SELF-EFFICACY AND ACADEMIC ACHIEVEMENT IN SENIOR HIGH SCHOOL

STUDENTS

A Research Study Presented

To the Faculty of the Senior High School
University of Saint Louis
Tuguegarao City, Cagayan

In Partial Fulfillment
Of the Requirements for the Course
SENIOR HIGH SCHOOL

By

Kristalee F. Agustin
Brandon F. Arzadon
Gwyneth B. Calina
Sychelle Clarize C. Hernandez
Kiefer Sheen H. Ortega
Crisol G. Pekas

i
 ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt gratitude and sincere
appreciation to the following people for making this study possible. We are very much
thankful for their support, guidance and advice for the success of this research study.

We express our sincere gratitude towards Ms. Jennifer Luyun, LPT, Mrs.
Jennifer Bangi, MARS and Mr. Eladio Gumabay, DNS for their support and constructive
criticisms for the completion of this research paper.

We would also like to extend our warm thanks to all of those who participated
and were involved in this study. We would especially like to thank Ms. Jonalyn Santos,
our research adviser for teaching, encouraging and helping us all throughout the
process of this research study.

To our respondents for their cooperation, to our family and friends for their
nonstop support and most of all, to God who have bestowed upon us the wisdom and
the spirit we needed to accomplish this manuscript.

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 DEDICATION

We dedicate this study to our loving and ever supportive parents for always
inspiring us to continue the battle despite the fact that chances of winning are trivial. To
all our friends who are always there to lift up our moral and to the people who always
extend their helping hands to support us in improving this research paper.

Above all, this study is dedicated to our God who is great provider in sustaining
us what is due for the completion of the research paper.

iii
 ABSTRACT

Self-efficacy is known as a determinant of academic achievement besides other

facets of metacognition. Sex is a disputed factor that could affect the self-efficacy of a
person. Therefore, this study aims to determine the correlation of academic
achievement and self-efficacy with an implied relationship to sex. The researchers
used a total enumeration sampling technique, with utilization of the adopted Self-
Efficacy Questionnaire of Dr. Amy Gaumer Erickson as a tool for gathering the data. A
Pearson’s Correlational Coefficient will be used to analyze the relationship of self-
efficacy and the student’s academic achievement. Moreover, T-Test will be used to
describe and analyze the difference in Self-Efficacy Level, Academic Achievement to
their sex. The study found that there was no significant difference of self-efficacy of the
senior high school students according to sex. Moreover, the study found that there was
no significant relationship between self-efficacy and academic achievement in the
senior high school students.

Keywords: Self-Efficacy, Academic Achievement, Gender, Total Enumeration, Senior

High School Students.

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 TABLE OF CONTENTS

Title Page
Title Page .……………….………………………………………….. i
Acknowledgement ………….………………………………………………… ii
Dedication ….………………………………………………………… iii
Abstract ……………………………………………………………. Iv
Table of Content ……………………………………………………………. v
List of Figures ……………………………………………………………. vi

INTRODUCTION
Background of the Study …………………..……………………… 1
Research Questions ………………………..………………… 2
Hypothesis ………………………..………………… 2
Significance of the Study ……………………………..…………… 2
Literature Review ………………………………….………. 2
Research Simulacrum ……………………………………..…… 5
METHODS
Research Design ………………………………………….. 6
Locale of the Study ………………………………………….. 6
Participants of the Study …………..……………………………... 6
Data Gathering Procedures ………………………………………….. 6
Research Instruments ………………..………………………... 7
Data Analysis ………………………………………….. 7
Ethical Considerations …………………..………..…………….. 7

RESULTS …………………………………………………………… 8
DISCUSSIONS …………………………………………………………… 9
CONCLUSIONS …………………………………………………………… 10
IMPLICATIONS …………………………………………………………… 10

REFERENCES ………………………………………… .. 11

APPENDICES
A. Literature Matrix ….….……………………………………. 15

B. Variable Matrix ….….……………………………………. 70

C. Letter to Vice President ….….……………………………………. 71
D. Letter to Department Head ……………………………………… .. 74
E. Letter to Author of Questionnaire ….….………………………… ... 76
F. Informed Consent ….….……………………………………. 77
G. Questionnaire ….….……………………………………. 80
H. Minutes of the Meeting …………………………………………… 82
I. Researcher’s Resume …………………………………………… 83

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 LIST OF FIGURES
Figure 1. Social Cognitive Theory …………………………………………… 3
Figure 2. Self-Efficacy and Academic Achievement …………………. 6

Table 1. SELF-EFFICACY LEVEL OF PARTICIPANTS ………………… 8

Table 2. DIFFERENCE OF SELF-EFFICACY LEVELS OF THE SENIOR HIGH
SCHOOL STUDENTS TO THEIR SEX ………………………………….. 8

Table 3. RELATIONSHIP OF ACADEMIC ACHIEVEMENT AND SELF-EFFICACY

LEVEL OF SENIOR HIGH STUDENTS ………………………………….. 9

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INTRODUCTION

Self-efficacy is a personal belief in one’s capability to organize and execute

courses of action required to attain designated types of performances (Artino,
2012).This belief holds about the abilities of a person and the possible outcomes of how
these abilities were utilized in relation to how one behaves. Such belief will engage an
individual to perform more than what he had in order to increase one’s competence.
Self-efficacy therefore is the method wherein an individual evaluates what causes
himself to engage and to perform based on what he believes he is capable of doing;
thus persists and dedicates one’s self to a task until things are done. This self-efficacy
takes place as an individual grows and develops. Therefore, this is imminent and pre-
determined. However, the level of self- efficacy varies on a case to case basis as this is
interdependent with variables that affect one’s self view and beliefs. This is further
explained in the theoretical framework of Social Cognitive Theory of Albert Bandura a
psychologist on Social Learning Theory (Bandura, 1996; cited by Meral, Colak, &
Zereyak, 2012).

A student’s belief on himself to accomplish a task has a visible effect on his day
to day activities. Various research studies correlate self-efficacy with academic
achievement, beliefs, goals, effort regulation (Komarraju & Nadler, 2013), achievement
goals, metacognition and academic motivation (Ghaleb, Ghaith & Akour, 2015). Many
more had correlated self-efficacy to multifarious variables. It is also said that self-
efficacy has an influence over people's ability to learn, to -----their motivation and their
performance, as a person will often attempt to learn and perform tasks for which there
is a high chance of success (Lunenburg, 2011).

Academic achievement is known as the extent to which a student, teacher or

institution has achieved their short or long-term educational goals (Aurah, 2017).
Moreover, focusing in the student stratum will yield better context to the study (Zhang et
al., 2015) and redefining academic achievement as the attained grade average will give
a better metric for academic achievement. The implications are when students achieve
considerably good, the institution or the instructor of are the reasons. Consequently, the
aspect that improves their performance is self-efficacy that could be influenced by the
educational institution or their instructors (liskala et al., 2011). The prospect of having
good academic achievement translates to honed technical or specialized skills that
some service delivering institutions (e.g. hospitals, banks, law firms, etc.) and product
manufacturing institutions (e.g. raw materials production, construction, some
businesses, etc.).

Prior studies have provided strong evidence that self-efficacy is a positive

predictor of performance outcomes in different subjects (Schunk et al., 2008; Usher and
Pajares, 2008, as cited by Betoret, Roselló, Artiga, 2017). It has been argued that self-
efficacy “predicts students’ academic achievement across academic areas and levels”
(Usher and Pajares, 2008). Other researchers reported that there is a positive and
significant relationship between self-efficacy and academic achievement (Kolo, Jaafa,&
Ahmad, 2017).

The aim of this research is determine the self-efficacy level of these pioneered
senior high school students in the new academic curriculum, which is assumed to effect
the expected environment of these students.

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Research Questions

This research study determines if there is a significant relationship between

self-efficacy and academic achievement among the senior high school students.

1. What are the self-efficacy levels of the senior high school students?
2. Is there a significant difference in the self-efficacy levels of the senior high school
students according to their sex?
3. Is there a significant relationship between the senior high school students’ self-
efficacy and academic achievement?

Hypothesis

The following hypotheses were tested for in depth data analysis.

 (Ho) There is no significant difference in the self-efficacy levels of the senior high
school students according to their sex.
 (Ha) There is a significant difference in the self-efficacy levels of the senior high
school students according to their sex.
 (Ho) There is no significant relationship between academic achievement and self-
efficacy of senior high school students.
 (Ha) There is a significant relationship between academic achievement and self-
efficacy of senior high school students.

Significance

This study will raise awareness to the community on how each individual is
affected by how they do by their self-efficacy. Community leaders can initiate an
advocacy of intervention amongst individuals to draw competent results of their
performances. This research study will help the community understand how self-
efficacy affects the performance of the students which can be contextualized to adults.

This study will further the knowledge of interaction and performance amongst
the professionals (doctors, nurses, accountant, lawyers, etc.). They can provide
seminars to better develop self-efficacy resulting to a better performance in the
workplace. Furthermore, this study can also instruct fresh graduate professionals to
supplement their unacquaintedness to any working environment.

Literature Review
Other than the aim of the research to determine significant correlation of Self-
Efficacy (SE) and Academic Achievement (AA); the research aims to evaluate and re-
contextualize significant correlations among the variables of this study. To yield similar
results that could potentially strengthen or undermine the findings of other researchers,
the researchers shall use The Social Cognitive Theory of Bandura (Ismali et al., 2017).
This theory explains how a person’s belief can alter their behavior in performing any
tasks.

Figure 1 visually explains The Social Cognitive Theory (SCT); this is how a
person’s environment, personal capabilities, and behavior work together to shape a

viii
person’s belief of performing a task. Psychologist’s meta-analysis reveals that a person
who isn’t doing well may have a low level of self-efficacy (Ersanli, 2015). People who
may have low level of self-efficacy may not actively perform or participate in the subject
at hand (Ayotola, 2009). This implies that a person who experiences significant
changes in any of the factors affecting his/her self-efficacy, that person may not perform
any tasks.

Environment

Self-Efficacy
Personal Behavior
Figure 1. Social Cognitive Theory

Self-Efficacy

This concept of a person’s belief to perform a task has been studied by

numerous researchers and also has established findings that self-efficacy has a
measure over a person’s motivations, which produces diverse effects to the individual’s
level of performance (Bandura, 1994 as cited in Shkullaku, 2013). With these findings
able to explain a person’s motivation, this concept is frequently correlated with other
variables; (1) subject focused (Chemistry, Language [Dialects], Mathematics, English
etc.) learning (Boz et.al, 2016; Ersanli, 2015; Ochieng, 2015; and Meera & Jumana,
2015), (2) delinquency (Carrol et al, 2009), and (3) profession-focused (Teachers, and
Student Nurses) efficacy (Gurol & Akti, 2010; Khan et al, 2013; Zhang et al, 2015) and
many more.
Consequently, there are variables correlated with self-efficacy that is similar to
the focus of this study; (1) self-esteem (Diseth, Meland, & Breidablik, 2014), (2) GPA
scores (Ismali et al, 2017), (3) resilience (Speight, 2013), (4) academic performance
(Honckie & Broadbent, 2016; Meral, Colak, & Zereyak, 2012; Yazon, 2015), (5) gender
(Aurah, 2017; Shkullaku, 2013; Tenaw, 2013; and Zhang et al, 2015), and (6) academic
achievement (Aurah,2017; Carrol et al, 2009; de Fatima Goulao, 2014; Hwang et al,
2016; Komarrajui & Nadler, 2013; Motaharinezhad et al, 2016; Motlagh et al, 2011;
Ochieng, 2015; Speight, 2009).

These findings are involved in the descriptions intended for the self-efficacy of
students. Since students are similar to working people, that being similar in a way of
how they receive stressors in the environment, personal factors, and their behavior,
they may experience fluctuations in their ability to learn and perform academic task.
The factors of self-efficacy will be further explained in the following themes of the review
of related literature.

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Determinants of Self-Efficacy

Behavior is the action of a person to do a task. This is exemplified by Bandura

(Hussain, 2014) that intensity and level of performance of a person is defined by this
concept. A person does a task with a certain energy level or perception is affected by
either the person’s personal thoughts or environment. The person’s personal thoughts
include how a person perceives himself as capable of doing a task (Saracaloğlu &
Dinçer, 2009).

Some of the attributes of personal factors include a person’s physical capability,

skill perception, or internal disorders. Moreover, there are implicit findings on gender
being one of those factors. Researches may have considered this with the assumption
that biological constraints have a measure over the person’s self-efficacy (Boz et al,
2016). Findings also show that self-efficacy was higher among females than males
(Aurah, 2017; Gurol, 2010; Ismali, 2017; Diseth, 2014). However, there are
contradictory findings that gender doesn’t affect nor mitigate self-efficacy (Tenaw, 2013;
Goulao, 2014).

A group of people may have similar environments but may have different
perceptions as to how they learn (Ersanli, 2015). The environment of a person is
another factor to how a person thinks and behaves. Environmental factors may include
the learning tool / equipment involved, the person’s social circle, or spontaneous stimuli
that the person receives. However, self-efficacy is also task-oriented; the perception of
the present task is affected by previous tasks. This means that if a person does well in
the task beforehand, he would be motivated to repeat the task. Consequently, if the
task is unable to be accomplished it would affect the person’s motivation to the similar
task (Al-Baddareen, Ghaith, & Akour, 2014).

Moreover, self-efficacy being a determinant of a person’s performance; self-

efficacy is part of a larger dimension of personal performance concepts: metacognition.
Metacognition is an aggregate concepts as follows; self-awareness, resourcefulness,
self-monitoring, goal setting, choice, self-motivation, attribution, and self-efficacy.
“Metacognition refers to the awareness and monitoring of one’s thoughts and task
performance (Iiskala, Vauras, Lehtinen, & Salonen, 2011). However, it being a complex
aggregate of concepts, it would be substantial if one of those concepts could act as a
single framework for a person’s performance. This will assist in better understanding of
a person’s performance.

Self-Efficacy and Its Effect on Academic Performance

With self-efficacy being correlated to affect a person’s performance, it would be

plausible to re-contextualize this with formal schooling. Students may have similar
attributes with the working population; however, instead of these students’ producing
work they spend most of their time learning. The learning attribute of students is what
differentiates it from the profession-focused self-efficacy of other studies.

A research discussed that academic performance does not have a relationship

with self-efficacy (Khan, 2013). However, a study found that self-efficacy is related to
academic performance (Honckie & Broadbent, 2016). This disparity between the
studies can be argued because the tools used by the researchers were different.

x
However, there has been positive feedbacks among psychologist that higher self-
efficacy could be correlated with academic performance (Ersanli, 2015). The dilemma
with self-efficacy is that is task-oriented, this implies that academic performance could
be affected by how the student performed on previous tasks. A student having good
academic background may have significantly high self-efficacy. However, a study
conducted among student nurses in China showed that different student degrees
(Bachelor’s, Master’s, and PhD’s) didn’t significantly affected the student nurses’ self-
efficacy levels (Zhang et al, 2015). Another study also found that self-esteem and self-
efficacy levels were lower among female students despite having a higher academic
achievement that their male counterparts, who had higher self-esteem and self-efficacy
levels (Diseth & Breidablik, 2014).

With academic background, pertaining to educational attainment and academic

achievement, it may be safe to say that academic background doesn’t affect self-
efficacy. Moreover, other researchers found that academic achievement is significantly
correlated with academic performance (Tenaw, 2013; Speight, 2009). Academic
achievement also has reciprocal relationship with academic performance (Hwang et al,
2016), where implicit findings of academic performance do not. In a study conducted at
the Laguna State Polytechnic University, it was found that there was no significant
relationship with self-efficacy scores and academic performance. This implies that a
student is motivated to learn and perform better when they have higher academic
achievement which reciprocates to self-efficacy.

Nevertheless, with the difference of academic performance and academic achievement

presented, it is neither safe to say that higher self-efficacy would yield higher academic
achievement. It must be understood that there are certain tools to measure academic
achievement. There is also a subjective form of criteria as to how a student is said to
achieve more. Moreover, this relationship can be significant in proving whether
academic achievement is affected by self-efficacy or vice versa, rather than academic
performance (Mothlagh et al, 2011).

Research Simulacrum

GENDER

Academic
Self-Efficacy
Achievement
Figure 2. Self-Efficacy and Academic Achievement
In Figure 2, a significant correlation between self-efficacy levels of Senior High
School Students and Academic Achievement is to be established. The figure includes
self-efficacy as a latent variable and academic achievement as the manifest variable. It
is to be proven that these variables have positive correlation to one another. Self-
efficacy will be measured using a statistical analysis and academic achievement with

xi
descriptive method. It is also observed in the figure that gender, a manifest variable,
moderating the correlation between self-efficacy and academic achievement. This
research paper would prove this variable to evaluate the findings of other studies
(Zhang et al, 2015; Tenaw, 2013) whether gender is a determinant of self-efficacy
levels.

METHODS

This section presents the several methods and instruments that the researchers
used in gathering the data and they need for their study.

Research Design

A correlational research design was employed in this study. The study aimed to
determine if there is a significant relationship between the student's self-efficacy
(Independent Variable) and academic achievement (dependent variable).

Locale of the Study

In general, this study was conducted in Cagayan Valley (designated as Region

2) which is an administrative region in the Philippines located in the northeastern
portion of Luzon. Specifically, data were gathered in a Higher Education Institution
(HEI) granted autonomous status by the Commission on Higher Education (CHED) and
offering Senior High School in Tuguegarao City.

Participants of the Study

The participants of this study were the academic awardees during the first semester
of school year 2017-2018. The researchers utilized a total enumeration sampling
technique that enumerates all academic awardees of the first semester of school year
2017-2018.

Data Gathering Procedures

The researchers conducted the study with the assurance of not depriving or
breaking any of the ethical and legal standards. Permission from the High School
Principal, the Vice President of Academics and the University President were sought
before the data collection had commenced.

The set of adopted questionnaire were given to the respondents who agreed to
be involved in the collection of data for this research study. The respondents were given
enough time to respond to the questionnaire during the mutually agreed schedule. The
completed questionnaires were stored securely by the researchers and were disposed
properly right after the completion of the study. The data that were gathered in this
study were tabulated, identified, analyzed and interpreted by the researchers.

Research Instruments

xii
 The Self-Efficacy Questionnaire of Amy Erickson Gaumer from the University of
Kansas (formulated on 2016) was utilized by this study. Responses of the participants
were analyzed and identified using the concept of self-rating items on a 5-point, Likert-
type scale. This scale ranges from 1 - Not very like me to 5 - Very like me.
The said questionnaire was tested for reliability using Cronbach’s alpha
coefficient (0.900) with results from 1,370 high school and middle school students. It is
designed to measure a student’s proficiency in the two essential components of self-
efficacy, which are: 1) believe that ability can grow with effort and 2) believe in your
ability to meet specific goals and/or expectations distributed to all the respondents
(Erickson, Soukup, Noonan and McGurn, 2016).

Data Analysis

The data analysis was accomplished using statistical analysis tools.

Descriptive statistics is used to describe the basic features of the data in the
study. This will utilize frequency and percentage of the data. This was employed to
rationally describe the categories of data under the study.

Pearson’s Correlation Coefficient (PCC) is a method that measures the intensity

of the correlation of two quantitative variables. This method had further assisted the
study in discovering and proving significant relationship amongst the self-efficacy and
academic achievement. The variables that were analyzed are the self-efficacy
questionnaire scores and student’s first semester average grade.

T-test was used to assess whether the means of two groups are statistically
different from each other. This test was used in getting the means of the male and
female and knowing if there is a significant difference between the means.

Ethical Considerations

The researchers sought the permission of the High School Principal, the Vice
President of Academics and the University President to ensure that every process were
done properly and all types of communication in relation to this research were done with
utmost honesty and transparency.

Prior to the collection of data, the respondents were informed of the purpose
and design of the study, the voluntary nature of their participation and that they could
withdraw at any time; All the respondents were not coerced. It was mentioned that their
confidentiality will be maintained, and that no individual will be identified in any
publication arising from the study by giving them the assurance that all the gathered
data will only be exclusive among the researchers and the respondents. Informed
consent was also obtained from those who agreed to be involved in the study. All tools
that were used in this research were destroyed after the completion of the data
analysis.

xiii
RESULTS

TABLE 1 – SELF-EFFICACY LEVEL OF PARTICIPANTS

Frequen Perce
Me
cy nt
Self-Efficacy Score an
Low
(<75% 41.
) 30.00 19.90 06

Ran Avera
ge ge 52.
Clas (75% - 62
s 90%) 87.00 57.60
Above
Avera
ge
(>90% 45.
  ) 34.00 22.50 91
100.0
Total
  151.00 0

The table shows majority of the participants (57.60%) belonging to the second
range class who display an average level of self-efficacy. Around 22.50% of the
participants belong to the third class who display an above average self-efficacy and
19.90% belonging to the first class who display a low level of self-efficacy.

The table also shows the mean scores of each range. Whereas the lower range
scorers got a mean of 41.06, the Average range scorers had a mean of 52.62, and the
Above average scorers mean score is 45.91. The Average range scorers got a higher
mean than the Above range scorers.

TABLE 2 - DIFFERENCE OF SELF-EFFICACY LEVELS OF THE SENIOR HIGH

SCHOOL STUDENTS TO THEIR SEX

t- p-
    Mean valu valu
e e
Self- Male 53.5 .462 .644
Efficacy 3

xiv
 Femal 52.9
e 6

The table shows that there is no significant difference (p-value = 0.644) in the
self-efficacy level between males’ and females’.

TABLE 3 – RELATIONSHIP OF ACADEMIC ACHIEVEMENT AND SELF-EFFICACY

LEVEL OF SENIOR HIGH STUDENTS

    Grade
Self-
Efficac R-
y value 0.091
Sig 2.
  (2-
tailed) 0.265
  N 151

The table shows that there is no sig. relationship between academic achievement
and self-efficacy levels of the participants (p-value = 0.265).

DISCUSSION

Self-efficacy levels of high school students

It was revealed on the results that majority of the Self-efficacy levels of the
Senior High School students were average. This may be caused by the interpretation of
the questions in the questionnaire. Moreover, the average score demonstrates that the
students believe in their actions with common constraints that aren’t too high or too low;
unlike the other students who possess above average and low self-efficacy level.

Self-efficacy difference according to sex

It was revealed on the results that there is no significant difference in their self-
efficacy between sexes. The results may be cause by the number of male and female
respondents, and interpretation of the questionnaire. Moreover, their physiological
characteristics may not mitigate or enhance their self-efficacy level.

Contradicts females having higher self-efficacy and supports “no-relationship”

findings (Aurah, 2017; Ersanlı, 2015). This is affected by the context-specificity being
measured by the researchers.

xv
Relationship of SE and AA

It was revealed on the results that there is no significant relationship of the self-
efficacy and academic achievement of the respondents. These results may be caused
by the interpretation of the respondents of the questionnaire’s questions; and
parameters used to measure academic achievement of the respondents. Moreover, this
shows that the students may have similar competencies in their respective field or
skewedness in different fields that may have affected the general parameter set by the
researcher.

It disproves previous researches having positive and significant relationship

(Motaharinezhad, et al, 2016). Their findings may have been affected by extent of the
achievement considered.

Their findings may be influenced by the specificity of the context used to

measure academic achievement (subject-specific); which is otherwise in this study
which aims to get the “general” academic achievement on all fields of study (e.g. K12
curricula). The self-efficacy results may be affected by the tool that was used to
measure the self-efficacy of the participants. The sex relationship may similarly be
affected by the parameters implemented by the study.

CONCLUSIONS
Majority of the senior high school students have good self-efficacy; moreover,
their self-efficacy levels have no relation to their academic achievement. Furthermore,
their sex does not affect their self-efficacy.

IMPLICATIONS
There are findings in this study that need further research to conclude the factors
that highly affect the academic achievement of students. A holistic approach should be
taken in order to determine other factors that affect academic achievement
(physiological, psychological, and environmental). A longitudinal research can also
demonstrate patterns the factors that affect academic achievement of the students.
Future researchers could also include non-awardees and redefine academic
achievement not only limiting to grade averages. Health practitioners can better
measure competent results over intuition. Moreover, the students of the study may just
be intellectually inclined.

xvi
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