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PRACTICAL RESEARCH 2
BY:
Fragata Cassy J.
INTRODUCTION
It is during high school years that students learn techniques they can apply
whenever they are stressed about a given task or just about anything that is
response in all students whether or not they excel in class. This response is
condition regardless of age and gender. Today, it greatly affects students through
academic field, pressure and tension along with the aforementioned factors lead
and self-efficacy of the students, which ultimately impact the students academic
This study aims to determine the impacts of academic anxiety on the level of self-
esteem and self-efficacy of the Grade 11 students, and further how these factors
influence their academic performance.
Specific Objective
Null Hypothesis
This study aims to give to information and benefits to the following stakeholders:
1. Teachers: To help them understand better the self-esteem and self-
efficacy skills of their students and provide intervention activities inside the
classroom in order to enhance the students self-esteem, resulting to a
better academic performance and learning process.
2. Parents: To understand the effect of academic anxiety, therefore , assist
the students in managing their emotions.
3. School Institutions: To make adjustments on the education system so that
the students learning will be more effective and efficient and to provide
academic policies that enhances the academic performance and
emotional stability of the students.
Definition of Terms
Self-efficacy is the ability to modulate ones behavior to achieve one goal or task.
Self- esteem is a sense of how a person perceives his overall value of himself. It
is also how one rates or appaises himself.
Self- confidence is the belief in one self to succed in any academic tasks given.
REVIEW OF RELATED LITERATURE
A. Definition of Self-Confidence
knowledge with motivation from their mind and it will change someone
any contribution of setting self with powerful motivation. It also can make
yourself, and belief in your own capabilities for activity (Coppersmith 1967:
cited in Dr. Salih abdallah Ahmed Abdallah and Dr. Ahmed Gasm Alseed
Ahmed. (2015:1094).
Pae, (2008) states that "Another causal factor that directly explains
of failure have the opposite effect, (2) social messages received from
others. Community, home, school, and peers are important for self-
confidence, namely:
1. Ambition
usually show some success to the public. Persons who have self-
confidence usually have big ambition and try to manage his think be
positive thinking and believing self. It will build the learner more
responsibility with learners‟s act in life and be bravely with their own
ability and not excessive to face it. Morever it not make comparing
2. Self-employed
he think that he can do best for his beautiful life with any challenge.
4. Care
outlook toward their self, other and the environment. Also, have
5. Tolerance
different with our self. Tolerance will manage to understand the lack
of self and need other beside them. They also giving others the
1. Having the calm mind, free from, or at least avoid, the feeling of
things that might happen about problems that you have. Moreover,
control him.
Wright (2009, p.24) (as cited in Kanza 2016, p.26) pointed out some
a. They are fearful of change: they are worried and fear about what
can happen in the future. They have negative attitudes about their
b. They are pessimistic and tend to see the glass as half empty:
they consider that the others are responsible for what happen to
them. They did not try to make any effort or to be active persons
and they always have belief that bad things will happen.
rich, thin, beautiful and so on. For them, everything is difficult and
e. They are insecure and are drawn to others who also see
a. They are ambitious: they did not see life just existence or survival,
b. They are goal oriented: they set goals for themselves and try to
obtain them. They always want to have the best result or level
ever achieved.
abilities, optimistic about the future, never give up, and they keep
They want to be effective and they listen more than they speak.
e. They are loving and kind: because of they have a good inner self-
(as cited in Dr. Abdallah and Dr. Ahmed, 2015, p.1095) suggested solution
stating that :
learned rhetorical skill that requires understanding what to say and how to
say it".
(2013:19) declare that oral communication "is more than just a message
follows:
METHODOLOGY
The target population was all high school students in Mat-I (Naawan) National
High School in the academic year 2020-2021. To obtain the study sample, we first
identified three branches (strata): humanities, math, experimental sciences; and then
respondents (37) were selected by taking samples randomly from each stratum
purpose of this study, final GPA of students was collected from the schools’ official
records.
Research Design
determine the extent of a relationship between two or more variables using statistical
data. In this type of design, relationships between and among a number of facts are
sought and interpreted. This type of research will recognize trends and patterns in
data, but it does not go so far in its analysis to prove causes for these observed
patterns. Cause and effect is not the basis of this type of observational research. The
The respondents of this study which are the Grade 11 General Academic Strand
students in M(N)NHS.
Research Instrument
researcher followed the health protocols upon doing a survey to the respondents.
CHAPTER IV
Result
The results of this findings are presented in this chapter: THE RELATIONSHIP OF
MALE 19
FEMALE 18
OVERALL 37
Data Gathering Instruments
Directions: Mark check (/) the rating of your choice, depending on the following
scale.
Likert Scale Scoring System:
5-always true to me
4-almost always true to me
3-sometimes true to me
2-rarely true to me
1-Never true to me
LEVEL OF 1 2 3 4 5
ACADEMIC
1. I feel anxious /
about school.
2. The school /
tasks
assigned to
us are very
overwhelming
.
3. I don’t feel /
good while I’m
at school.
4. I cry because /
I feel
pressured at
school.
5. It’s hard to /
cope with
requirements
at school.
6. I am worried /
about my
academic
performance.
7. I am afraid /
that will fail in
some of my
subjects.
8. I think I will /
not be an
honor
students
because
lessons are
difficult.
9. I am not /
happy at
school.
10. I worry about /
many things
such as my
grades.
LEVEL OF SELF- 1 2 3 4 5
ESTEEM
1. I feel good /
about
myself.
2. I believe in /
my skills
and
abilities.
3. I don’t get /
insecure
because
somebody
is better
than me.
4. I believe /
that I am a
unique
individual.
5. I don’t /
compare
myself to
other
people.
6. I love /
myself just
as I am.
7. I value /
myself and
do things
to develop
my
personality
.
8. I believe /
that I am
worthy to
be
respected.
9. I respect /
others as I
respect
myself.
10. I don’t do /
things that
harm
myself.
LEVEL OF SELF- 1 2 3 4 5
EFFICACY
1. I submit my /
projects on
time.
2. I produce or /
make my own
project/schedule
requirement.
3. I try to do my /
school
responsibilities
with little help
from others.
4. I know my /
duties as a
student.
5. I am self-reliant. /
6. I can be trusted /
with work
assignment.
7. I am goal /
oriented.
8. I can manage /
my time.
9. I can easily /
cope with
school.
10. I approach my /
teacher
whenever I
have questions.
Conclusion
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BIOGRAPHICAL DATA
SAYING/MOTTO IN LIFE: