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The document discusses a study that explored how the Humanities and Social Sciences (HUMSS) strand contributes to the development of self-esteem in Grade 11 students. The study found that participation in HUMSS activities enhanced students' self-esteem through increased academic achievement, involvement in extracurricular activities, and improved interpersonal skills. However, the article's definition of self-esteem was simplistic and its methodology was limited. Expanding on literature citations and including student perspectives could have strengthened understanding of how HUMSS positively influences self-esteem.

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182 views2 pages

m10 Assignment

The document discusses a study that explored how the Humanities and Social Sciences (HUMSS) strand contributes to the development of self-esteem in Grade 11 students. The study found that participation in HUMSS activities enhanced students' self-esteem through increased academic achievement, involvement in extracurricular activities, and improved interpersonal skills. However, the article's definition of self-esteem was simplistic and its methodology was limited. Expanding on literature citations and including student perspectives could have strengthened understanding of how HUMSS positively influences self-esteem.

Uploaded by

liapajarito
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

The title "Benefits of HUMSS Strand to Develop Self-Esteem of Grade 11 Students" is clear in

indicating the article's focus on exploring how the Humanities and Social Sciences (HUMSS) strand
contributes to the development of self-esteem in Grade 11 students. The purpose of the article is to
highlight the correlation between undertaking the HUMSS strand and the enhancement of students' self-
esteem through various activities and experiences offered within this academic track.

Using a survey questionnaire to collect information from respondents at Bestlink College of the
Philippines, the article uses a descriptive methodology. It highlights the main areas in which
participation in HUMSS activities enhances students' sense of self-worth: academic achievement,
extracurricular activities, and interpersonal skills. As per the study's findings, students who participate in
HUMSS activities benefit from increased confidence, participation, and interpersonal skill development,
all of which enhance their self-esteem.

The article's approach and interpretation of self-esteem are inadequate. Its definition oversimplifies a
complicated psychological concept and lacks depth. Using percentages to measure self-esteem seems
arbitrary and at odds with standard measurement techniques. Although useful, the survey-based
approach restricts our understanding of self-esteem, which frequently calls for more thorough evaluation
techniques like standardized tests or interviews.The article primarily relies on a descriptive method and
a survey conducted at Bestlink College of the Philippines. The literature and studies mentioned seem to
be secondary data sources, but the specifics about these references aren't elaborated upon. There's a
mention of data gathered from literature and studies, but the article doesn't delve into the specific
sources or their pertinence to the topic of self-esteem and the benefits of the HUMSS strand.

In terms of methodology, the paper uses a descriptive approach and a single survey conducted at
Bestlink College; it is devoid of information regarding the secondary data sources that are cited. There
are concerns regarding these references' contribution to the article's focus because it is unclear how
relevant they are to self-esteem and the HUMSS strand.

The article's depth could be increased by expanding on the literature that is cited and by including
personal accounts that show how HUMSS activities have a direct impact on self-esteem. Anecdotes
from students' experiences could provide a more relatable viewpoint and enhance the discussion and
credibility, as opposed to focusing on percentages. The article displays repetition, emphasizing HUMSS
benefits on self-esteem through various activities. To improve coherence, summarizing findings into
broader categories instead of repeating percentages could streamline the content and present a more
cohesive view of HUMSS's positive influence on self-esteem.

Students can build their self-esteem through a variety of channels, including extracurricular activities,
academic engagement, and interpersonal skills, thanks to the HUMSS strand. The study carried out at
Bestlink College of the Philippines demonstrated the observable advantages of HUMSS in developing
students' self-confidence, encouraging involvement, and improving their communication skills in Grade
11. These results highlight the value of HUMSS beyond conventional academic metrics and highlight
the significance of holistic educational approaches in fostering both academic growth and personal
development.

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