SELF-ESTEEM AND ACADEMIC PERFORMANCE OF GRADE-12,HUMSS

STUDENT OF SENIOR HIGH SCHOOL

A Research Paper Presented to the Faculty of

AGUSAN NATIONAL HIGH SCHOOL
Senior High School
Butuan City, Philippines

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2 (Quantitative Research)

Karl Bequibel
Rosemarie L. Villa
Karlevenalyn Bekah P. Plaza
Velynda P. Timtim
Brill John P. Bolonias
Jhondell P. Villamor
Carlo Aclan

December 2022
 APPROVAL SHEET

This Practical Research 2 Paper with the title “SELF-ESTEEM AND ACADEMIC
PERFORMANCE OF GRADE-12,HUMSS STUDENT OF SENIOR HIGH SCHOOL”
prepared and submitted by Karl Bequibel, Rosemarie L. Villa, Karlevenalyn Bekah P. Plaza,
Velynda P. Timtim, Brill John P. Bolonias, Jhondell P. Villamor, Carlo Aclan in partial
fulfillment of the requirements for the course of PRACTICAL RESARCH 2, has been
examined and recommended for acceptance and approval for Oral Examination.

JESSIERIEL ABASTILLAS, PhD, EdD

Adviser

PANEL OF EXAMINERS

Approved in partial fulfillment of the requirements for the course Practical Research 2
by the Oral Examination Committee on December , 2022 with a grade of PASSED.

JENNY LYN T. NALUPA, PhD, EdD

Chairperson

DOLYNESSA J. GALEON, MAEd CHARLANE M. GALINDO, MAEd

Panel Member Panel Member

Accepted and approved in partial fulfillment of the requirements for the course
Practical Research 2.

AMALIA BOCO- RINGOR, DevEdD

Academic Track Head

RUTH ARGUILLES- CASTROMAYOR, MA Ed

P IV, SHS- Assistant Principal

DENNIS R. ROA, DPA

P IV, School Principal
 ACKNOWLEDGMENT

The researchers would like to extend their heartfelt appreciation and gratitude to the

following persons who contributed much for the success of their research study.

Dr. Jenny Lyn T. Nalupa, the Chairperson, for her excellent ideas and great

contributions that improved the study of the researchers.

Prof. Dolynessa J. Galeon, Panel Member, for her expertise in the technical aspects

that ease the research format’s refinement.

Prof. Charlane M. Galindo, Panel Member, for her valuable suggestions in the

improvement of the presentations of the study.

Prof. Hazel H. Montederamos, the Researcher’s Class Adviser, for the constant

reminders, advises, ad motivations for the success of this research study.

Prof. Xe Mc Kevin B. España, the Researcher’s Practical Research 2 Subject Teacher,

for the full support and guidance in the making and conduct of this research study.

Almighty God, for the strength and knowledge given to the researchers to complete this

research study.

The Researchers
 DEDICATION

This work is wholeheartly decided to the researches respective families, who patiently

supported and inspired them always.

To all teachers of Agusan National High School- Senior High School Department who

extended their help understanding them. To all Grade 12 Student of Agusan High School who

become part of study.

Thia humble study is dedicated most especially to the Father God Almighy im Jesus

Name, for good health and spritual support in realizing this work.
 ABSTRACT
The purpose of self-esteem is to feel and imagine that people nurtured in their mind over
time about their self. In simple words, self-esteem is self-assessment; this perception and
evaluation can be positive or negative and pleasant or unpleasant. Children with high self-
esteem, usually feel good about themselves and better able to resolve their conflicts with other
children and are resistant to deal with problems. One of the most important human traits to
achieve objectives is self-esteem. The term self-esteem means “reverence for self.” The “self”
pertains to the values, beliefs, and attitudes that we hold about ourselves. Having a strong will
and self-confidence, decision-making power and originality, creativity, sanity and mental health
is directly related to self-esteem and sense of self-worth. It also 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 him or herself. During childhood, if individual’s feelings are respected, thoughts valued
and abilities recognized then self-esteem strengthens. When feelings are trampled upon, thoughts
belittled and ability criticized then the individual’s self-esteem remains at a low point of
development and is therefore weak. During the course of time, an individual faces many life
situations. Depending upon the success or failure and one's reaction to every significant situation
in life, self-esteem grows stronger or gets considerably weakened Self-esteem is described as the
evaluation that one makes about oneself, based on one's self-worth. Increases and decreases in
self-esteem generally bring strong emotional reactions. Self-esteem and academic performance
are interrelated factors. This study tries to bring the connectivity between academic performance
and the self-esteem. The main aim of the study is to know the level of self-esteem of the students
with low academic performance. The objectives of this study are to investigate the relationship
between self-esteem and academic achievement, to understand the Socio-Economic background,
to assess the level of self-esteem, and to know what could be the reason for low academic
performance in spite of having high self-esteem. The research design used for the study would be
descriptive in nature.
Keywords: Self-esteem, Academic performance, Students, Development, Attitude

Contents:
1. Short Introductory Statement
2. Purpose of the Study (Statement of the Problem)
 3. Research Methodology of the Study (Research Design, Environment, Respondents)
4. Results of the Study
5. Findings of the Study

TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES vii

LIST OF FIGURES viii

LIST OF ACRONYMS ix

CHAPTER

I THE PROBLEM 1

Introduction 1
Theoretical/ Conceptual Framework 5
Statement of the Problem 13
Statement of Hypothesis 14
Significance of the Study 15
Definition of Terms 16
 II REVIEW OF RELATED LITERATURE AND STUDIES 17

III RESEARCH METHODOLOGY 28

Research Design 28
Research Environment 28
Research Respondents 29
Research Instruments 29
Data Gathering Procedures 30
Statistical Treatment 31
Ethical Considerations 32

IV PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA 33

V SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS 45

Summary of Findings 45
Conclusions 47
Recommendations 49

REFERENCES 51

APPENDICES 60

A Approval Letter of the Research Adviser 60

B Letter of Consent of the School Principal 61

C Letter to the Respondents 62

D Survey Questionnaire 63

CURRICULUM VITAE 65
 LIST OF TABLES

Table Title Page

1 Write the Title of Table 1 10

2 …

3 …

4 …

5 …
 LIST OF FIGURES

Figure Title Page

1 Write the Title of Figure 1 11

2 …

3 …

4 …

5 …
 LIST OF ACRONYMS

(In Alphabetical Order)

ABM Accountancy, Business, and Management

HUMSS Humanities and Social Sciences
STEM Science, Technology, Engineering and Mathematics
 SELF-ESTEEM AND ACADEMIC PERFORMANCE OF GRADE-12 HUMSS
STUDENTS OF SENIOR HIGH SCHOOL

Chapter I

Introduction

Today’s self-esteem as one of the influential factors which affect students’

academic achievement has received increasing attention. It has been declared that high
self-esteem can lead to high academic achievement. Self-esteem can be referred to a
person's global judgment of competency regarding one's self-worth ( Harter, 1988). This
construct emerges when children compare their self-evaluation with actual performance
on a variety of tasks. Moreover, this comparison between the perceived self and the
ideal self is very crucial especially during adolescence because adolescents encounter
the job of developing and challenges of their own age. Hence, the development of self-
esteem is considered as one of the most important developmental processes of
adolescence (Sirin and Rogers-Sirin, 2004).

In general, high self-esteem help individuals to view themselves as active and

capable persons to promote changes through effort and set higher goals which causes
learning new things. Interestingly, numerous researchers have demonstrated that the
best way to improve student achievement is to increase their self-esteem ( Rubie et al.,
2004). Research has also documented that high self-esteem plays an important role in
academic achievement, and social personal responsibility (Redenbach, 1991). Those
who have higher academic achievement tend to feel more confident in contrast those
who lack confidence in themselves achieve less.

Additionally, gender is an important factor that influences the growth,

emergence, and demonstration of self-esteem. Numerous differences have been found
between males and females in their level of self-esteem during adolescence because
they tend to adopt gender stereotypes. Specifically, male self-esteem is thought to be
mis impressed by goals characterized by independence and autonomy, while self-esteem
in female is more influenced by goals related to interdependence and sensitivity ( Cross
and Slater, 1995). The difference in self-esteem can lead to differences in academic
achievement between boys and girls. It has been revealed that girls do better in school,
get higher grades, and can graduate from high school at a higher level than boys ( Jacob,
2002). The previous study, other influential factors in academic achievement ( Kara and
Kahraman, 2008). However, the present study revealed the important role of self-esteem
in academic achievement.

In other words, the present study aimed to investigate the relationship

between self-esteem and academic achievement as well as gain insight into the
differences in self-esteem and academic achievement between boys and girls. This study
endeavored to provide information for educators, counselors, and teachers to apply
strategies to prevent an imbalance in academic achievement and self-esteem between
male and female students in the classroom.

Theoretical Framework
This research is anchored to the theory proposed by Nathaniel Branden in 1969,
Nathaniel Branden introduced his theory of self-esteem in The Psychology of Self-Esteem. The
author proposes an integrated definition and theory of self-esteem that merges models from
developmental, social, and clinical psychology. He identifies optimal, shared sources of self-esteem
that he combines into a multidimensional model called the Intrapersonal Sources of Self-Esteem
Theory.
Based on this multidimensional theory, he designed a qualitative and quantitative measuring
instrument, the Self-Esteem Sentence Completion Instrument, to assess people's sources of self-
esteem. He discusses research that applies this instrument, which suggests promising results in
understanding self-esteem. Finally, he suggests a clinical application of the theory within a cognitive-
behavioral therapy paradigm. This means that this theory is suitable for this study shows how a lack of
self-esteem affects the academic performance of each students.
Conceptual Framework
Independent Variables Dependent Variables

Academic
Self-esteem Performance

Figure 1. The Variables

The research paradigm in figure 1 show that there are two variables, namely the
Independent Variable (Low self-esteem) and the second is Dependent Variable (Academic
Performance). Academic performance is the dependent variable since it is the basis of the lack of
self-esteem which is the independent variable.

Statement of the Problem

The purpose of this research study entitled “Self-esteem and Academic performance ” is
to determine other students experience of academic performance
Hence, the study will answer the following problems:
1. Is there a significant effect on the gender of self-esteem and academic to our
performance?
2. What is the level of self-esteem of the respondents?
Statement of Hypothesis
The study will be guided by the following hypothesis tested at .05 level of its
significance:
Ho1: There is no significant relationship between self-esteem and academic performance
in selected of HUMMS students of Senior High School.
Ho2: There is a level of self-esteem among the respondent selected of HUMMS students
of Senior High School.

Significance of the Study

The results of this study will significantly contribute much knowledge and learning that
will give substantial benefits to the following:
 Students. The significance of this study could help the students to know their low self-
esteem that could be affected on their academic performance.

ANHS Teachers. They could help the students to encourage them and give them full
attention in terms of physical, emotional and academic status. This study would the teachers in
such way that they give preventive measures to those students who have a low self-esteem and to
improve student’s academic performance.

ANHS School Administrators. They can also benefit from this study for this can be
their basis in creating a method on how they going to help their students.

Definition of Terms
The following terms used in the study are conceptually and operationally defined.

Academic Performance.  Involves factors such as the intellectual level, personality,

motivation, skills, interests, study habits, self-esteem or the teacher-student relationship. When a
gap between the academic performance and the student's expected performance occurs, it refers
to a diverging performance.

Self-esteem. Self-esteem is confidence in one's own worth or abilities and it refers to

the positive (high self-esteem) or negative (low self-esteem) feelings that we have about
ourselves. We experience the positive feelings of high self-esteem when we believe that we are
good and worthy and that others view us positively. We experience the negative feelings of low
self-esteem when we believe that we are inadequate and less worthy than others.
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

Self-esteem is one of the common factor of a student's in achieving academic

performance and the level to which students feel confident in themselves, valuable, and
deserving of respect is referred to as self-esteem. Researchers have explored the psychological
factors (other than classroom teaching and learning methods) that affect academic performance,
and this scholarship has concluded that academic engagement can effectively predict students’
current academic performance (Hershberger and Jones, 2018) and also influence their future
functional growth (Fredricks et al., 2016).

Gender, is generally asserted to impact upon the growth, demonstration, and

manifestation of self-esteem. Several researchers studied self-esteem and gender among students.
There is a significant difference in self-esteem between males and females (Sar Abadani
Tafreshi, 2006). (Hossaini, 2002). As we look at this research, it is common for girls to graduate
from senior high school at a higher level than boys, and despite the fact that women tend to have
higher self-esteem, this does not necessarily imply that they are smart and engaged in their
studies. Instead, because men are capable of doing what women did, both of them have strong
academics record.

Self-esteem can also have a significant impact on academic success. A student's drive
to learn, her capacity to concentrate, and her willingness to take chances can all be affected by
low self-esteem. Students with low self-esteem are uncertain of themselves. They might decide
not to take part if they believe others won't accept them. They might permit unfair treatment
from others. They could find it difficult to advocate for themselves. They can quit easily or not
even attempt.
 On the other hand, having healthy self-esteem is one of the fundamentals of academic
achievement since it creates a solid framework for learning and one of the building blocks of
school success; it provides a firm foundation for learning. Feelings of value and security are
influenced by healthy self-esteem. Positivity in relationships with others is more possible if you
have a good sense of self. You can perform at your highest level at work or school because of
your confidence.

Many elements, such as students learning abilities, teachers' qualifications, and the
quality of the educational environment, have an impact on students' academic achievement. And
teachers have the best contribution of having high self-esteem of the students in academic
performance. Although the educational institution’s ability to meet social expectations depends
on the effective use of a number of resources such as curriculum, hardware, etc., teachers, who
are the human resource responsible for the achievement of the special objectives of education,
are seen to be factors affecting the process. What is expected of the teacher is the upbringing of
healthy individuals responsible for their own learning, which will guide the development of
societies, which is the main starting point of all functions. Therefore, teachers should be able to
produce student-teacher relationships that will ensure the acquisition of behaviors that will
improve the quality of life of the learner by supporting the learning process due to the nature of
development. In this context, with the thought of contributing to the studies aimed at changing
the nature of the student relationship, the main purpose of this study was to determine perceived
teacher behaviors on students’ self-esteem and attitudes towards learning.
 Chapter III
RESEARCXH METHODOLOGY

This chapter presents the research design, research, environment, research respondent,
research instruments, data gathering procedures, statistical treatment, and the considerations.

Research Design
The researcher’s will use the descriptive research design. A type of research design that
aims to obtain information to systematically describe a phenomenon of self-esteem and academic
performance of Grade 12 humss, student of senior high school. It investigate the relationship
between self-esteem and academic achievement, to understand the socio-economic background,
to assess the level of self-esteem, and to know what could be the reason for having self-esteem
among the gender of a student. The research design used for the study would be descriptive in
nature.

Research Environment
The study will be conducted in Senior High School a secondary school that participates in
research. It is located at A.D. Curato street, Butuan City Agusan del Norte of Region XIII
(Caraga). Has a maximum of two hundred twenty-four (224) students of grade 12 humss.

Figure 1. Map of Agusan National High School- Senior High School Highlighting locate of the
study.
Research Respondents
The respondents of the study are composed of students in Grade 12 humss year 2022.
One of the vital processes to keep this study successful. All of these participants was selected
through random sampling. This sampling method is conducted where each section of hums
student has a capability to become part of the sample.
The chosen respondents are containing one hundred forty-two (142) respondents from
selected section. The Grade 12 humss section, Tertullian, Russel, Hobbes, Jung, James. Those
section was chosen by the researchers because they are suitable and applicable to the study.

Research Instruments
The study will use a researcher questionnaire as the main-gathering instrument. The
instrument to be prepared focused on answering the statement of the problem. The questionnaire
contains ten (10) questions. The questionnaires will be distributed to respondents.
The data-gathering instrument was structured on a scale ranging from 1-4. Where the
(1) is strongly disagree, (2) disagree, (3) agree and the last one is (4) strongly agree. This legend
will help the researchers to analyze the result of conducting date-gathering.

Data Gathering Procedures

The researcher’s will undergo three phases of data gathering procedures namely,
preliminaries, actual data collection, and data management.
Preliminaries. This subject is all about the students' academic success and sense of self,
as well as how those things relate to gender. A good sense of self-worth influences having strong
self-esteem, which can make one feel valued and secure. When self-esteem is low, it may be
challenging for a person to speak up for themselves. They have the option to give up easily or
not even try.
 Actual Data Collection. Research survey will be personally conducted, facilitated and
collected by the researchers

Data Management. The data that will be collected will be kept inside the envelope…
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Statistical Treatment
To facilitate the statistical treatment of the data, some statistical tool will be used by the
researchers.
Frequency. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…
Percentage. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx...
Mean. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx…

Ethical Considerations
This section presents the ethical issues that will be considered to ensure the respondent’s
dignity and protection before, during and after the conduct of the study. The researcher’s will
observe the following ethical issues and sustain it.
Autonomy. The researcher’s will asked the prospect respondents in a formal way to
become the respondent of the study and to inform them the purpose of the study and to obtain
respondents’ consent. The respondent’s will be assured that they could withdraw at any time and
that their decision is respected. The respondent’s will be given enough time to answer the survey
questionnaire.
Beneficence. The rights of the respondents of the study will be conscientiously observed.
The respondent’s will be informed of the expected results of the study, its usefulness and its
benefits to them prior to the respondent’s consent.
Justice. The researcher’s will observe fairness by providing the same attention and
concerns to all respondents, such as giving them the same approach and instructions regarding
the questionnaire for clarity and better understanding of the given questions to avoid
misinterpretations. The respondents will be given enough time to answer the questions.
Privacy and Confidentiality. The researcher’s will inform the respondents that their
personal information would be kept private and that any information they provided would be
confidential. Moreover, the researchers only provide the essential information that is needed in
the conduct of the study. All personal information that will be obtained by the researcher’s
refrain from identifying the respondents, and without their permission, the information will not
be disclosed to others aside from the research team. The researcher’s will also kept collected
information using codes to ensure the confidentiality of the respondent’s identity. The answered
questions survey instruments will be shredded and burned after the data will be collecte, collated,
and checked.
Non-Maleficence. During the conduct of the study, the researcher’s will not employ any
harm to the respondents. The respondents’ will also be ensured that their work status would not
be influenced by their involvement in the study, no matter what the result is.
Veracity. The researcher’s assured the absence of deception and the principle of truth in
the study will be manifested. Al respondents were adequately informed about the study, and all
information will be presented to them clearly and honestly, including the researcher’s objectives
and benefits.

Note: All paragraphs should be indented.

 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter portrays the presentation, analysis and interpretation of data of the present

study that are reinforced with tables and/ or figures and arranged in the same order as they were

presented in the statement of the problems.

Note:

1. Present the Statement of the Problem in proper sequence- Problem 1, Problem 2, Problem 3… 2.

2. Give one paragraph to introduce the importance of the problem.

3. Present the Table/s and/ or Figure/s with proper labels.

4. Discuss concisely and comprehensively all what it indicates in the Table or Figure

Problem No. 1. ________________________________________________________________.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________ .

Table 1.

(Title of Table 1)
 Table 1 shows that … (paragraph format)

Figure 1. Sports Most Played By Senior High School Students

Figure 1 shows that… (paragraph format)

Problem 2. _________________________________________________________________.

(Please follow the given example in Problem 1…)

Note: Paragraph should always be indented.

 Chapter IV

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

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

study.

(Note: Your presentation is based on the sequence of the Statement of the Problem. Enumerate it.)

Summary of Findings

Based on the analysis of data of the study, summary of findings were drawn:

1. Write your 1st Summary of Findings based on your Statement of the Problem No. 1.

2. Write your 2nd Summary of Findings based on your Statement of the Problem No. 2.

3. Write your 3rd Summary of Findings based on your Statement of the Problem No. 3.

4. …

5. …

Conclusions

Based on the summary of findings of the study conclusions were sought:

1. Write your 1st Conclusion based on your Summary of Findings No. 1.

2. Write your 2nd Conclusion based on your Summary of Findings No. 2.

3. Write your 3rd Conclusion based on your Summary of Findings No. 3.

4. …
 5. …

Recommendations

On the basis of the summary of findings and conclusions, the following recommendations

are hereby presented.

1. Write your 1st Recommendation based on your Conclusion No. 1.

2. Write your 2nd Recommendation based on your Conclusion No. 2.

3. Write your 3rd Recommendation based on your Conclusion No. 3.

4. You can also have your additional recommendation.

5. You can also have your additional recommendation.

6. …

7. …

8. …
 REFERENCES

(APA Format. Alphabetical Order start with Author’s Family Name)

Asiri, A. M. (2019). Teaching Methods with High Tech Learning in Teacher Centered such as
Flipped classrooms and Student Centered such as Debate Theory. Abba Education College,
Abba Saudi Arabia

Bradburn, N. M., & Manson, W. M. (2020). The Effect of Question Order on Response.
Journal of Marketing Research 1 (4), 57 – 61.

Chomsky, 2018; Nalupa & Nalupa, 2020; Mondragon, 2020; Lopez, 2021; & Tan, 2021.
Qualitative Research and Evaluation Methods. Thousand Oaks Sage Publications
 APPENDICES

Appendix A

Approval Letter of the Research Adviser

September 3, 2022

Name of Research Subject Teacher

Research Adviser
Agusan National High School
Senior High School
T. Sanchez Street, Butuan City

DEAR MA’AM/ SIR:

Greetings of Peace and Love.

We, your Practical Research 2 (Quantitative Research) students in Humanities and Social Sciences
(HUMSS) Strand desire to start working in our study entitled: “ECONOMIC BENEFITS OF HUMSS
STRAND GRADE 12 STUDENTS IN ENTREPRENEURSHIP SUBJECT.” This study is centered on
determining the economic benefits that will be experienced and encountered by the Grade 12 HUMSS
Strand students on engaging into different business products creations and production.

Pertinent to this, we would like to ask your permission to allow us to start our study and to conduct and
interview to some willing respondents here in our school that would be of great help to our study.

Your approval is greatly appreciated. Thank you and God bless.

Respectfully, Approved by:

The Researchers Name of Research Subject Teacher

Research Adviser
Name of Researcher 1
Name of Researcher 2 Noted by:
Name of Researcher 3
Name of Researcher 4 JENNY LYN T. NALUPA, PhD, EdD
Name of Researcher 5 Practical Research, Subject Group Head
Name of Researcher 6
Name of Researcher 7
Name of Researcher 8

Appendix B

Letter of Consent of the School Principal

September 3, 2022

RUTH A. CASTROMAYOR
Principal IV, SHS- Assistant Principal
Agusan National High School
Senior High School
T. Sanchez Street, Butuan City

MADAME:

Pleasant day.

We, the students of Humanities and Social Sciences (HUMSS) Strand in our school are
currently working in our Practical Research 2 (Quantitative Research) study entitled:
“ECONOMIC BENEFITS OF HUMSS STRAND GRADE 12 STUDENTS IN
ENTREPRENEURSHIP SUBJECT.” This study is centered on determining the economic
benefits that will be experienced and encountered by the Grade 12 HUMSS Strand students on
engaging into different business products creations and production.

Pertinent to this, we would like to ask your permission to allow us to conduct our study and to
interview some willing respondents here in our school that would be of great help to our study.

We are hoping for your favorable response on this matter.

The Researchers, Noted by:

Name of Researcher 1 JENNY LYN T. NALUPA, PhD, EdD

Name of Researcher 2 Practical Research, SGH
Name of Researcher 3
Name of Researcher 4
Name of Researcher 5 Approved by:
Name of Researcher 6
Name of Researcher 7
Name of Researcher 8 RUTH A. CASTROMAYOR
P IV, SHS- Assistant Principal

Appendix C

Letter to the Respondents

September 3, 2022

Dear Respondent:

Pleasant day.

We, the undersigned students of Humanities and Social Sciences (HUMSS) Strand in our school are
currently working in our Practical Research 2 (Quantitative Research) study entitled: “ECONOMIC
BENEFITS OF HUMSS STRAND GRADE 12 STUDENTS IN ENTREPRENEURSHIP SUBJECT.” This
study is centered on determining the economic benefits that will be experienced and encountered by the
Grade 12 HUMSS Strand students on engaging into different business products creations and production.

Pertinent to this, we would like to invite you to participate in our Quantitative Research study. Your
participation will invoke a face-to-face activity of which you will be given a survey questionnaire for you to
answer by just choosing the letter of your best choice to generate answers that will be used in our study.
We will ensure the confidentiality of your personal information at all cost. Your identity will not be revealed
to public by any means. Your participation in this study is voluntary. You may choose not to participate or
withdraw your consent to participate at any time. You will not be panelized in any way should you decide to
do so.

I have read this consent letter and have been given the opportunity to ask questions. I am therefore, giving
my consent in this research study.

Respondent’s Name : ____________________________

Respondent’s Signature : ____________________________
Date : ____________________________

Researchers,

Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1
Name of Research 1

Appendix D

Survey Questionnaire

ECONOMIC BENEFITS OF HUMSS STRAND GRADE 12 STUDENTS

IN ENTREPRENEURSHIP SUBJECT
Research Title

SURVEY QUESTIONNAIRE

Name: __________________________________________________ Date : ___________________

Grade and Section: ________________________________________ Score: ___________________

Direction: Please answer the following questions by encircling the letter of your best choice.

1. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx?

a. Strongly Agree
b. Agree
c. Strongly Disagree
d. Disagree

2. xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx?

a. Strongly Agree
b. Agree
c. Strongly Disagree
d. Disagree
 CURRICULUM VITAE
2x2 Colored
Latest Picture
with White
Background
Formal Attire

PERSONAL INFORMATION

Name :
Nick- name :
Home Address :
Contact Number :
Date of Birth :
Place of Birth :
Religion :
Blood Type :
Father’s Name :
Father’s Occupation :
Mother’s Name :
Mother’s Occupation :
Number of Sisters :
Number of Brothers :
Language Written and Spoken :

EDUCATIONAL BACKGROUND

Kindergarten School :
School Address :
Year Graduated :
Award/s Received :

Elementary School :
School Address :
Year Graduated :
Award/s Received :

Junior High School :

School Address :
Year Graduated :
Award/s Received :

Senior High School :

School Address :
Year Graduated :
Award/s Received :

GENERAL INFORMATION ON TECHNICALITIES OF THE RESEARCH PAPER

Font Style : Time New Roman /Courier New

Font Size : 12” All Throughout the text except on labeling the Tables

and Figures it should be font size 10” and the

Text inside the Table is even smaller font size 5 to 10 or smaller

as long as readable.

Chapter Titles- Font Size 12” all in uppercase, set to Bold

Section Headings- Font Size 12”, set to Bold

Table Label : On Top of the Table, Left Side, Two Lines, Font Size 10”

Figure Label : Below the Figure, Centered, Font Size 10”

Text Inside the Table: Font Size 5” to 10”

Spacing : Double-space except in References in single- spaced

Right Margin : Fully Justified

Page Layout : Left Margin 1.5; Right 1”; Top 1”; Bottom 1”

Spacing and
Justification : All pages- text is double- spaced.

Text inside Table : Font size 5 to 10, single- spaced and left margin justified but
Table Headings should be centered and set to bold
 References : APA Format-Version 6, single- spaced within but doubled-
spaced between next Author/s

Page Numbering : Always Topmost Right part

Preliminaries Page Number: Use Roman Numerals (i, ii. Iii, iv, … Top Right)

Chapter 1 to Finale / Curriculum Vitae- Use Decimal Numbers (1, 2.., Top Right)

Chapter Page (Chapter 1, 2, 3, 4 and 5) should not appear but it’s continuous

Do not use Abbreviation, spell- out the words or the acronym then parenthesis
in its first use.

Use Short Size Bond Paper only.

No underlines in any part of the text.

Use BLACK color only in all text in all pages.

Right Margin should always be Fully- Justified.

Set to BOLD all the Chapter Title and Sub- headings and all Headings as well as the
terms that needs to be emphasized.

Prepared by:

JENNY LYN T. NALUPA, PhD, EdD

Practical Research , Subject Group Head