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“THE RELATIONSHIP OF ACADEMIC ANXIETY, SELF ESTEEM AND SELF-

EFFECACY OF MAT-I (NAAWAN) NATIONAL HIGH SCHOOL IN GRADE 11


STUDENTS”

A Research Proposal Submitted to the Faculty of the Mat-I (Naawan)


National High School, Mat-I Naawan Misamis Oriental 9023
In Fulfillment of the Requirements for the Subject.

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

related to school. Techniques like last-minutes cramming, negotiating, and even

cheating. What causes these acts of desperation is something that is a common

response in all students whether or not they excel in class. This response is

called academic anxiety.

Anxiety affect cognitive, behavioural, and psychological states due to

complicated psychological situations (Putnam, 2010). It is common mental

condition regardless of age and gender. Today, it greatly affects students through

the manisfestation of uncontrollable nervousness, stress, and fear. In the

academic field, pressure and tension along with the aforementioned factors lead

to academic anxiety. These academic anxieties somehow affect the self-esteem

and self-efficacy of the students, which ultimately impact the students academic

performance. This study is further aims to establish a link between academic

anxiety and self-efficacy recommend intervention activities that will somehow

Reduce the anxiety experiences of M(N)NHS.

Objectives of the Study


General Objective

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

Specifically, this study aims:

1. To measure the academic anxiety of selected JHS of M(N)NHS.


2. To determine the level of self-esteem of the respondents
3. To determine the level of self-efficacy of the students
4. To determine the relationship between the students academic anxiety
and self-esteem.

Null Hypothesis

There is no significant relationship between academic anxiety and self-esteem.

Significance pf the Study

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.

Scope and Limitations of the Study


The study only focused on studying three variables: academic anxiety, self
esteem, and self-efficacy. All of the three variables are perceive as contributory
to the overall academic performance of the students. The respondents of the
study selected from Grade 11 General Academic Strand.

Definition of Terms

Academic Anxiety is refers to the anxiety related to the academic task.

Anxiety is a painful or apprehensive uneasiness of mind usually over an


impending or anticipated ill.

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.

Academic Performance, is the level of skill in academic performance or the


attained knowledge in school subjects that is derived through a grading system.

Self- confidence is the belief in one self to succed in any academic tasks given.
REVIEW OF RELATED LITERATURE

In this chapter, the researcher presents review of related literature

concerning to the self-confidence (definition of self-confidence, indicators

of self- confidence, the importance of self-confidence) and oral

communication proficiency (definition of oral communication proficiency

and willingness to communicate (WTC) in the second language (L2)).

A. Definition of Self-Confidence

Self-confidence is the way to improve someone potency in

knowledge with motivation from their mind and it will change someone

behavior more positively in their environment. So, self-confidence have

any contribution of setting self with powerful motivation. It also can make

good atmosphere in every place that he stand on. Self-confidence do not

emerge automatically by itself. But, there is certain process in an

individual, which develops his self-confidence.

According to Brown (2000: 145), self-confidence is probably the

most pervasive aspect of any human behavior. It could easily be claimed

that no successful cognitive or affective activity can be carried out

without some degree of self-confidence, self-confidence knowledge of

yourself, and belief in your own capabilities for activity (Coppersmith 1967:

in Brown, 2000: 145)

Coopersmith (1981, as cited in Harris, 2009, p.9) added that it is a

set of attitudes, judgments that a person brings with him or herself

when facing the


world. It includes beliefs as to whether he or she can expect success or

failure‖. In general, it refers to attitudes and beliefs towards the self.

Norton, et al. (2008) states that " Self-confidence as an issue of

second language learning has been basically investigated as an influential

variable with a social psychological approach in the general contexts of

investigations on second language learners „attitudes and achievements"

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

the variances associated with L2 achievement is self-confidence. Self-

confidence is operationally defined as low anxiety and high self-evaluation

of L2 competence (Clément et al. 1994). In such a context, self-confidence

becomes an important determinant of attitudes and efforts to learn an L2

and directly influences L2 achievement" (p.11).

AL-Hebaish (2012) states that: "General self-confidence is

developed during the age of childhood and emerges from the

accumulation of inter and intrapersonal experiences (Harris, 2009; Brown,

1994). The literature on the sources of building general self-confidence

points to self-confidence being derived from several factors. The most

important factors are: (1) personal experiences; successful experiences

increase the development of high self- confidence, while the experiences

of failure have the opposite effect, (2) social messages received from

others. Community, home, school, and peers are important for self-

confidence growth. Sending positive messages for others is


thought to be detrimental to the development of high self-confidence,

whereas exposure to negative messages decreases the level of self-

confidence" (p. 60).

B. Characteristics of People Who Have Self Confidence

Lauster (cited in Afiatin dan Martaniah (2000:67-69) formulated

some aspects of self-confidence that it be characterize or indicator of

confidence, namely:

1. Ambition

Ambition is like as motivation to achieve a succes. The subject

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

decision. Because self-confident make someone believe with its own

ability and not excessive to face it. Morever it not make comparing

yourself with others. And also not easily influenced by others

2. Self-employed

Person who have self-employed not depend on others, but

he think that he can do best for his beautiful life with any challenge.

Individual with self-confidence will have sufficient potential and

capability to reach his better life. And also do not dependent on

others if they have problem or any sad time. Self-employed makes

person do not require the support of others in doing something. And

moreover be able to perform tasks without disturbing others.


3. Optimist

Optimist is positive attitude which always try to manage our

mind be good perception about self, expectation and ability. It build

the convinced of the ability of self to realize the plan successfully.

They have positive outlook of self and future.

4. Care

Care is not individualistic but always help the someone else

difficultness. Moreover the person do not need any understanding to

self, but he always try to understand others. They have positive

outlook toward their self, other and the environment. Also, have

positive reaction in the face of life's trials

5. Tolerance

Tolerance is receptive of opinion and behavior that have

different with our self. Tolerance will manage to understand the lack

of self and need other beside them. They also giving others the

opportunity to express their wishes. Because she try to be unselfish

to accept the existence of others.

When someone comes up confidently, he will be able to concentrate

in every situation and condition. According to Hakim (2005:4) some

examples of the conditions are as follows:

1. Having the calm mind, free from, or at least avoid, the feeling of

insecurity, worry, and fear. Worry is to keep thinking about unpleasant

things that might happen about problems that you have. Moreover,

fear is the bad feeling that


you have when you are in danger, when something bad might happen

or when a particular thing frightens you.

2. Having controlled mind; not easily affected by the surroundings or

to turn over any other problems or conditions that enable others to

control him.

3. Having relaxed body.

4. Having the long regular breath taking.

5. Having the normal heartbeat, no over palpitation.

In his book, Building Self-Confidence with Encouraging Words,

Wright (2009, p.24) (as cited in Kanza 2016, p.26) pointed out some

characteristics of students with low self-confidence which are:

a. They are fearful of change: they are worried and fear about what

can happen in the future. They have negative attitudes about their

abilities and they tend to be re-active rather than pro-active.

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.

c. They have difficulty communicating what they really want from

life: they have no obvious idea about their aims or objectives in

life. Generally, they just think about generalities such as: to be

rich, thin, beautiful and so on. For them, everything is difficult and

they can not reach it.


d. They want to please others more than be true to themselves: they

like to make others happy and satisfied more than to try

discovering their potential and to change their attitudes.

e. They are insecure and are drawn to others who also see

themselves as victims: they have destructive believes and never

try to be successful in their life and learning. They easily give up

when they face problems.

In the same context, Wright (2009, p.26) mentioned other

characteristics of students with high self-confidence:

a. They are ambitious: they did not see life just existence or survival,

they have strong desire to be successful and achieve their goals.

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.

c. They are visionary: they have positive attitudes about their

abilities, optimistic about the future, never give up, and they keep

a picture of what success will be like.

d. They have learned to communicate: they know well how to

behave intelligently (how to ask, how to heed advice and so on).

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-

image, high self-confident students tend to form nourishing

relationships with others instead of toxic ones.


f. They are attractive and open to others: self-confident students

have attractive and beautiful spirit. They vibrate their confidence

in a way that attracts good things and good people to them.

Indeed, students who have high self-confidence are more successful

than others with low self-confidence. It is the responsibility of the teacher

to help students who are low self-confident to overcome their problems in

order to they become effective and successful students. As Juhana (2012)

(as cited in Dr. Abdallah and Dr. Ahmed, 2015, p.1095) suggested solution

for lack of self- confidence which affect negatively on EFL learning by

stating that :

As the researcher finding, oral communication proficiency is the good

delivery of speech in language‟s product as communication. It also called

by communication competence. It is the way of speaker to make

understanding communication in positive interaction. The speaker will turn

over in mind about the product of language as well.

Murphy (2001:51-57) explained oral communication is a complex and

multifaceted language process. In this discussion, references to speaking

signal activities that provide students opportunities for improving oral

fluency through interpersonal communication.


Rahman cited in Abdallah (2015:3) defines oral communication as

"the spoken interaction between two or more people. A unique and

learned rhetorical skill that requires understanding what to say and how to

say it".

Yamani et al (2013:255) defined Oral communication as "an

interactive process in which an individual alternately takes the roles of

speaker and listener". So it means that oral communication is deliver the

message of someone‟s speak to the listener. It is to make a positive

interaction between them.

Richards and Rogers (1986) quoting La Forge (1983) cited in Abdulla

(2013:19) declare that oral communication "is more than just a message

being transmitted from a speaker to a listener; the speaker is at the same

time both subject and object of his own message".

Maguire (2013:1) provides four Definitions of Oral Communication as

follows:

1. The effective interpretation, composition, and presentation of

information, ideas, and values to a specific audience (University of

Virginia Oral Communication Competency Report)

2. The ability to compose, critically analyzes, present, and deliver

information through verbal interactions (University of Wyoming

University Studies Program).

3. Information spoken by mouth; the use of speech (SIL International).

4. The art of expressing and exchanging ideas in speech. It involves the

ability to compose, critically analyze, and deliver information through

verbal, vocal, and


visual interactions (Old Dominion University Office of Institutional

Research and Assessment".


CHAPTER III

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

according to true proportion in the population. Academic Performance — For the

purpose of this study, final GPA of students was collected from the schools’ official

records.

Research Design

The researcher used the Quantitative Correlational research attempts to

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

data, relationships, and distributions of variables.


Research Respondents

The respondents of this study which are the Grade 11 General Academic Strand

students in M(N)NHS.

Research Instrument

The researcher gives a research questionnaire to the respondents of M(N)NHS. The

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

ACADEMIC ANXIETY, SELF ESTEEM AND SELF- EFFECACY OF

MAT(NAAWAN)NATIONAL HIGH SCHOOL IN GRADE 11 STUDENTS

GENDER NO. OF DISTRIBUTION

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

The result of the study is which what been checked at above.


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BIOGRAPHICAL DATA

NAME: FRAGATA CASSY JAGONAL

ADDRESS: Purok 1, Tagbalogo Naawan Misamis Oriental

BIRTHDATE: May 27, 2002

AGE: 18 YEARS OLD

BIRTHPLACE: Tagbalogo Naawan Misamis Oriental

PARENTS: Golda Fragata

SAYING/MOTTO IN LIFE:

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