i

THE EFFECTIVENESS OF SELF CONFIDENCE TO THE ACADEMIC

PERFORMANCE OF GRADE 9 STUDENT'S IN CAGAYAN DE ORO
NATIONAL HIGH SCHOOL

Gessa Mae P. Sabalbaro

Missy Jhec B. Yamaro
Kate Winslyn Amante
Joedy Anjiella Y. Padla
Niel Abutan

Southern de Oro Philippines College

CLASSROOM-BASED ACTION RESEARCH

Bachelor of Secondary Education Major in English

Azel Valle, Ph.D.

FEBRUARY 2023
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APPROVAL SHEET

This research paper titled " SELF CONFIDENCE AND ACADEMIC

PERFORMANCE
OF GRADE 9 STUDENTS IN CAGAYAN DE ORO NATIONAL HIGH SCHOOL
prepared and submitted by Gessa Mae P. Sabalbaro , Joedy Ann Padla , Kate
Winslyn Amante, and Niel Abutan in partial fulfillment of the requirements for
the Classroom-Based Action Research has been examined and is recommended
for acceptance and approval for ORAL EXAMINATION.

__________________ AZEL VALLE , Ph.D.

Date CBARS Adviser

______________________________________________________________

PANEL OF EXAMINERS

Approve by the Committee on Oral Examination with grade of ____________

.

___________________
Chairman
___________________
Member Member

_____________________
Member
______________________________________________________________

Accepted and approved in partial fulfillment of the requirements for

Classroom-Based Action Research .

MARTINA A. BROBO, Ph.D.

Dean, College of Education
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ACKNOWLEDGEMENT

The researchers would like to extend their heartfelt appreciation to the

following persons who have been instrumental in bringing this study to

completion: TO-

Dr.Martina A. Brobo, Dean of the College of Education, for the inspiration to

explore research to equipt them as 21st century learners;

Dr.Azel Valle, the CBARS Instructor, for the invaluable support, guidance,

and advice throughout this study;

The members of the Panel, who acknowledge research during the final oral

defense for their beneficial remark and opinion for the improvement of this study,

particularly to Dr.Azel Valle and Michelle Silguera

The Southern Philippine College School Librarian, who grants permission to

excess the books that help a lot to the study;

The School Principal of Grade 9 students of Cagayan De Oro National High ,

who allowed the researchers to conduct their study ;

The respondents, who give support, cooperation, and time in terms of

providing the authors all the needed information;

The Sabalbaro, Tabique, Amante, and Dumapias Family for their unending

support financially, emotionally, and spiritual ;

Their Classmates for cooperation while conducting this study; and

The ALMIGHTY GOD, for giving the strength, courage, and wisdom to make
this possible.
The Researchers
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DEDICATION

After all the hard work and efforts, we would like to dedicate this study to
these important people

To our Dean of Education, Dr.Martina A. Brobo, for her outstanding

leadership in the Education Department.

To our FS 2 adviser & CBARS Instructor Michelle S.Jabeniao, Dr.Jhon Valle

Who put thier precious time and effort into guiding this paper. We would always
appreciate all they had done
To our Southern Philippines College instructors: Dr.Ruel Logares , Mrs.Rhiza
Beltran, Ms.Michelle Silguera, and Mr. has been part of our journey, contributed
knowledge, and prepared us to this project.

To our beloved parents: Mr. And Mrs. Sabalbaro, Mr. And Mrs.Amante, Mr. And
Mrs.Yamaro and Mr. And Mrs. Abutan, Mr. And Mrs.Padla, who loved and
supported us emotionally and financially, and encouraged us to persevere;

To our group mates for being cooperative, responsible, and easy to work with.

To our respondents, who also spared a little of their time in sharing their
experiences.

And most of all, to our Almighty God for the strength, courage, and guidance to
make this work possible.

KATE WINSLYN
GESSA MAE
MISSY JHEC
JOEDY ANJIELLA
NIEL
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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS v

LIST OF TABLES vii

CHAPTER

1 THE PROBLEM

Introduction 1
Conceptual Framework of the Study 3
Statement of the Problem 5
Significance of the Study 6
Scope and Limitation of the Study 7
Definition of Terms 8
2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Studies in Foreign Setting 9
Related Literature and Studies in Local Setting 12
3 RESEARCH METHODOLOGY
Research Design 14
Research Setting 15
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Locale Map 16
Research Respondents 17
Data Instrument 17
Data Gathering 18
Categorization of Variables 18
Statistical Treatment 19
4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Problem 1 39
Problem 2 43
Problem 3 44
5 FINDINGS,CONCLUSIONS AND RECOMMENDATIONS
Summary 46
Findings 46
Conclusions 48
Recommendations 48
BIBLIOGRAPHY 50

APPENDICES
A Letter of Request for Academic Heads 54
B Letter for Respondents 56
C Questionnaire 57

CURRICULUM VITAE 60
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THE EFFECTIVENESS OF SELF CONFIDENCE TO THE ACADEMIC

PERFORMANCE OF GRADE 9 STUDENT'S IN CAGAYAN DE ORO
NATIONAL
HIGH SCHOOL

ABSTRACT

The study was conducted to assess the effectiveness of the self confidence to
the academic performance among Grade 9 Students after arising of several
behavioral and educational problems. A total number of 30 students were
selected through purposive sampling from Cagayan De Oro National High
School. The participants were administered Academic Self Confidence Scale
( ASCS) to measure their self confidence and academic performance. Pearson's
Product Moment were used for statistic significance of data. The main purpose of
this study was to determine the effectiveness of self-confidence on the
academic performance of Grade 9 students in Cagayan De Oro National High
school. The results of this study showed a significant positive correlation (r =
0.74, p < 0.001). This indicates students with high self-confidence had better
academic performances.

Introduction

Self-confidence refers to an individuals trust in his/her own abilities, capacities

and judgements or belief that he or she can successfully face day to day
challenges and demands. Dictionary of Psychology (2018). According to
Mukhopadhyay (2015) found a significant but negative correlation between self-
confidence and learning disabilities. Students with learning disabilities like
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reading error, writing error, comprehension error, attention error as well as

memory error were found low on self confidence.

In the study of Ballane (2019) reported that self-confidence had significant role in
academic performance development, learning and success. Self confidence was
found as a predictor of academic performance. Better the self-confidence better
the academic performance. However, both teachers as well as parents had a
significant role in boosting self-esteem as well as self-confidence among

students for improving academic performance. Furthermore, Teacher's attitude

towards students determines the level of self-confidence among students.
Constructive acceptance and motivation promotes self-confidence self-
confidence and unnecessary criticism and hostile attitude discourages students
which in turn obstructs their self-confidence. Trust promotes self-confidence and
mistrust obstructs self confidence. Specifically, attitude of teachers and peers as
well as self-motivation, self-esteem determine self confidence among students.

With the prevailing findings, the researchers are motivated to conduct this study
to find out the effectiveness of Self confidence to the academic performance of
the high school students. This result may serve a raising awareness of the
factors given in self confidence of the students and academic performance.

Theoretical Framework

This study was anchored on the theories developed by (Bandura,1977). Social

cognitive theory: This theory suggests that self-confidence is shaped by both
personal factors, such as self-efficacy and past experiences, and environmental
factors, such as social support and feedback from others.

Self-confidence refers to as someone's power and abilities to perform a task

(Merriam-Webster). It involves someone‟s feelings, thoughts and courage in
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improving themselves in performing tasks and activities that the teachers

required to perform. It is also their belief on hoe to perform their tasks
successfully without any hesitation.As cited in the work of Moneva, etc al (2019)
Self-confidence and academic achievement was found positive and those
students with high level of self-confidence perform better in their performance.

In this study the variables are categorized into independent and dependent
variables.The independent variables include the factors given in the Self
Confidence as to; Self-efficacy and social support .On the other hand, the
dependent variable is the Academic performance of the students. The
researchers hypothesized that self-confidence factors as to; self-efficacy and
social support predict the effectiveness to the students performances.
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Schematic Presentation

Independent Variable Dependent Variable

Students' Self Confidence

 Self-efficacy Academic Performance

 Self esteem
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Statement of the Problem

This study aimed to ascertain the effectiveness of Self Confidence to the Academic performance of Grade

9 students in Cagayan de Oro National High School. Specifically, it aimed to attain the following:

1. ) To what level of the respondents’ Self confidence as to :

1.1. Self-efficacy

1.2. Self Esteem

2.) To what level is the Self-Confidence of Grade 9 students in:

2.1 Academic Performance

3.) Is there significant relationship between the Self-Confidence and

the students’ academic performance?

Chapter 3

Methodology
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Design

The study used a descriptive correlational method of research to determine

the effectiveness of Self confidence to the academic performance of students in
Grade 9 students at Cagayan de Oro National High School-Junior High School.
Descriptive statistics gather quantifiable information used for statistical reference
on the target audience through data analysis. A questionnaire was used in
gathering data about the Self-Confidence of the respondents. For Academic
Performance, data mining on the student’s grades for the 2nd semester was used.

Setting

Cagayan de Oro National High School-Junior High is located at 12th-28th

Street Nazareth, Cagayan de Oro. The school was established on; August 2,
1965, at the heart of City Central School at Velez Street, manned by the school
administrator Mr. Pedrito D. Acac. City High School transferred to its new site at
8th-2nd Streets at Barangay Nazareth in 1990, where the DSWD-X and South
City Central extension were stationed. Cagayan High School maintained its title
for two years as “The Most Effective and Efficient Secondary Public High School”
in the division from 2001-2003.

The school comprises Senior High School and offers four tracks which are
Accounting, Business, and Management (ABM), Science, Technology,
Engineering, and Mathematics (STEM), Humanities and Social Sciences
(HUMSS), and General Strand (GAS). It is located at 8 th-2nd Nazareth Street,
Cagayan de Oro, 9000 Misamis Oriental.
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Source: https: g.co/kgs/TYCFC4/googlemap/

Figure 2
Map of the Study

Respondents and Sampling Procedure

The study’s respondents were the Grade 9 Students of Cagayan de Oro
National High School-Junior High School, the School Year 2022-2023. Simple
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random sampling through the fishbowl method was utilized to determine the
respondents of this study.

Instrument
The research instrument contained the students' Self-Confidence as to Self
efficacy, Social support ,and academic performance. The questionnaire was tried
out to select respondents who were not part of the population with similar
characteristics to those of the respondents but who did not participate in the
study. The questionnaire used are the Academic Self Confidence Scale (ASCS)
consist of 12 items that assed individual confidence proposed by Klassen and
Chiu( 2010) , a standard test score reliability coefficient for single administration.
This was to ensure that the instrument was simple, meaningful, easily
administered, and adequate in collecting the needed data.

Data Gathering Procedure

Before the data gathering, a letter of request was presented to the Dean of
the Education Department, asking permission to allow the researcher to conduct
the study and administer the research instruments to the respondents. Once
permitted, a formal letter was sent to the Vice-President for final approval.
Finally, an appointment was arranged with the office of the principal of the
respective school to conduct the study. The identity of the respondents of this
study will remain confidential.
The researcher would ensure that the necessary health protocols, as
mandated by the Inter-Agency Task Force (IATF), were observed. The direction
of each item was explained by the researcher thoroughly for the respondents to
understand each statement in the said Google form.
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Categorization Variables
To facilitate the interpretation gathered and analysis of the data, the following
was utilized:

The Effectivenss of Self -Confidence and Academic Performance

Point Scale Verbal Interpretation
5 4.20-5.00 Completely Confident
4 3.40-4.19 Fairly Confident
3 2.60.3.39 Somewhat Confident
2 1.80-2.59 Slightly Confident
1 1.00-1.79 Not confident at all

Grading System of Cagayan de Oro National High School

Academic Performance (Based on DepED Order No.36 s.2016)

Grading Scale Interpretation

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Poor

Statistical Data Analysis

The collected data were tabulated, examined, and interpreted using
descriptive statistics.
However, to determine the significant relationship between self confidence as
to self efficacy , social support and academic performance, Pearson Product
Moment Correlation was utilized.

Chapter 4

Presentation, Analysis, and Interpretation of Data

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This chapter presents the results, analysis, and interpretation of data from
the answer to the questionnaires distributed to the field. The data were organized
into tables based on the specific questions stated in the researcher’s problem.

Problem 1. What is the level of respondents' Self- Confidence among Grade 9

students as:

1.1 Self-efficacy ;and

1.2 Social Support

The level of students’ self-confidence as to self-efficacy and self-esteem

identified by determining the mean and standard deviation.

Table 1

Self-Confidence as to Self-efficacy and Self-esteem

Verbal
Indicators Mean S. D
Interpretation

1.I believe that I can successfully achieve the academic

goals I set for myself. 3.7 0.1 Completely Confident
2. . I am confident in my ability to learn and understand new
concepts. 3.1 1.0 Completely Confident
3. I am confident in my ability to complete assignments on
time. 3.6 1.1 Completely Confident
4. I believe that I can perform well on exams.
3.8 0.8 Completely Confident
5. I am confident in my ability to express my ideas and
opinions in class. 3.73 0.9 Completely Confident
6. I am confident in my ability to communicate effectively
with my teachers and professors. 3.96 1.1 Completely Confident
7. I am confident in my ability to work collaboratively with
others. 3.8 1.0 Completely Confident
8. I believe that I can successfully manage my time to meet
academic demands. 3.33 0.83 Moderately Confident
9. I am confident in my ability to use technology effectively
for academic purposes. 3.43 1.072 Completely Confident
10. I am confident in my ability to research and analyze
information.
3.4 1.162 Completely Confident

Overall Mean 3.61 0.131 Evident

5= 4.21-5.00 Completely Confident 2= 1.81-2.60 Fairly Evident 4= 3.41-4.20 Evident 1= 1.00-1.80 Not Evident 3= 2.61-3.40 Moderately
Evident
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Table 1 shows the participants' responses to goal setting. It can be seen that
indicator number six, " I am confident in my ability to communicate effectively
with my teachers and professors” obtained the highest M=3.96 SD= 1.1
Indicator number five,” I am confident in my ability to express my ideas and
opinions in class” M=3.73, SD=1.09. Indicator nice "I am confident in my
ability to use technology effectively for academic purposes’ M=3.43 ,
SD=1.16.Indicator eight "I believe that I can successfully manage my time to
meet academic demands” M=3.33, SD=0.83. Indicator four "I believe that I
can perform well on exams’=3.08, SD=1.1. Indicator seven " I am confident in
my ability to work collaboratively with others. Indicator one " I believe that I
can successfully achieve the academic goals I set for myself.

a M= 3.86, SD=1.07. Indicator number four, "Set goals to manage study

time”, has M=3.83, SD=0.87. Indicator number five, “Keeping the quality of work
in modular”, has M = 3.73, SD= 0.90. Indicator number one, "Setting standards
for tasks/assignment” has M=3.73, SD= 0.78. Indicator number three, "Keeping
high standard for learning”, has an M=3.63, SD= 1.12 Indicator number nine, "I
suitably adjust the lessons plan to meet the goals” has of M=3.43, SD= 1.07.