The Levels of Self-esteem and Study Habits of the Fourth Year Students Major in

English of Bulacan State University-Bustos Campus to their Academic

Performance (First Semester) School Year 2014-2015

A Research Paper Presented to

Edwin Estrella
College of Education
Bulacan State University-Bustos Campus

In Partial Fulfilment of the Requirements

in Eng 413c Eng Language Research
for the Bachelor in Secondary Education

by
Joselle B. Magbanua

August 2014

i
 APPROVAL SHEET

In partial fulfilment of the requirements for the subject Educ 323d Introduction to

Research, this entitled “The Levels of Self-esteem and Study Habits of the Fourth

Year Students Major in English of Bulacan State University-Bustos Campus to

their Academic Performance” has been prepared and submitted by MaricrisBantique,

and Jesica C. Alamil.

Mr. Edwin A. Estrella

Instructor

ii
 ACKNOWLEDGEMENT

The researchers wishes to express their deepest gratitude to the following people

who helped them in making this study a reality.

Mr. Edwin Estrella, the research adviser, for his expert guidance, professional

advices, for his assistance throughout this study and for helping them in finding the

relationship between the variables used in their study..

Mr.Joseph Bartolome, the Area Chair of College of Education,for allowing the

researchers to conduct a research study with the fourth year students major in English.

The fourth year major in English, for giving them with their time and cooperating

with their research.

To their friends and classmates, for supporting and giving them some ideas and

suggestions with their study.

To the beloved parents of the researchers, who gave them moral and financial

support in making this study possible.

And most of all, the researchers would like to thank the Almighty God who gave

them the courage, wisdom and strength to accomplish this study.

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 DEDICATION

With our humble effort we dedicate this research study to our sweet, loving, and

supportive parents. Who never fail to cheer us and give us affection, love and

encouragement until the end of this study.

To our friends and classmates who motivates us all throughout.

And lastly to our loving Almighty Father.

Abstract

iv
 Self-esteem is a way of determining one’s behaviour.It is also known as the

evaluative dimension of the self that includes feelings of worthiness, prides and

discouragement.

In this research, the researchers are trying to identify the relationship between

self-esteem and study habits of a person to his academic performance. The recognition of

self worth of learners or the lack of it can yield an observable trait in the learners which

would inspire them either to achieve or not to achieve an end in life.

The specific objectives of this study are sought to: find out the level of self-

esteem and study habits of the fourth year major in English; determine the level of

academic performance of the respondents; and discover the relationship between the level

of self-esteem of the respondents to their academic performance and together with the

relationship between the level of study habits to their academic performance.

To satisfy the three objectives, the study used the descriptive survey research. The

researchers used Rosenberg Self-Esteem Scale. Data was gathered on the feelings and

perceptions about their self-esteem. The academic performance was gathered from t their

certificate of grades.

The result of this study about the correlation between the self-esteem of fourth

year students to their academic performance has a low or slightly positive correlation.

Grades are somehow known as indicator of learning. For good academic success,

good study habits are important. Some studies found out that there is a positive

relationship between the two variables that is why the researchers conduct the study to

prove if it is factual.

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 Students have different style in learning and it is called as their study habits.

Some are doing and planning things to make their studies much easier and successful.

Using the survey method, the study examines the study habits of the second year

respondents and how responsible the students are in terms of time management, study

environment, test preparation, note taking skills, reading and writing skills. It will tell

how good or poor their study habits are.

Based on the responses from the survey and on the results of the grade point

average, the studies show that there is a negative relationship between the level of study

habits of the fourth year students to their academic performance. Most of the respondents

have ok study habits based on the results. When the study habit goes down, the academic

performance goes up. But there are other factors that may influence the result, it could be

the respondent’s age, gender and number of siblings.

Chapter I

Problem and Its Background

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Introduction

As the first emphasis of this study, self-esteem would be defined as a way of

determining human behavior. To understand a man psychologically, one must understand

the nature and degree of one’s self-esteem, and the standards that one judges oneself. One

experiences desire for self-esteem as an urgent, imperative and a basic need. One feels so

intensely the need of a positive view of oneself. Self-esteem is essential for psychological

survival. It is an emotional sine qua non-without some measure of self-worth, life can be

enormously painful, with many basic needs going unmet (Branden, 1970).

One of the main factors differentiating human from other animals is the awareness

of self, the ability to form an identity and then attach a value to it. In other words, humans

have the capacity to define who you are and then decide if you like that identity or not.

The problem of self-esteem is this human capacity for judgement. It’s one thing to dislike

certain colors, noises, shapes, or sensations. But when you reject parts of yourself, you

greatly damage the psychological structures that literally keep you alive (Matthew

Mackay, 2000).

Virginia Satir avers her self-esteem as “in all the world there is no one else

exactly like me. Everything that comes out of me is authentically me. Because I alone

chose it and I own everything about me” (Satir, 1975).

Nathaniel Branden (1969) defined self-esteem as “the experience of being

competent to cope with the fundamental challenges of life and as being worthy of

happiness.” He also defined it as “a spiritual discipline that is sometimes used

interchangeably with “self-image,” which is unfortunate, because the concept is much

vii
deeper than any “image.” Self-esteem is a particular way of experiencing the self. It is

more complex than any mental picture of ourselves and more basic than any transitory

feeling. It contains emotional, evaluative, and cognitive components. It ordinarily exists,

in large measure, beneath conscious awareness, as context or container for all of our

thoughts, feelings, and responses, as ultimate ground to our being, beneath conscious

awareness, as context or container for all of our thoughts, feelings, and responses, as

ultimate ground to our being. Self-esteem entails certain action dispositions: to move

toward life rather than away from it; to move toward consciousness rather than away

from it; to treat facts with respect rather than avoidance or denial; to operate self-

responsibly rather than the opposite. These are characteristics it is difficult, if not

impossible, to fake,” (Branden, 1969).

Fielden (2004) states that good study habits help the student in critical reflection

in skills outcomes such as selecting, analyzing, critiquing and synthesizing (2004).

Before entering college, students have big dreams about it. Students expect it to be place

of fun and excitements, where students can cut classes as per students wish, watch

numerous movies with friends, where it can sharpen the talent and become an expert in

the field of linking. But a few months down the line, students are fully baffled by what all

is taking place around them: Numerous assignments and class test, frequent university

examinations, and projects. Students find everyone doing everything promptly. Students

find themselves lost at times and sometimes even thorough frustrated (Akshay Surendran,

2007).

viii
 For any individual pursuing studies in a specific field, the most dreaded time for

the academic year is most certainly when the examinations starts. The entire year’s

preparation comes down to a few decisive days and these days make or break the entire

purpose of studying. Student has different approach in preparing for their examination

and many preparation strategies. The secret behind acing an examination is very simple

start early and study regularly. Out of all strategies that student will hear, this one will be

the most common and almost students will preach these strategies to the students. Student

can begin their preparation for examination early; it will considerably ease the burden on

the student head and lessen a lot of stress that may feel. The more student postpone their

studying and preparation the harder it will be for the student (Thadani, 2011).

Karim and Hassan (2006) also note the exponential growth digital information,

which changes the way students perceive studying and with printed materials that are to

be used in facilitating study. Study habits and skills are particularly important for college

students, whose needs include time management, note taking, internet skill, the

elimination of distractions, and assigning a high priority to study (Karim and Hassan

2006).

Habit as it was defined from the introduction to psychology, means “a learned, or

fix way of behaving to satisfy a given motive”. Habits can be affected by outside

interference like his environment, his attitude toward his comparison, his teachers and the

books and reading materials around him, even the place where he study and another

factors which influence the concentration of a students to effectively understand his

ix
lessons, and to pass his mind, to discipline himself and from to himself the proper study

habits which he knows he really needed.

Individuals are really different; thousands would love to study at night before

going to bed, while thousand others will love to study at dawn. Late night is normally

quiet and you are unlikely to be disturbed by anyone. Besides you have longer hours to

review all your notes and works unlike the dawn when one will have to raise against

time. A thorough review at night will help one remember the whole thing one has learned

while the hesitant studying at the dawn is highly prone to forgetting. Many students

wastes a lot of time in wandering, gossiping and spending hours and hours at canteens, at

the cost of studies and sleep. Those students who fail to get enough sleep often find

themselves many steps behind their fellows. This is true for a particular group of people.

Ultimately, students should identify their own study preferences – what works for them

on a consistent basis—and act accordingly. Knowing exactly what does and does not

work on a personal level, even tracking study patterns and correlating it with related

grades, and then proactively creating a study plan and schedule around the proven

effective methods, is the most powerful study tool of all (Rangnekar, 2011).

Student’s academic performance occupies a very important place in education as

well as the learning process. It is considered as a key criterion to judge one’s total

potentialities and capacities (Nuthana&Yenagi, 2009) which are frequently measured by

the examination results. It is used to pass judgments on the quality of education offered

by academic institution. In fact, it is still the most topical debate in higher learning

institution that caused great concern to educators and researchers due to alarming

examination performance of students (Nuthana&Yenagi, 2009).

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 Numerous studies have been carried out which focused on cognitive factors as

predictors of academic success. Recently, there has been a growing interest on the non-

cognitive factors. A numbers of researchers have examined the role of non-cognitive

variables such as study skills (Fazal, S, et. al, 2012), study motivation (Nonis& Hudson,

2008), study behavior (Yang Yang, 2011), study habits ( Crede & Kuncel, 2008), and

attitudes ( Sarwar et. al, 2010) on academic achievement. Some argued that these factors

have strong relationship with academic performance of students while others concluded

that it was the combination of the different factors that could explain students’ academic

performance.

In a more recent meta-analysis, Crede and Krucel (2008) found that non-cognitive

factors like study habits, skill and study motivation, among other attitudinal constructs,

accounted for incremental variance in academic performance beyond standardized tests

and previous grades. Moreover, a literature reviewed by Nagaraju (2004)pointed out that,

for good academic success, good study habits and attitudes are important. Hence, it is

imperative and desirable that a probe into the pattern of study habits and attitudes of

students be made Crede and Krucel 2008).

The extent of student’s learning in academics may be determined by the grades a

student earns for a period of learning has been done. It is believed that a grade is a

primary indicator of such learning. If a learner earns high grades it is concluded that they

may also have learned a lot while low grades indicate lesser learning. However, many

experiences and studies found out that there are also several factors that would account

for the grades. No single factor can be definitely pointed out as predicting grades. It has

been interplay of so many factors – gender, IQ, study habits, age, year level, parent’s

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educational attainment, social status, number of siblings, birth order, etc. In fact, almost

all of the existing environmental and personal factors are a variable of academic

performance. However, at this point in time, the researchers would like to investigate the

possible relationship of study habits to the academic achievement of the second year

English major students of Bulacan State University Bustos Campus. The investigation of

on this area thus becomes a real and compelling motivation for the researchers to conduct

this study.

Statement of the Problem

The general problem of this study is the relationship between the level of self-esteem

and study habits of fourth year students major in english of Bulacan State University-

Bustos Campus to their academic performance. The sub problems are:

1.) What is the profile of the respondents in terms of;

1.1 age

1.2 gender

1.3 address

1.4 religion

1.5 family size

2.) What is the level of self-esteem of the fourth year major in English?

3.) What is the level of the study habits of the fourth year major in English?

4.) What is the rate of academic performance of the fourth year students major in

English in terms of GPA?

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 5.) Is there any relationship between self-esteem and study habits of the fourth year

students major in English to their academic performance?

Significance of the Study

The school is a social institution where formal education takes place. It is a place

where a child is being molded to be a productive member of society and teachers on the

other hand, play a vital role in the teaching learning does not only depend on teachers but

also on the self-esteem and study habits of a student. That is why, the researchers believe

that students, particularly Bulacan State University Bustos Campus will be benefited

from the findings of this study since the study provides basis for awareness and better

understanding of how self-esteem and their current study habits affect their academic

performance. Likewise gives them a more focused and clear perspective on how the

specific behaviors related to their studies influenced study habits and how self-esteem

influenced their academic performance.

Consequently, this awareness also gives a much deeper understanding of their

selves as students considering that the college life is typically beset of developmental

adjustment demands.

1. The Students will be given information on how self-esteem and study habits

affect their academic performance. Self-esteem is a term often used to describe

how we feel about who we are and the value that we place on ourselves. People

develop self-esteem because we are able to have both a self-identity and also the

ability to judge interpretations of ourselves. Self-esteem impacts on the ways in

xiii
which we think and view ourselves, do we feel competent and confident? Having

a realistic view of our abilities and strengths can strengthen our feelings of

confidence. We also regularly measure ourselves against others, thus adjusting

our value in relation to other people. Having a peer group that you feel

comfortable with and which has realistic expectations of the individual goes a

long way to enhancing our self-esteem. This study may help the students to find

out the level of their self-esteem and how it affects their academic performance

and for them to realize some of the self-esteem problems that is present within

their selves (Jack Canfield, 1990). The result of the study will make them aware

of the common study habits among their co- education students.

2. School administrators, like subject area coordinators, may also be

guided in the formulation of future modification of education policies, curriculum

and strategies toward a more effective delivery of learning.

3. Teachers will also be help in understanding better the diversity of

learning of their students. As such, it is hoped that they could develop more

effective methodologies in teaching their subject matter.

4. Guidance and Counseling Centre will also be help by this study

through providing a more focused and factual knowledge on the factors affecting

students’ self-esteem and study habits. This increased the understanding of the

Guidance Counselors on the interplay of the variables studied in this research.

Such knowledge is hoped to help the Guidance and Counseling practitioners

towards the development and implementations of more effective programs in

consideration of these variables.

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 5. Future Researchers, they may be able to use the result of the

study in farther research similar to what the study is. The researchers sincerely

hope that this study will be a great contribution to our educational system.

Scope and Delimitation

This study focused on the relationship of the level of self-esteem and study habits

of fourth year students major in English of Bulacan State University-Bustos Campus to

their academic performance.

The respondents of this study were the 4-F and 4-G major in major in English of

Bulacan State University-Bustos Campus.

The questionnaire that the researchers used was Rosenberg self-esteem

scale (RSES), developed by sociologist Dr. Morris Rosenberg year 1965, a self-

esteem measure widely used in social-science research and Study Habits Questionnaire

from Michigan State University-Undergraduate University Division (H. Greene, 2001).

The RSES is designed similar to social-survey questionnaires. It is a ten -

item Likert-type scale with items answered on a four-point scale from strongly agrees to

strongly disagree. Five of the items have positively worded statements and five have

negatively worded ones. The scale measures state self-esteem by asking the respondents

to reflect on their current feelings. The original sample for which the scale was developed

consisted of 5,024 high-school juniors and seniors from 10 randomly selected schools

in New York State. The Rosenberg self-esteem scale is considered a reliable and valid

quantitative tool for self-esteem assessment.

xv
 The RSES has been translated and adapted to various languages, such as

Persian,French,Chinese, Italian,Portuguese, and Spanish. The scale is extensively used in

cross-cultural studies in up to 53 different nations.

The standardized test for the study habits composed of six parts. The four parts of

test consist of 8 items, the remaining two parts of test consist of 6 items, and thus the total

sum of test items is 42. The test is taken within 30 minutes. The test has directions and

guidelines of how to score and administer it.

The record of grades of all the respondents was gathered from their class mayors.

Endnotes in Chapter I

Branden, Nathaniel, “Self-Esteem and How It Affects Virtually Every Aspect

of Our Life”, 1969

xvi
 Mackay, Matthew, “Self-Esteem Third Edition: Self-Esteem: A Proven
Program of Cognitive Techniques for Assessing, Improving, and Maintaining Your
Self-Esteem”, (New Harbinger Publications, Inc.: 5674 Shattuck Avenue, Oakland, CA
94609), 2000

Satir, Virginia, “My Declaration of Self-Esteem”, 1975

Nonis, Sarath A., Hudson, Gail I., “Academic Performance of College

Students: Influence of Time Spent Studying and Working”, (Heldref Publications),
2006

Canfield, Jack, “Improving Students’ Self-esteem”, (Association for

Supervision and Curriculum Development), 1990

Dragon, Rodney, “Building a Church Self-esteem”, (Ministerial Association of

the General Conference of the Seventh-day Adventist Church), 1992

Young, Ellie, Hoffmann, Laura, “Self-esteem in Children: Strategies for

Parents and Educators”, (National Association of School Psychologists), 2004

Nuthana, P. &Yenagi, G., “Influence of study habits, self-concept on academic

achieve of boys and girls”, (Kartanaka Journal of Agricultural Science, Vol. 22), 2009
Crede, M. and Kuncel N., “Study habits meta-analysis.Perspective on
Psychological Science” (Press, Vol. 3, SAGE Publications) 2008.

CHAPTER II

xvii
 THEORETICAL FRAMEWORK

This chapter presents the relevant theories, the related literature and studies, the

conceptual framework and the definition of terms used in the study.

Relevant Theories

The following theories help in the development of this study.

Cast’s Theory of Self-Esteem. This providesa better understanding about self-

esteem. In the abstract of this theory explained that “Self-esteem has been conceptualized

as an outcome, motive, and buffer, but there is no overall theory of self-esteem. In this

article it is suggested that identity theory can provide a theoretical framework for the

integration of the various conceptualizations of self- esteem. We suggest that self-esteem

is an outcome of, and necessary ingredient in, the self-verification process that occurs

within groups, maintaining both the individual and the group. Verification of role

identities increases an individual's worth-based and efficacy-based self-esteem. The self-

esteem built up by self-verification buffers the negative emotions that occur when self-

verification is problematic, thus allowing continued interaction and continuity in

structural arrangements duringperiods of disruption and change. Last, a desirefor self-

esteem, produced in part through self-verification, stabilizes the group because it

motivates individuals to form and maintain relationships that verify identities.(Cast,

2002).Cast’s included that self-esteem refers most generally to an individual's overall

positive evaluation of the self (Rosenberg et al. 1995). It is composed of two distinct

dimensions, competence and worth. The competence dimension (efficacy-based self-

esteem) refers to the degree to which people see themselves as capable and efficacious.

xviii
The worth dimension (worth-based self-esteem) refers to the degree to which individuals

feel they are persons of value. (Rosenberg 1965)

Research on self-esteem has generally proceeded on thepresumption of one of

three conceptualizations, and each conceptualization has been treated almost

independently of the others. First, self-esteem has been investigated as an outcome.

Scholars taking that approach have focused on processes that produce or inhibit self-

esteem (Rosenberg 1979). Second, self-esteem has been investigated as a self-motive,

noting the tendency for people to behave in ways that maintain or increase positive

evaluations of the self (Kaplan 1975; Tesser 1988). Finally, self-esteem has been

investigated as a buffer for the self, providing protection from experiences that are

harmful (Thoitset al. 1994).

It is further suggested that self-esteem works as a type of defense mechanism.

When individuals are unable to verify their identities, the self-esteem produced by

previous successful efforts at self-verification "buffers" or protects individuals from the

distress associated with a lack of self-verification (when self-verification processes

are disrupted), thereby preserving threatened structural arrangements (Burke 1991). In

protecting the self against distress while the situation is "resolved" (Thoits 1994),

however, self-esteem is used up or diminished. Thus,selfesteem is analogous to a

"reservoir of energy." Like any other resource, self-esteem can be built up, but when

used, it is lost. Here, the reservoir of self-esteem is filled up by successful self-

verification and used up when the self-verification process is disrupted. Like other

aspects of the self, self-esteem is highly stable but is responsive to changes in social

xix
situations. When these changes include persistent problems in self-verification, self-

esteem is likely to decline even more as the energy reservoir is depleted. (Burke, 1991)

Finally, it is suggested that people seek to maintain or increase their self-esteem

by creating "opportunity structures" or contexts for self-verification. People seek

opportunities (and the groups that provide them) to verify their identities and avoid

situations (and groups) where self-verification is problematic. Such efforts help

individuals manage and maintain their self-esteem. In this way self-esteem can be viewed

as a self-motive, organizing and providing direction for behavior. Such efforts not only

serve the individual but also help account for the formation and maintenance of group

relations. These ideas are investigated by focusing on the verification of a family-based

identity (the spouse identity) within a sample of newlywed couples.(Swann 1983).

Gestalt (field) theory

The word “Gestalt” means “pattern”, it expresses the idea of perceptual whole, or a

total pattern. The Gestalt theory of learning was first formulated in Germany about 1912.

Prominent names associated with Gestalt Psychology include; Werthemeimer, Koffka

and Kohler. These psychologists believe that the analysis of conscious experience as

practiced by the assciationists was insufficient to fully explain the complexities of

perception and behavior. Gestalt learning principles include the following, among

others Teachers should try to develop into children an integrated approach to learning and

the solution of problems. Learning will be more meaningful if children can establish a

relationship among different aspects of knowledge; Children should be encouraged in

order to facilitate their interaction with the environment; The learner should be

encouraged to set their own goals for learning; Divergent as well as convergent thinking

xx
should be present among children; The learner should be presented with the figure

ground relations so that we can see the inter-relatedness among phenomena (1912).

Educational relevance of Gestalt theory indicates the need for considering the

whole but also the details with the environment. This implies that in understanding the

academic performance of a student, the environment which stimulates certain study

skills, study habits, use of instructional materials and teaching method should be

considered to know the perception and understanding of a lesson by student. Hence,

appropriate teaching method, good questioning technique, practical teaching and relevant

instructional material are necessary for development of study habits and improved

performance (Ugboaja, 2004).

Secondly, the role of a teacher to assist the student is emphasized. A teacher collects

academic data on students, they include, students scores on academic achievement, study

habits, special academic talents, learning, difficulties, class attendance and educational

they may necessary for insight or perceptional process of learning.

Another relevant of gestalt theory is that knowledge should be graded in a

hierarchical way to enable children at least obtain some glimpses of the problem before

they mature to figure out the whole solution.

Learners should be introduced from simple to complex problems to facilitate

learning (lyany-Abia, 2005). Gestalt theory takes into account factors such as motivation,

maturation level of student experience, background of the learners, the learners intelligent

and interest (lyany-Abia, 2005).

The above factors explain the degree in which students can be influenced to form

study habits and improve in academic performance.

xxi
Maslow’s theory of motivation

Abraham Maslow was a famous psychologist whose studies into human

motivation led him to propose a theory of needs based on a hierarchical model with basic

needs at the top. This theory which he propounded in 1943 in his work entitled

“motivation and production”, has considerable influence on people. This theory is simple

concerned with the identification of factors and processes to which attention must be paid

in order to develop in the people or unless the willingness, the readiness and the interest

required before one can do anything at all. That whatever we want to do, whether typing,

teaching and learning we must sufficiently motivated before we can put up the necessary

action which lead to their achievement and realization(Maslow 1943).

Maslow’s theory is divided into two parts- The first part stated as follows, among

others; That this needs are arranged in a hierarchy in which there are lower and higher

levels of needs; That the lower needs have to be satisfied first before the higher, level

needs can be satisfied; That once a need is satisfied, that need is no longer a motivation of

performance (Maslow 1943).

The second part of Maslow’s theory deals with the hierarchy of human motives.

There are five in number as stated below from the lowest to the highest of the human

needs. Physiological needs- Such as the need for food, clothing and shelter etc. Lack of

these needs will distort study habits, study methods and intellectual disposition. Safety

needs- Include need for security, such as job security, protection and freedom. The

absence of this need lead to lack of co-operation, expression, interaction and appropriate

study habits formation, among students and vice-versa. Love and belonging

needs- Includes the motives for friendships, companionship and affection etc; teachers

xxii
performance and facilitate teaching and learning and poor academic performance among

teachers and students. Esteem needs- Is concerned with desire for respect, confidence,

freedom and integrity. When these needs are satisfied the student feels at ease, fraternize

freely and relaxed. The opposite makes them feel weak and disappointed and of course

affects their academic performance. Self-actualization- This refers to the highest level of

needs which involves the desire for autonomy, independence, infernality creativity and

self-fulfillment. Here an individual may want to become a head teacher, another

principal, supervisor and another school administrator.

Maslow’s theory is relevant to this research study in many perspectives. In

Nigeria contemporary society, people cannot satisfy their physiological interalia,

including the safety needs like job security and protection etc. The account for

intellectual backwardness and poor academic performance that in Nigeria (Adeuokun,

2002). The needs for food, cloth, shelter and drinks first be met, before man can think of

democracy and other social issues (Toyo,2002). This means that a student physiological

need has to be satisfied first for good study habit formation and enhanced academic

performance (Adeuokun 2002).

In the case of love and belongingness, the latter brings happiness and joy and

facilitates most activities. students who are loved by their teachers easily adhere to their

instruction, have feeling of belongingness in most teaching and learning activities and are

eventually motivated to developing appropriate study habits and having improved

academic performance (Denga 2001), while the respect, confidence and freedom that

teachers give to students make them participate in school activities and adopt relevant

habits (Denga 2001).

xxiii
 Self-actualization refers to the highest level of human needs. At this level, some

people have the drive, desire and interest for self-fulfillment. For example a student who

wants to become a medical Doctor or a lawyer, needs to develop effective study habits in

order to obtain such a professional certificate. But students who are involved in

examination malpractices or unscrupulous efforts of cheating in examination will have

poor academic performance and will not achieve their desire. (Ugboaja, 2004).

Review of Related Literature

Findings of early studies also serve as frames of reference in the pursuance of the

present study. Rosenberg (1965) scale widely used self-report instrument for evaluating

individual self-esteem, was investigated using item response theory. Factor analysis

identified a single common factor, contrary to some previous studies that extracted

separate Self-Confidence and Self-Depreciation factors. A unidimensional model for

graded item responses was fit to the data. A model that constrained the 10 items to equal

discrimination was contrasted with a model allowing the discriminations to be estimated

freely. The test of significance indicated that the unconstrained model better fit the data-

that is, the 10 items of the Rosenberg Self-Esteem Scale are not equally discriminating

and are differentiallyrelated to self-esteem. The pattern of functioning of the items was

examined with respect to their content, and observations are offered with implications for

validating and developing future personality instruments. (Rosenberg, 1965)

Does high selfesteem cause better performance, interpersonal success, happiness,

or healthier lifestyles?As a summary of the study, self-esteem has become a household

word. Teachers, parents, therapists, and others have focused efforts on boosting self-

xxiv
esteem, on the assumption that high self-esteem will cause many positive outcomes and

benefits an assumption that is critically evaluated in this review. (Rosenberg, 1965)

Appraisal of the effects of self-esteem is complicated by several factors. Because

many people with high self-esteem exaggerate their successes and good traits, we

emphasize objective measures of outcomes. High self-esteem is also a heterogeneous

category, encompassing people who frankly accept their good qualities along with

narcissistic, defensive, and conceited individuals.The modest correlations between self-

esteem and school performance do not indicate that high self-esteem leads to good

performance. Instead, high self-esteem is partly the result of good school performance.

Efforts to boost the self-esteem of pupils have not been shown to improve academic

performance and may sometimes be counterproductive. Job performance in adults is

sometimes related to self-esteem, although the correlations vary widely, and the direction

of causality has not been established. Occupational success may boost self-esteem rather

than the reverse. Alternatively, self-esteem may be helpful only in some job contexts.

Laboratory studies have generally failed to find that self-esteem causes good task

performance, with the important exception that high self-esteem facilitates persistence

after failure. (Rosenberg, 1965)

People high in self-esteem claim to be more likable and attractive, to have better

relationships, and to make better impressions on others than people with low self-esteem,

but objective measures disconfirm most of these beliefs. Narcissists are charming at first

but tend to alienate others eventually. Self-esteem has not been shown to predict the

quality or duration of relationships. High self-esteem makes people more willing to speak

up in groups and to criticize the group's approach. Leadership does not stem directly from

xxv
self-esteem, but selfesteem may have indirect effects. Relative to people with low self-

esteem, those with high self-esteem show stronger in-group favoritism, which may

increase prejudice and discrimination. (Rosenberg, 1965)

Neither high nor low self-esteem is a direct cause of violence. Narcissism leads to

increased aggression in retaliation for wounded pride. Low self-esteem may contribute to

externalizing behavior and delinquency, although some studies have found that there are

no effects or that the effect of self-esteem vanishes when other variables are controlled.

The highest and lowest rates of cheating and bullying are found in different subcategories

of high self-esteem. Self-esteem has a strong relation to happiness. Although the research

has not clearly established causation, we are persuaded that high self-esteem does lead to

greater happiness. Low self-esteem is more likely than high to lead to depression under

some circumstances. Some studies support the buffer hypothesis, which is that high self-

esteem mitigates the effects of stress, but other studies come to the opposite conclusion,

indicating that the negative effects of low self-esteem are mainly felt in good times. Still

others find that high self-esteem leads to happier outcomes regardless of stress or other

circumstances(Rosenberg, 1965).

High self-esteem is seen as desirable. We are supposed to want high self-esteem

in the same way that we are supposed to desire good physical health or prosperity. It is

deemed to be good for individuals who have it but also good for society as a

whole(Rosenberg, 1965).

Overall, the benefits of high self-esteem fall into two categories: enhanced

initiative and pleasant feelings. We have not found evidence that boosting self-esteem (by

xxvi
Self Report Measures for Love and Compassion Research: Self-Esteemtherapeutic

interventions or school programs) causes benefits. Our findings do not support continued

widespread efforts to boost self-esteem in the hope that it will by itself foster improved

outcomes. In view of the heterogeneity of high self-esteem, indiscriminate praise might

just as easily promote narcissism, with its less desirable consequences. Instead, we

recommend using praise to boost self-esteem as a reward for socially desirable behavior

and self-improvement. (Rosenberg, 1965)

Study habit is the pattern of behavior adopted by the students in the pursuit of

their studies that serves as the vehicle of learning. It is the degree to which the student

engages in regular acts of studying that are characterized by appropriate studying routines

(e.g. reviews of material, frequency of studying sessions, etc.) occurring in an

environment that is conducive to studying. Study attitudes, on the other hand, refers to a

student’s positive attitude toward the specific act of studying and the student’s acceptance

and approval of the boarder goals of education ( Crede and Kuncel, 2008). In short, study

habits and attitudes of students are determined through their time management ability,

work methods, attitudes towards teachers and acceptance of education ( Crede and

Kuncel, 2008).

According to Menzel, cited by Rana and Kausar (2011), many fail not because

they lack ability but because they do not have adequate study skills. Students who have

difficulty in college frequently do not have adequate study habits that affect their

academic achievement. A central problem noted was that many of these students had not

learned how to take effective notes and manage time for studying (cited by Mutsotso S.N.

xxvii
&Abenga E.S, 2010). Moreover, a study by Nagaraju (2004) found that students usually

do not devote sufficient time to their studies and seldom have proper study habits (2011).

Efficient study habits are associated with a favorable attitude toward learning in

general. As cited by Otto (1978), Belief in the value of intellectual pursuits and in the

importance of education are positively related to academic performance (Otto 1978).

A substantial amount of research has examined the role of students’ study habits

and their attitudes to study on academic performance. The study of Osa-Edoh and Alutu

(2012) which examined the usefulness of imbibing in the students study habits, as a

means of enhancing their academic performance, revealed a high correlation between

study habits and student academic performance. This suggests that it is only when

students imbibe or cultivate proper study habits that their academic performance can be

improved upon (2012).

Crede and Kuncel (2008) found that non-cognitive factors like study habit, skill

and study motivation, among other attitudinal constructs, accounted for incremental

variance in academic performance beyond standardized tests and previous grades.

Moreover, a literature review by Nagaraju (2004) pointed out that for good academic

success, good study habits and attitudes are important (Crede and Kuncel 2008).

Marcus Crede and Nathan Kuncel(2008) authored “The Third Pillar Supporting

Collegiate Academic Performance”. Study habits, skills, and attitude inventories and

constructs were found to rivals standardized test and previous grades as predictors of

academic performance, yielding substantial incremental validity in predicting academic

performance. This meta-analysis examines the construct validity and predictive validity

of 10 study skills construct for college students. We found that study skill inventories and

xxviii
constructs are largely independent of both high school grades and scores on standardized

admission test but moderately related to various personality construct; these result are

inconsistent with pervious theories. Study motivation and study skills exhibit the

strongest relationship with both grade average and in individual classes. Academic

specific anxiety was found to be an important negative predictor of performance. In

additional, significant variation in the validity of specific inventories is shown. Scores on

traditional study habits and attitude inventories are the most predictive performance,

whereas scores on inventories based on the popular depth-of-processing perspective are

shown to be list predictive of the examined criteria. Overall, study habit and skill

measures improve prediction of academic performance more than any other non-

cognitive individual difference variable examined to date should be regarded as the third

pillar of the academic success (2008).

Related Studies

Although, there has been a great deal written on how to achieve high self-esteem,

some key writers have helped us to clarify our understanding on the concept. James in his

“Principles of Psychology” defined self-esteem as being the sum of our successes divided

by our pretentions i.e. what we think we ought to achieve. Self-esteem can be increased

by achieving great successes and maintained by avoiding failures. Raised self-esteem

could, he argued, also be achieved and maintained by adopting less ambitious goals. Self-

esteem was therefore defined as being competence-oriented but also open to change.

Rosenberg also made an important contribution to defining self-esteem by introducing

the concept of “worthiness”. “Worthiness” is whether a person judges himself or herself

xxix
as good or bad and is therefore an evaluative attitude towards oneself. Forming attitudes

about oneself is very complicated because it implies some kind of comparison with

others, the forming of value judgements and is rooted in a social or cultural base. (James

1890 & Rosenberg 1965)

Coopersmith in “The Antecedents of Self-Esteem” defined self-esteem as “the

extent to which the individual believes himself to be capable, significant, successful and

worthy”. As such it is a bringing together of James’s definition as self-esteem as

competence based and Rosenberg’s definition of self-esteem as an evaluation of oneself.

Coopersmith added that self-esteem was important to a person’s identity and awareness

and that high and low self-esteem would influence behaviour in positive and negative

ways. (Coopersmith 1967)

Another major figure to define self-esteem was Branden in “The Psychology of

SelfEsteem” (1969). His definition is a synthesis of earlier interpretations. Branden notes

the two strands to self-esteem as being competence and worthiness but emphasises the

relationship between the two strands as being another factor in understanding selfesteem.

He states that self-esteem “is the conviction that one is competent to live and worthy of

living”. The word ‘conviction’ in the sense that Branden implies it is that self-esteem is a

fundamental value that is intrinsic to human beings. He felt selfesteem to be a

fundamental human need. The power of this conviction about oneself is more than a

judgement or a feeling but, he maintained, it is a motivator that inspires behaviour. He

wrote: “It (self-esteem) is directly affected by how we act. Causation flows in both

directions. There is a continuous feedback loop between our actions in the world and our

xxx
self-esteem. The level of our self-esteem influences how we act, and how we act

influences the level of our self-esteem.” (Branden 1994)

These ideas are relevant to our thinking of how self-esteem might act as a barrier

to accessing learning, and give some indication as to why returning to learning may boost

self-esteem. It also has a relevance to wider social issues as researched by Mruk and

Emler discussed later in this report.

Alexander, the founder of the Self-Esteem Network in Britain, views selfesteem

as a syndrome, as a set of indicators for mental well-being. The core of selfesteem is an

“unconditional appreciation of oneself” meaning an appreciation of both our positive and

negative potential in its fullest sense. An acceptance of this enables us to take

responsibility for ourselves and become accountable for our actions. It also means that we

can be more realistic about our achievements and shortcomings. Alexander also

distinguishes between ‘trait’ self-esteem which reflects confidence or ability in a

particular area, such as work or sport, and ‘global’ self-esteem which is intrinsic

worthiness regardless of what particular abilities or qualities we may have. This may be

crucial in our understanding of how low self-esteem affects participation in learning and

will be looked at later.(Alexander 2001)

Nuthana and yenagi found significant correlation between study habits and

academic achievement. It further revealed that reading and note-taking habits, habits of

concentration, and preparation for examination had significant correlation with academic

achievement. The authors pointed out that students who are better in reading and note-

taking, well prepare for examination and have concentration may have better academic

xxxi
achievement. An association between study skills and academic performance also has

been found to prevail among undergraduate students. The study of Fazal (2012)

indentified various study skill used by learners and ascertain which study skills is more

related to academic achievement. Results of the study indicate significant relationship of

time-management skills, reading and note-taking skills with academic achievement.

Students with higher academic achievement used a wide range of study skill as compared

to student with lower academic achievement.

Nonis and Hudson also conducted a study on performance of college students-

impact of study time and study habits in which they found that some study habit had a

positive direct relationship on student performance but others had a negative direct

relationship. Mutsotso and Abenga also propose a paradigm shift in these study methods

and suggest strategies for both lecturers and the students in universities towards improved

learning performance. It is based on the “distributed learning approach” that adequately

cater for individual defferences that exist among the students. The model will address the

study space needs and the efficiency and effectiveness of study methods ( Nonis &

Hudson2010).

Hassanbeigiet. in their study of the relationship between various study skills and

academic performance of university students, noted that the study skills scores of

students with GPA of less than 15 and above (out of 20) were statistically higher than

those students with GPA of less than 15 in all of the seven skills (time management and

procrastination, concentration and memory, study aids and note-taking, tes strategies and

test anxiety, organizing and processing information, motivation and attitude, and reading

and selecting the main idea (Hassanbeigiet. al. 2011).

xxxii
 Patel found that there was a positive correlation between the study habits and

educational performance. Tiara and Shanmugasundaram indicated a positive relationship

between the study habits and academic achievement. Singh found that the study habits of

boys and girls differed significantly at different levels of academic achievement. Gordan

found that the students having good study habits possessed good achievement (Patel,

Tiara & Gordan 1998).

Gadzella Bernadelta and James David found that effective study skills lead to

academic success. Premalathasarma in a study on achievement of rural girls found that

the poor study habits were significant differences between study habits and achievement

in the subjects. Ramaswamy observed that there is a significant difference between high

and low achievers in the study habits among boys and girls (Gadzella1984).

Chopra identified that the study habits were positively related to academic

achievement. Verma showed that students possessing good study habits scored almost

equal achievement in Mathematics and General Science. Narayana Koteswarashowed

that the study habits total score significantly influenced on reading achievement of high

school students (Chopra & Verma1997).

Al-Hilawani, Yasser and Aziz investigated the study habits of 480 female

(average age 21 years) students from all majors in the faculty of education at the United

Arab Emirates University. Results showed that there was no significant difference on

study skills and habits due to student’s academic levels (Al-Hilawani, Yasser and Aziz

1997).

Bell investigated on 127 students and kept daily records of their study time for

twentyeight days. He found a negative correlation between intelligence and study time.

xxxiii
 Mary Easther (1945) observed that there was no significant relationship between

study habits and intelligence. Carter (1950) found that significant positive correlation

between study habits and intelligence of college students. Jammur (1959) observed that

there was no relationship between study habits and intelligence of the college students.

Ruthkowski and Domino (1975) observed that the interrelation of the study skills

and intelligence was felt to be premature. Vankataramaniah (1975) showed that there was

no significant relationship between intelligence of high school student. Patel (1976)

showed that the coefficient of correlation between study habits have done better in

intelligence test and vice versa. Asha Bhatnagar (1980) Showed that there is a highly

significant relationship between intelligence and involve in studies. Academic

achievement can be improved by creating good study habits, which students can

stimulate towards study.

Because of the importance of study habits and attitudes on academic performance,

some researchers have proposed strategies that will help students develop effective study

habits and attitudes. For example, the study of demir et al. (2012), which examined the

effect development of efficient studying skills curriculum on academic achievements and

studying skills of learners, found that students can acquire efficient studying skills by

means of curriculum for developing efficient studying skills. The students were able to

organize the study environment and use specific methods effectively, such as efficient

reading, listening lectures, note-taking, efficient writing and doing homework. It further

revealed that achievement as compared to the student on which curriculum was not

implemented (2012).

xxxiv
Conceptual Framework

This part of the documentation discusses the conceptual framework of the studies.

The conceptual framework was use in research to outline possible courses of action or to

present a preferred approached to project. The researches use the theoretical framework

of the study as the basis of designing the conceptual framework.

Independent Variable Dependent Variable

Self-esteem and Academic Performance of the

Study Habits of the Fourth Year Fourth Year Students Major in

Students Major in English English

Figure 1. Conceptual Framework of the Study

Definition of Terms

The following terms were defined conceptual and/or operationally for clarity and

understanding.

Self-esteem – this refers to experience of being competent to cope with the fundamental

challenges of life and as being worthy of happiness and a spiritual discipline that is

sometimes used interchangeably with “self-image,” which is unfortunate, because the

xxxv
concept is much deeper than any “image” (Branden 1969) and it is about self-worth and

how a person views himself as an individual.

High Self-esteem – this refers to high confidence that may help a person to easily face

such challenges in his/her life. A person who have this kind of quality can stand alone,

can speak up and perform well in every task given to him/her.People with high self-

esteem focus on growth and improvement.

Low Self-Esteem – this refers to low confidence that may affect the performance of an

individual in his/her field. People with low self-esteem focus on not making mistakes in

life

Study habit – this refers to the pattern of behavior adopted by students in the pursuit of

their studies that serves as the vehicle of learning.

Academic performance– or (academic achievement) refers to the outcome of education

– the extent to which a student, teacher or institution has their educational goals.

Bulacan State University Bustos Campus – refers to the institution where the

respondents spend time for education.

Fourth Year English Majors – these are the respondents who have taken the self-

esteem and study habits test.

Relationship – refers to the fact or state of being related, a connection or association.

xxxvi
 Endnotes of Chapter II

Cast, Alicia, “ A Theory of Self-esteem”, (The University of the North Carolina

Press), 2002
Rosenberg, Morris, “Society and the adolescent self-image”, (Princeton, NJ:
Princeton University Press), 1965
James, Williams, “Introduction to The Principles of Psychology”, (Wozniak,
R. H), 1890.
Stanley, Coopersmith, “The Antecedents of Self-esteem”, (Freeman,Cooper),
1967.
James, Kathryn, “Report and Literature Review Into the Role of Self-esteem
as a Barrier to Learning and as an Outcome”, 2002
Von Eye, Alexander, “Self-concept, self-esteem, gender, race and information
technology use”, (Elsevier Science Publishers B. V. Amsterdam, The Netherlands), 2001

Nagaraju, M.T.V., “Study Habits of The Secondary School Students”, (New Delhi,
India: Discovery Publishing House), 2004.

Mutsotso, S.N. and Abenga, E.S., “Study methods for improving quality
learning and performance in higher education”, (Educational Research and Review,
Vol. 5.), 2010.

Basher, I. &mattoo, N.H., “A study on study habits and academic

performance of adolescents years”, (International Journal of Social Science
Tommorow, Vol. 1-5), 2012.

Crede, M. &Kuncel, N., “Study habits, skills and attitudes: The third pillar
supporting collegiate academic performance”, (Perspectives on Psycological Science,
Vol. 3.Sage Publications), 2008.

Thomas, Lisa L., et. Al, “Noncognitive Variable in College Admissions The
Case of the Non-Cognitive Questionnaire”, (Educational and Psychological
Measurement, Vol. 67. Sage Publications), 2007.

Kuncel, Nathan R., et al., “The validity of self-reported grade point averages,
class ranks, and test score: A meta-analysis and review of the literature”, (Review of
Educational Research, Vol. 75.Sage Publications), 2005.

xxxvii
 Chapter III

METHODS OF RESEARCH

This chapter presents the methods and techniques of the study, the population and

sample of the study, the research instrument, the date collection, the data processing and

the statistical treatment.

Methods and techniques of the study

For the researchers to be able to find out the relationship between the self-esteem

and study habits to their academic performance of the Fourth year English major

students, the researchers used a standardized test for self-esteem and study habits and

computed the grade point average of the respondents. The result analyzed by a statistician

to see the relationship of both variables.

The first questionnaire that the researchers used was Rosenberg self-esteem

scale (RSES), developed by sociologist Dr. Morris Rosenberg year 1965, a self-

esteem measure widely used in social-science research.

The RSES is designed similar to social-survey questionnaires. It is a ten -

item Likert-type scale with items answered on a four-point scale from strongly agrees to

strongly disagree. Five of the items have positively worded statements and five have

negatively worded ones. The scale measures state self-esteem by asking the respondents

to reflect on their current feelings. The original sample for which the scale was developed

consisted of 5,024 high-school juniors and seniors from 10 randomly selected schools

xxxviii
in New York State. The Rosenberg self-esteem scale is considered a reliable and valid

quantitative tool for self-esteem assessment.

The second test was for the study habits. It is composed of six parts. The four

parts of test consist of 8 items, the remaining two parts of test consist of 6 items, and thus

the total sum of test items is 42. The test is taken within 30 minutes. The test has

directions and guidelines of how to score and administer it.

Table 1

Distrubution of the Respondents

Respondents Girls Boys Total No. of

Respondents
Bachelor of Elementary
Education 3-C of Bulacan State 54 5 59
University-Bustos Campus,
Bustos, Bulacan
Total Number of Respondents 59

Research Instruments

The instrument that was used in the study consists of two set of questionnaires for the

fourth year BSEd-English major in English students. The first questionnaire that the

researchers used was Rosenberg self-esteem scale (RSES), developed by sociologist Dr.

Morris Rosenberg year 1965, a self-esteem measure widely used in social-science

research and the second questionnaire is the Study Habits Questionnaire, that

standardized test is based on Michigan State University Undergraduate University

xxxix
Division. Michigan State University (MSU-UUD) is a public research university located

in East Lansing, Michigan, United States. It is considered to be one of America’s Public

Ivy Universities in the United States (H. Greene, 2001)

Data Gathering

The data the researchers have used were collected from the results of the

standardized self-esteem and study habits test and the grade point average of the

respondents. The grade point averages of the students were gathered from the Report of

Grades of the respondents. The researchers have computed their grade point average and

the scores of both variables had been computed by a statistician.

Data Processing and Statistical Treatment

The date gathered was organized and collated manually using the scoring system

included in Rosenberg Self-Esteem Scale (1965) and in Study Habits Questionnaire

(2001).

1.Scores were calculated as follows: (Rosenberg Self-esteem Scale)

Items Descriptions Points

1, 2, 4, 6, and 7 Strongly Agree 3

Agree 2

Disagree 1

Strongly Disagree 0

xl
3, 5, 8, 9, and 10 Strongly Agree 0

Agree 1

Disagree 2

Strongly Disagree 3

2.The scale ranges from 0-30. Scores between 15 and 25 are within normal range;

scores below 15 suggest low self-esteem.

3.Rubrics of Study Habits Questionnaire

Numbers of A’s and B’s circled

Time Management, Your Study Environment, and Test Taking/Preparation Skills

6-8 Great

3-5 OK, but improvement needed

0-2 Need help here

Note-Taking, Reading and Writing Skills

5-6 Great

3-4 OK, but improvement needed

0-2 Need help here

Ranges Interpretation

42-32 Great

31-20 Ok

19-below Poor

xli
 Descriptive statistic using the percentage method, mean, median, mode and the

grade point average was utilized to see the levels of self-esteem, study habits and the

academic performance of the respondents.

The statistical treatment used was Pearson r. it is named after Karl Pearson who

developed the correlation method to do agricultural research. The product moment part of

the name comes from the way in which it is calculated, by summing up the products of

the deviations of the scores from the mean. A correlation is a number between -1 and +1

that measures the degree of association between two variables (call them X and Y). A

positive value for the correlation implies a positive association; hence a negative value

for the correlation implies a negative or inverse association.

xlii
 Endnotes in Chapter III

Rosenberg, Morris, “Society and the Adolescent Self-Image”, Princeton, NJ:

Princeton University Press, 1965

Greene Howard and Greene Matthew. “The Public Ivy: America’s Flagship
Public Universities”, New York Harper Collins, 2001

xliii
 Chapter IV

PRESENTATION AND INTERPRETATION OF DATA

This chapter presents, analyses, and interprets the data gathered in order to answer

the problems raised in Chapter I. This chapter is composed of four parts.

Part 1 describes the profile of the respondents in terms of Age, Gender,

Municipality, Religion and Size of the family.

Part 2 presents the level of self-esteem of respondents.

Part 3 presents the level of study habits of the respondents.

Part 4 presents the level of Academic Performance of the Respondents.

Part 5. presents the relationship between the level of self-esteem and study habits

of the respondents.

Part 6 presents the relationship between the level of self-esteem and academic

performance of the respondents.

Part 7 presents the relationship between the level of study habits and academic

performance of the respondents.

On the other hand, part 4 shows the level of academic performance of the

respondents.

Part I. Profile of the Respondents

Table 2 shows the distribution of respondents according to age.

xliv
 It can be gathered from the table 8 or the 14% of the total number of the

respondents are 18 years old. The majority age of the respondents are 19 years garnering

the 54% of the total number of respondents. Furthermore, 20% of the total number of

respondents is 20 years old and another 5% is 21 years old. Completing the total

percentage of the number of respondents is the remaining 7% of the respondents who are

22 years old.

Table 2
Distribution of Respondents According to Age

Age Frequency Percentage

18 8 14%
19 32 54%
20 12 20%
21 3 5%
22 4 7%
Total 47 100%

Table 3 presents the distribution of respondents according to gender.

The table reveals that the female English major students outnumbered the male

English major students by a difference of 49. To wit, there are 92% of the total number of

respondents who are females and the remaining 85% are males.

Table 3

Distribution of Respondents According to Gender

Gender Frequency Percentage

Male 5 8%
Female 54 92%
Total 59 100%

xlv
 Table 4 presents the distribution of respondents according to their municipality.

The table presents the respondents distribution according to their municipalities.

Most of the respondents are from Bustos that rates 25% of the total number of

respondents. Addition 23% of the total number of respondents is from Baliwag. 9 out of

59 or 16% of the total number of respondents are from San Rafael. Meanwhile, 12% if

the respondents came from Angat, and another 8% are from Pampanga

Table 4
Distribution of Respondents According to Municipality

Municipality Frequency Percentage

Angat 7 12%
Baliwag 23 23%
Bustos 15 25%
Pampanga 5 8%
San Rafael 9 16%
Total 59 100%

The table 5 shows the distribution of respondents according to religion.

It can be gleaned from the table that majority of the respondents are Roman

Catholic which accounts 45 out of 59 or 76% of the total number of respondents.

Respondents who are Born Again Christian garnered 20% while 4% of the

respondents is Iglesia ni Cristo (INC).

Table 5
Distribution of Respondents According to Religion

Religion Frequency Percentage

xlvi
 Roman Catholic 45 76%
Born Again 12 20%
INC 2 4%

Total 59 100%

Table 6 shows the distribution of respondents according to their family size.

The table shows that 58% of the total number of respondents ranges their family

size to have 5-6 members. Hence, 16% of the respondents have 3-4 members in their

family and 9% of the respondents have 7-8 family members.

Table 6

Distribution of Respondents According to Family Size

Number of Family Frequency Percentage

Members
3-4 16 27%
5-6 34 58%
7-8 9 15%

Total 59 100%

Part II. Level of Self-esteem

Table 7 describes the level of self-esteem of the respondents.

The table describes that most of the respondents have the normal level of self-

esteem that gathered 97% and only 3% or two of them got the low level of self-esteem .

And according to our study, no one of the respondents got a high level of self-esteem.

Table 7

xlvii
 Level of Self-Esteem of Fourth Year Major in English Students

Raw Scores F Percentage Level of Self-esteem

1-14 2 3% Low

15-25 57 97% Normal

26-30 0 0% High

TOTAL 59 100%

Part III. Level of Study Habits

Table 8 presents the distribution of the results obtained in study habits test.

The data shows that 42 or 71% of the total number respondents’ rate as ok; 10 or

17% are great; and 12% are poor in the study habits in terms of management.

In the study habits in terms of the study environment, 27 or 46% rate as ok;

followed by 17 or 29% who are poor; and there are 23% of the respondents who are great

in the said category.

In test taking/ preparation skills, the majority of the respondents rate as ok with

37%.

It can be gathered from the data that majority of the respondents are poor in study

habits in terms of note taking skills with a total of 42% and also poor in terms of reading

skills with 56%

In writing skills, same numbers of respondent go ok and poor rating with 20 or

34%.

xlviii
 In totality, most of the respondents rate as ok or average study habits. However

there are numbers of respondents who are great and poor in other category.

Table 8
Distribution of Results of Study Habits

Time Study Test/taking Note

Ratin Managemen Environmen Preparatio Taking Reading Writing
g t t n Skills Skills Skills Skills
F % F % F % F % F % F %
Great 10 17% 15 25% 11 19% 2 42% 9 15% 1 32%
5 9
OK 42 71% 27 46% 26 44% 1 22% 17 29% 2 34%
3 0
Poor 7 12% 17 29% 22 37% 2 36% 33 56% 2 34%
1 0
Total 47 100% 47 100% 47 100% 4 100 47 100 4 100
% 7 % % 7 %

Part IV. Level of Study Habits of the Respondents

Table 8 presents the level of study habits of the fourth year English major

students in Bulacan State University Bustos Campus.

It can be perceived that 54% of the total number of respondents ranges from 31-

20 are in ok (average) study habits; 37% ranges from 19 and below are in poor study

habits and there only 9% ranges from 42-32 who has great study habits.

The level of study habits of the fourth year English majors students is ranges from

twenty-thirty one (20-31) which is interpreted as ok (average); therefore their study habits

is in average level.

Table 8

Level of Study Habits of the Second Year English Major Students

xlix
 Ranges No. of Respondents Percentage interpretation

42-32 5 9% Great

31-20 32 54% OK

19 below 22 37% Poor

Total 47 100%

Part V. Level of Academic Performance of the Respondents.

The table reveals that 78% of the total number of respondents is very satisfactory

in their academic performance while 15% is satisfactory.

However, there is 7%with a GPA between 1.00 – 1.50 who is outstanding in

academics.

Majority of the respondents has a GPA between the ranges of 1.51 – 2.00 as

indicated in the table; therefore the level of the academic performance of the respondents

is very satisfactory.

Table 9
Level of Academic Performance of the Second Year English Major Students

GPA Frequency Percentage Interpretation

1.0 – 1.50 4 7% Outstanding

1.51 – 2.00 46 78% Very Satisfactory

2.01 – 3.00 9 15% Satisfactory

3.1 – 4.00 0 0 Needs Improvement

4.01 – 5.00 0 0 Poor

l
 Total 59 100%

*Legend: 2.00-2.25 (Fair); 1.9-1.75 (Satisfactory); 1.65-1.3 (Very Satisfacto9ry); 1.25-

1.00 (Outstanding)
Part V. Relationship between the Level of Self-Esteem and Study Habits of the

respondents.

Table 10 shows the relationship between the level of self-esteem and study habits

of the respondents.

As seen in the table the variables of the researchers are self-esteem and study

habits, wherein the self-esteem of the of the respondents has a mean of 1.00 and a

standard deviation of 0.14, while the study habits on the other hand has a mean of 0.24

and a standard deviation of 0.0047.

Correlation
Mean between Self-
Variables SD
esteem and
Academic
Performance

Self-esteem 1.00 0.14

0.48
significant weak
positive relationship
Study 0.24 0.0047
Habits

Therefore, since the correlation we obtained was r = 0.48, showing us that there is

a significant weak positive that exist between study habits and self-esteem of the fourth

year major in English of Bulacan State University – Bustos Campus.

li
Part VI. Relationship between the Level of Self-Esteem and Academic Performance

of the respondents.

Table 11 shows the relationship between the level of self-esteem of the Fourth

Year major in English to their academic performance.

As seen in the table the variables of the researchers are self-esteem and academic

performance, wherein the self-esteem of the respondents has a mean of 19.34 and a

standard deviation of 2.69, while the academic performance on the other hand has a mean

of 1.94 and a standard deviation of 0.29.

The result of the correlation between the self-esteem of the respondents and their

academic performance was 0.40 which means that it has a low or slightly correlation.

This result describes the possibility of the first variable which is the self esteem of

the respondents to affect the second variable which is the academic performance. Self-

esteem can slightly affect their academic performance. Their high self-esteem has a low

or slight effect in gaining high academic performance.

Correlation
Mean between Self-
Variables SD
esteem and
Academic
Performance

Self-esteem 19.34 2.69

lii
 0.40
low or slight
Academic 1.94 0.29 positive correlation
Performance

Therefore, since the correlation we obtained was r = 0.40, showing us that there

exist a low or slight positive correlation between the level of self-esteem and academic

performance of BEED III-C students of BulSU - Bustos Campus.

The study of William OdingaOkoko which is the “Self-esteem and

Academic Performance of Students in Public Secondary School in Ndhiwa District,

Kenya, 2012”, got a result of a good performance or high relationship which is different

from the level of relationship that we’ve got. He explained that, Self esteem of

individuals seems to influence their academic performance either positively or

negatively. An individual whose self worth is recognized strives hard to achieve

academic excellence. From their findings, students who were viewed as significant by

their parents felt motivated to learn and foreshadowed bright future. Such students made

their parents as well as their teachers proud. The teachers in turn recognized their effort

by giving rewards and encouragements. Students who performed poorly showed signs of

despair and believed that they could not attain good grades even in spite of working very

hard.

Part VII. Relationship between the Level of Study Habits and Academic

Performance of the respondents.

liii
 Standard Pearson Product
Variables Mean Deviation Moment Correlation
Coefficient
6

Study Habits 21.40 8.17 -0.12

Small or weak negative
Academic 1.61 0.16 Correlation
Performance

Since the correlation the researchers had obtained was r = -0.12, showing us that

there exist a small or weak negative correlation between study habits and academic

performance of the second year English major students in State University Bustos

Campus.

This means that when study habit goes down, the academic performance goes up

and when academic performance goes down, the study habits go up. The findings are

similar to the study made by Bell (1931), where he found a negative correlation between

intelligence and study habits. Another similar finding was revealed in the study of Nonis

and Hudson (2010), where they found a negative direct relationship with the two

variables.

Al-Hilawani, Yasser and Aziz (1997) also found that there were no significant

correlation between study habits and academic performance. Ruthkowski and Domino

(1975) also observe that the interrelation of the study and intelligence was felt to be

premature.

liv
 Endnotes in Chapter IV

Okoko, William Odinga,“Self-esteem and Academic Performance of Students

in Public Secondary School in Ndhiwa District, Kenya”, 2012

lv
 Nagaraju, M.T.V., Study Habits of The secondary School Students. New Delhi,
India: discovery Publishing House, 2004.

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

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

recommendations made by the researchers in this study.

lvi
 The general problem in this research is the relationship between the level of self-

esteem and study habits of the fourth year major in English of Bulacan State University-

Bustos Campus to their academic performance.

Specifically, this study sought to answer the following questions:

1.) What is the profile of the respondents in terms of;

1.1 age

1.6 gender

1.7 address

1.8 religion

1.9 family size

2.) What is the level of self-esteem of the fourth year major in English?

3.) What is the level of the study habits of the fourth year major in English?

4.) What is the rate of academic performance of the fourth year students major in

English in terms of GPA?

5.) Is there any relationship between self-esteem and study habits of the fourth year

students major in English to their academic performance?

The respondents of this study were the 4-F and 4-G major in major in English of

Bulacan State University-Bustos Campus. The questionnaire that the researchers used

was Rosenberg self-esteem scale (RSES), developed by sociologist Dr. Morris

Rosenberg year 1965, a self-esteem measure widely used in social-science research and

Study Habits Questionnaire from Michigan State University-Undergraduate University

Division (H. Greene, 2001).

lvii
Summary of Findings

The significant findings of this study are as follows:

Part I. Profile of the Respondents

There are 59 students in Bachelor of Secondary Education fourth year major in

English who participated on our research. The respondents were dominated by fifty-four

(54) and the remaining four (4) are males.

The 14% of the total number of the respondents are 18 years old. The majority

age of the respondents are 19 years garnering the 54% of the total number of respondents.

Furthermore, 20% of the total number of respondents is 20 years old and another 5% is

21 years old. Completing the total percentage of the number of respondents is the

remaining 7% of the respondents who are 22 years old.

The female English major students outnumbered the male English major students

by a difference of 49. To wit, there are 92% of the total number of respondents who are

females and the remaining 85% are males.

Most of the respondents are from Bustos that rates 25% of the total number of

respondents. Addition 23% of the total number of respondents is from Baliwag. 9 out of

59 or 16% of the total number of respondents are from San Rafael. Meanwhile, 12% if

the respondents came from Angat, and another 8% are from Pampanga.

It can be gleaned that majority of the respondents are Roman Catholic which

accounts 45 out of 59 or 76% of the total number of respondents.

lviii
 Respondents who are Born Again Christian garnered 20% while 4% of the

respondents is Iglesia ni Cristo (INC).

58% of the total number of respondents ranges their family size to have 5-6

members. Hence, 16% of the respondents have 3-4 members in their family and 9% of

the respondents have 7-8 family members.

Part II. Level of Self-esteem of the respondents

Most of the respondents have the normal level of self-esteem that gathered 97%

and only 3% or two of them got the low level of self-esteem . And according to our study,

no one of the respondents got a high level of self-esteem.

Part III. Level of Study Habits of the Respondents

42 or 71% of the total number respondents’ rate as ok; 10 or 17% are great; and

12% are poor in the study habits in terms of management.

In the study habits in terms of the study environment, 27 or 46% rate as ok;

followed by 17 or 29% who are poor; and there are 23% of the respondents who are great

in the said category.

In test taking/ preparation skills, the majority of the respondents rate as ok with

37%.

It can be gathered from the data that majority of the respondents are poor in study

habits in terms of note taking skills with a total of 42% and also poor in terms of reading

skills with 56%

lix
 In writing skills, same numbers of respondent go ok and poor rating with 20 or

34%.

In totality, most of the respondents rate as ok or average study habits. However

there are numbers of respondents who are great and poor in other category.

It can be perceived that 54% of the total number of respondents ranges from 31-

20 are in ok (average) study habits; 37% ranges from 19 and below are in poor study

habits and there only 9% ranges from 42-32 who has great study habits.

The level of study habits of the fourth year English majors students is ranges from

twenty-thirty one (20-31) which is interpreted as ok (average); therefore their study habits

is in average level.

Part IV. Level of Academic Performance of the Respondents.

78% of the total number of respondents is very satisfactory in their academic

performance while 15% is satisfactory.

However, there is 7%with a GPA between 1.00 – 1.50 who is outstanding in

academics.

Majority of the respondents has a GPA between the ranges of 1.51 – 2.00 as

indicated in the table; therefore the level of the academic performance of the respondents

is very satisfactory.

Part V. Relationship between the Level of Self-Esteem and Study Habits of the

respondents.

lx
 As seen in that the variables of the researchers are self-esteem and study habits,

wherein the self-esteem of the of the respondents has a mean of 1.00 and a standard

deviation of 0.14, while the study habits on the other hand has a mean of 0.24 and a

standard deviation of 0.0047.

Therefore, since the correlation we obtained was r = 0.48, showing us that there is

a significant weak positive that exist between study habits and self-esteem of the fourth

year major in English of Bulacan State University – Bustos Campus.

Part VI. Relationship between the Level of Self-Esteem and Academic Performance

of the respondents.

The variables of the researchers are self-esteem and academic performance,

wherein the self-esteem of the respondents has a mean of 19.34 and a standard deviation

of 2.69, while the academic performance on the other hand has a mean of 1.94 and a

standard deviation of 0.29.

The result of the correlation between the self-esteem of the respondents and their

academic performance was 0.40 which means that it has a low or slightly correlation.

This result describes the possibility of the first variable which is the self esteem of

the respondents to affect the second variable which is the academic performance. Self-

esteem can slightly affect their academic performance. Their high self-esteem has a low

or slight effect in gaining high academic performance.

lxi
 Therefore, since the correlation we obtained was r = 0.40, showing us that there

exist a low or slight positive correlation between the level of self-esteem and academic

performance of the fourth year major in English students of BulSU - Bustos Campus.

Part VII. Relationship between the Level of Study Habits and Academic

Performance of the respondents.

Since the correlation the researchers had obtained was r = -0.12, showing us that

there exist a small or weak negative correlation between study habits and academic

performance of the second year English major students in State University Bustos

Campus.

This means that when study habit goes down, the academic performance

goes up and when academic performance goes down, the study habits go up.

Conclusion

On the basis of the findings of this study, the researcher’s conclusion is that the

self esteem and study habits of the fourth year major in English has a weak positive

correlation, while the self- esteem of the respondents have a low/slight correlation to their

academic performance or the self-esteem does not really cater a big affect to their

academic performance and on the other hand the relationship of the study habits and

academic performance of the fourth year English major students of Bulacan State

University Bustos Campus has a weak negative correlation. It shows that the study habits

of the respondents are lower than their academic performance.

Recommendation

lxii
On the basis of findings and conclusion drawn from the data, the following

recommendations are presented:

1. Since it was established in this study that the self esteem of the fourth year major

in English has a low /slight positive correlation, the researchers recommend to

have a seminar on how to increase the self-esteem of the students for their sake to

help themselves even in a little effect of gaining higher grades on their academic

performance.

2. The researchers recommend that for the next students who plans to continue this

study about the relationship between. the level of self-esteem and academic

performance should provide another set of standardized questionnaires that will

evaluate the self esteem of their respondents well.

3. Self-esteem can still help the students to gain their grades even in a little way.

Teachers should engage the students in both curricular and co-curricular activities

to enhance their self-esteem.

4. Parents on the other hand, should always try motivate their offsprings by

appreciating the work they do inside and outside the school campus and also

encouraging them of a brighter future ahead.

5. Students should enhance their self-esteem though its slightly affect their academic

performance still it has a positive relationship with it and it is important because

boosting self-esteem can lead to many positive outcomes and benefits.

6. Students who seemingly affect their academic performance with their study habits

should practice developing a good study habits.

lxiii
7. 2. Students should devote sufficient time to their studies and have proper study

habits.

8. 3. Students should practice a habit in reading so they can master their reading

skills that will greatly affect their academic performance.

9. 4. Students should recognized student’s study habit as a factor that can quietly

affect the academic growth of their students.

10. 5. School administrator should provide a study environment which learners can

develop efficient study skills and to implement the curriculum where in learners

can use specific methods effectively such as efficient reading, listening lectures

and note taking.

11. 6. To the future researchers, a further development of investigating the

relationship between study habit and academic achievement to a different group

of respondents was recommended by the researchers.

12. 7. Future researchers were also encouraged to pursue another study of different

non-cognitive factors that can possibly affect the students’ academic performance.

lxiv
 APPENDIX A
(Request for Permission to Use the Rosenberg Self-Esteem Scale )

Bulacan State University

Bustos, Bulacan

August , 2014
Morris Rosenberg
Privy Council Office
Canada

Dear Sir,
We have the honor to inform your office that we are writing a research study on
The Relationship between the Level of Self-Esteem and Study Habits of the fourth
year students major in Englishxof Bulacan State University-Bustos Campus to their
Academic Performance, which is a partial requirement for the subject Eng 413c
Language Research.
In this regard, we would like to request that we be permitted to use Rosenberg
Self-Esteem Scale as the major instrument in our study.
We hope that this request will merit your approval.

Very truly yours,

Joselle B. Magbanua
Noted:
Edwin A. Estrella, Ed. D.
Language Research, Professor
Bulacan State University- Bustos Campus

Approved:
_________________________
Alberto J. Valenzuela, Ed. D.

lxv
 APPENDIX B
(Request for Permission to Administer Tests)

Bulacan State University

Bustos, Bulacan

August , 2014
Alberto J. Valenzuela, Ed. D.
Director
Bulacan State University-Bustos Campus

Dear Sir,
We have the honor to inform your office that we are writing a research study on
The Relationship between the Level of Self-Esteem and Study Habits of the fourth
year students major in Englishxof Bulacan State University-Bustos Campus to their
Academic Performance, which is a partial requirement for the subject Educ 323d
Introduction to Research.
In this regard, we would like to request that we be permitted to administer our
questionnaires on self-esteem among the fourth year students major in English of the
university who are the target respondents of our study.
We hope that this request will merit your approval.

Very truly yours,

Joselle B. Magbanua
Noted:
Edwin A. Estrella, Ed. D.
Language Research, Professor
Bulacan State University- Bustos Campus

Approved:
_________________________
Alberto J. Valenzuela, Ed. D.

lxvi
 APPENDIX C

(Request for Permission to Have Access on Respondents’ Performance Ratings)

Bulacan State University

Bustos, Bulacan

August, 2014
Michigan State University
Undeergraduate University Division
East Lansing, Michigan, USA

Good day,

We have the honor to inform your office that we are writing a research study on The
Relationship between the Level of Self-Esteem and Study Habits of the fourth year
students major in Englishxof Bulacan State University-Bustos Campus to their
Academic Performance, which is a partial requirement for the subject Eng 413c
Language Research.
In regards with this, we are asking for your good office the permission to use the study
habits quiz you have created. It will be used as an instrument in the research that we are
conducting.

Your approval to the permission that we are requesting will be a great help to our
research.

Thank you in advance.

Very truly yours,
Joselle B. Magbanua
Noted:
Edwin A. Estrella, Ed. D.
Language Research, Professor
Bulacan State University- Bustos Campus

Approved:
_________________________
Alberto J. Valenzuela, Ed. D
APPENDIX D

lxvii
 (Request for Permission to Have Access on Respondents’ Performance Ratings)

Bulacan State University

Bustos, Bulacan

August , 2014
Alberto J. Valenzuela, Ed. D.
Director
Bulacan State University-Bustos Campus

Dear Sir,
We have the honor to inform your office that we are writing a research study on
The Relationship between the Level of Self-Esteem and Study Habits of the fourth
year students major in Englishxof Bulacan State University-Bustos Campus to their
Academic Performance, which is a partial requirement for the subject Eng 413c
Language Research.
In this regard, we would like to request that we be permitted to have access on our
respondents’ performance ratings from the school records.
We hope that this request will merit your approval.

Very truly yours,

Maricris A. Bantique
Jesica C. Alamil
Noted:
Edwin A. Estrella, Ed. D.
Language Research, Professor
Bulacan State University- Bustos Campus

Approved:
_________________________
Alberto J. Valenzuela, Ed. D.

APPENDIX E

lxviii
 (Questionaire)

The Levels of Self-esteem and Study Habits of the Fourth Year Students Major in

English of Bulacan State University-Bustos Campus to their Academic

Performance (First Semester) School Year 2014-2015

Strongly Strongly
STATEMENT Agree Disagree
Agree Disagree
1. I feel that I am a person of worth, at
least on an equal plane with others.
2. I feel that I have a number of good
qualities..
3. All in all, I am inclined to feel that I
am a failure.
4. I am able to do things as well as
most other people.
5. I feel I do not have much to be
proud of.
6. I take a positive attitude toward
myself.
7. On the whole, I am satisfied with
myself.
8. I wish I could have more respect for
myself.
9. I certainly feel useless at times.
10. At times I think I am no good at all.

lxix
 APPENDIX F
Name: ____________________ Gender:________
Year & Section:____________ Religion:_______
Age:______ Size of the Family:_______
Address:_________________
Study Habits Questionnaire

(Encircle your answer to each of these questions)

A= Always B= Generally C= Sometimes D=Rarely

Time Management

1. Do you make a Master Schedule for each semester? A B C D

2. Do you update it weekly/daily? A B C D
3. Do you stick to it? A B C D
4. Do you allow time for exercise and socializing with friends? A B C D
5. Do you get at least 6 hours of sleep each night? A B C D
6. Do you study at least 2 hours for every hour in class? A B C D
7. Do you get your assignments done on time? A B C D
8. Do you regularly attend your classes? A B C D

Your Study Environment

1. Do you regularly study at the same time? A B C D
2. Do you have an area where you always go to study? A B C D
3. Is your study area free of noise and distractions? A B C D
4. Do you have all your supplies near you when you study? A B C D
5. Is your area comfortable? A B C D
6. Can you study for at least a half hour without getting up,
walking about, taking snack or TV or phone breaks? A B C D
7. Do your friends leave you alone when they know you want to
study? A B C D
8. Do you use your time between classes to study? A B C D

Test Taking/Preparation Skills

1. Do you study for each class every day? A B C D
2. Do you start reviewing for major exams at least
3 days in advance? A B C D
3. Do you belong to a study group? A B C D
4. Do you attend extra help sessions or office hours
provided by the instructor? A B C D
5. Do you know what kind of tests you will take, i.e., essay,
multiple choice, and how to prepare for different types of tests? A B C D
6. Can you predict what types of questions will be on the test? A B C D
lxx
40
7. Are you able to finish your tests in the allowed period of time? A B C D
8. If you do not do well on a test, do you review it with the instructor
and/or analyze it to see where you had problems? A B C D

Note Taking Skills

1. Are you able to take notes in class, keep up with the instructor, A B C D
and understand the concepts at the same time? A B C D
2. Do you have an efficient system of note taking? A B C D
3. Do you review your notes after each class,
preferably right after class? A B C D
4. Do you know what is the “important stuff” to write down and
what are the cues that this is important stuff? A B C D
5. In addition to highlighting, do you make notes as you read class
materials? A B C D
6. Can you put class notes or notes from texts into your own words? A B C D

Reading Skills
1. Can you read and learn at the rate of 12-15 pages
per hour for history-type material? A B C D
2. Do you keep up with the readings for all your classes
and have the material read before the lecture? A B C D
3. Can you concentrate and understand the material you read
without re-reading a second or third time? A B C D
4. When reading a text, do you read the headings and chapter
outlines first? A B C D
5. Do you adjust your reading styles when you are reading
for literature, social science, or science classes? A B C D
6. Do you do your study-reading during the time of day
when you are most alert? A B C D

Writing Skills
1. Are you comfortable with your command
of English grammar, punctuation, and spelling? A B C D
2. Do you have a clear idea of what the instructor
requires for a writing assignment? A B C D
3. Do you make an outline of your paper, starting with
the thesis statement and outlining how the subsequent
paragraphs will support your thesis? A B C D
4. If you are assigned a research paper, do you know how
to use the library or Internet to research your topic? A B C D
5. Do you start your research in time to complete it and write your
paper without pulling an all-nighter just before the paper is due? A B C D
6. Are you able to communicate effectively in writing? A B C D
Rubrics:

41
lxxi
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