education typically measure said

achievement using classroom performance, results from standardized tests and etc.

Students who lack self-esteem struggle to believe that they can succeed with ambitions,

goals, and in different social situations. Low self-esteem has been shown to have negative

associations with academic performance, and is becoming an area of increasing concern

in several facets of education. According to Dr. Ken Shore (2012), low self-esteem may

reduce the desire of a student to learn, their ability to concentrate, and their willingness to

take risks. Positive self-esteem, on the other hand, is one of the building blocks of success

in school; it offers a solid foundation for learning.

Additionally, in the Hierarchy of Needs theory of Maslow (1943), it notes that

physiological needs should first be fulfilled, followed by protection and security needs,

love and belonging needs. Self-esteem needs are fourth in the hierarchy. These were

divided by Maslow into self-respect and respect for others. To Maslow, a fulfillment of

self-esteem needs stimulate feelings and attitudes of self-confidence, self-worth, ability

and the feeling of being useful and necessary in the world. The dissatisfaction of these

needs lead to feelings and attitudes of inferiority, ineptness, vulnerability, passivity, and

dependency. Such negative self-perceptions give rise to basic discouragements, a sense of

futility and hopelessness in coping and dealing with the demands of life and low

evaluation of self vis-a-vis others. In summary, it has been established from the numerous

readings that high self-esteem is strongly associated with self-reported happiness which
may arise from a feeling of competence, confidence, goal-directness, and self-efficacy,

which then may lead a student to perform well in their academic performance. Given this,

low self-esteem results to inadequate academic performance.

The researchers have observed that self-esteem somehow affects academic

performance. An example would be students with low self-esteem who hesitate to take on

new projects or try something new because they are too afraid to fail. They wouldn’t

attempt to try anything new, if there is even a small chance of failure, hence they will

hold themselves back from new learnings. Especially during the Blended E-Learning

Curriculum, one grasps an understanding of having assurance in oneself through the

overwhelming duties and responsibilities of being a student. Given this, the research

deems to help fellow students develop a sense of identity and gain self-confidence. It is

also to give practical benefits for educators and as well as for parents, and contribute to

understanding of this widespread phenomenon. The research hopes to conclude whether

the high or a significantly good level of a student's self-esteem would have any positive

or negative impacts on their academic performance or whether there is no significant

relationship between these variables.

THEORETICAL FRAMEWORK

          This presented study is based on the Theory of Self-Efficacy of Albert Bandura

that was published in 1997, the Theory of Performance of Don Elger that was published
in 2007 and Herbert J. Walberg's Theory of Educational Productivity that was known in

1981.

It was the Self-efficacy theory of Albert Bandura (1997), which the researchers

based the study for, the independent theory that tackles or dives into self-esteem. “Self-

efficacy is the belief we have in our own abilities, specifically our ability to meet the

challenges ahead of us and complete a task successfully”, (Akhtar M; 2008). It was

clearly stated that self-efficacy theory is not self-worth, self-regard or any other similar

explanation; rather it stated that self-efficacy is the credence we have in our own

potential. Although it was stated that there were differences between self-efficacy and

self-esteem, there was still evidence or it was still evident that the two had a relationship.

           Self-esteem is often or is usually preconceived as a form of generic or overall

feeling of a person's self-regard or value. Now to further relate it with the researchers’

concern or study, it is said to be or the researchers claim to be that Self-esteem is a huge

contributor to a student’s performance due to the lack of belief in one's own abilities or

maybe the overflowing confidence that the student has.

         The Theory of Performance by Don Elger elucidated that "the core components of a

performance as identity, learning skills, knowledge, context, personal factors, and fixed

factors." The theory brings forth the foundation for examining the performance,

executing performance criteria, and lastly how to produce significant performance

maneuvers. The researchers' dependent theory regarding Academic Achievement was

based on this study. 

        The study suggests how education should be given out in a proper way or manner in

order for the students to achieve greater feats and gain new information. It was also

mentioned that within the process of education, words of encouragement should be given

out in order to improve the students' frame of mind and make them feel more persuaded. 

        "Of the 11 most influential domains of variables, 8 involved social-emotional

influences:  classroom management, parental support, student-teacher interactions, social-

behavioral attributes, motivational-effective attributes, the peer group, school culture, and

classroom climate (Greenberg et al., 2003)" According to this statement coming from

Walberg's Theory of Educational Productivity, a student’s environmental factors or mood

is a huge contributor to his/her performance academically, it may have negative or

positive impact. The researchers relied on this theory for their Connecting theory with

respect to the relationship between Self-esteem and Academic performance.

          It was stated in the theory that "Distant background influences (e.g., state, district,

or school policies, organizational characteristics, curriculum, and instruction) were less

influential." According to this, distant background influences such as school policies and

etc. have less impact with regards to academic performance of a student, but the

researchers had doubts about it, although it was stated that it had less influences, there

were still influences and the researchers pondered that we cannot define or make sure of

it whether there would really be less ascendancy, since that every student is distinct from

one another. Contributing variables such as self-esteem gives a huge blow to a student’s

execution on a particular task. Thus, the researchers’ connecting theory proves that there

is a relationship between the Self-Esteem and Academic Performance of a student.

CONCEPTUAL FRAMEWORK

This present study uses input, process, and output model of the evaluative research.

Input includes what are the effects of this study, the process of how we would get our

data by using online platform e.g. Genyo E-Learning system. Output aims to present the

individuals that would be effected or involved in this study.

INPUT PROCESS OUTPUT

1. Effects of Self Esteem Standard survey 1. Students will have

towards the Academic questionnaires to accept
Performance of the individual
Junior High School differences and
Students in Cittadini Gathered information also consider
School and interpreted data themselves equal
through surveys in in dignity to
Genyo and other media. others.
 Improved work/study
habits, and active 2. Teacher/s should
participation in a be more
classroom setting considerate and
develop further as
an educator in
order to provide
 Improved overall self- quality education
confidence

3. Administrators
 Assertive in expressing who regulate and
needs and opinions make rules should
maintain effective
relations with
 Being in constant faculty and
students in order
comparison with others
to navigate
students with their
school experience
  Having very high and promote
expectations academic success.

4. Researchers who
 Additional pressure and are ready for
stress further research
proposal

STATEMENT OF THE PROBLEM

The main purpose of the study is to know the Impact of Self Esteem to the

Academic Performance of the Junior High School students in Cittadini School for the

S.Y. 2020-2021. Specifically, the researchers seek to answer the following questions:

1. What are the effects of self-esteem to Cittadinian Junior High School students?

A. Improved work/study habits, and active participation in a

classroom setting

B. Improved overall self-confidence

C. Assertive in expressing needs and opinions

D. Being in constant comparison with others

E. Having very high expectations

F. Additional pressure and stress

2. How can academic performance be defined in terms of:

A. Parental support
 B. Student-teacher interactions

C. Peer groups

D. School Culture

3. Does self-esteem affect the academic performance of the Cittadinian Junior

High School Students during E-Learning?

HYPOTHESIS

There is a significant relationship between self-esteem and academic performance,

in the e-learning of the Junior high school students of Cittadini School, City of San

Pedro, Laguna S.Y. 2020-2021.

SCOPE AND DELIMITATIONS

This study would be focused on the Junior High School Students of Cittadini

School in San Pedro, Laguna School Year 2020-2021. Grade 7, with a total number of

47, Grade 8, with a total number of 49, Grade 9, with a total number of 62, and Grade 10,

with a total number of 56, summing up to a total population of 214 respondents. The

topics will be delimited to the effects of Self-esteem to the Academic Performance in the

E-Learning of the Junior High School Students.

SIGNIFICANCE OF THE STUDY

 The researchers aim to identify the effects of Self-esteem towards Academic

Performance in the E-Learning of the Junior High School Students of Cittadini School

S.Y. 2020-2021. Therefore, this study would benefit the following:

School Administrators. This study will help the school administrators to implement

programs that would help, influence and train the students in honing their skills which

could eventually improve one's self-esteem, academic performance as well as their

behavior towards others.

Guidance Counselor. This study would give assistance to the guidance counselor in

assessing students individually, catering to their specific needs and ensuring that every

child reaches their fullest potential.

Teachers. This study will inform teachers about the real condition of their students and

serve as a guide as to how they could engage in activities, deal with challenges, and

interact with their students.

Parents. This study will improve parents' heed and grasp towards their children's

conditions which will help them in understanding their children's well-being better. With

the accompaniment of the teachers, they may combine radical effort and support in

helping to improve the student's self-esteem.

Students. This study would help the students to further understand self-esteem, identify

its effects, and grasp its importance not only in terms of their academic performance in

school but also in everyday life. The study would also help them to build self-esteem

through genuinely expressing themselves with the help and support of the people around

them.
Future Researchers. This study may be used as reference by future researchers who

want to explore this field as well as make further improvements and add more

information to the body of knowledge about the study.

DEFINITION OF TERMS

Academic Performance. It is the knowledge gained which is assessed by marks by a

teacher and/or educational goals set by students and teachers to be achieved over a

specific period of time. They added that these goals are measured by using continuous

assessment or examinations results. (Narad and Abdullah, 2016)

Blended E-Learning Curriculum. It is an approach to education that combines online

educational materials and opportunities for interaction online with traditional place-based

classroom methods. It requires the physical presence of both teacher and student, with

some elements of student control over time, place, path, or pace. (Friesen & Norm,

Friesen, Norm 2012)

Competence. It is defined as one's ability or capacity to interact effectively with its

environment and effectiveness in carrying out goals (White, 1959)

Effort. It is a physical or mental activity needed to achieve something. (Cambridge

Dictionary, 2019)

Evaluation. It is the collection of, analysis and interpretation of information about any

aspect of a programme of education or training as part of a recognised process of judging

its effectiveness, its efficiency and any other outcomes it may have." (Ellington, Percival

& Race, 1988)

Motivation. It is dependent on the fulfillment of fundamental, innate psychological needs

for competence, relatedness, and autonomy (Thijs, 2011).

Participation. According to the Cambridge Dictionary, it is to take part or to become

involved in something. In this study, it means to actively partake and engage in class.

Performance. According to Cambridge Dictionary, it is how well a person, machine, etc.

does a piece of work or an activity. In this study, it means to do something with both

effort and quality.

Self-confidence. It refers to people's sense of competence and skill, their perceived

capability to deal effectively with various situations (Shrauger & Schohn, 1995)

Self-efficacy. It refers to an individual's belief in their capacity to execute behaviors

necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997)

Self-esteem. It refers to an individual's sense of his or her value or worth, or the extent to

which a person values, approves of, appreciates, prizes, or likes themselves (Blascovich

& Tomaka, 1991)

 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES