Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF TALISAY CITY
TALISAY CITY NATIONAL HIGH SCHOOL
RIZAL ST., DUMLOG, TALISAY CITY, CEBU

Strength, Weaknesses, Opportunities, and Threats of CVIF-DLP

​ Utilization in Selected Private Schools in the Division of
Quezon
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Donata C. Cadag

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Student Researcher, Talisay City National High School, Dumlog, Talisay City , Cebu

Abstract

All manuscripts should include an abstract between 150 and 200 words explaining concisely the reasons
and object of the manuscript, the methodology used and the main results and conclusions. It is also
necessary to include between three and five keywords that defined the article and serve to identify the
content of the work.

Keywords: first keyword, Second keyword, Third keyword (Most relevant to your abstract)

INTRODUCTION

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Self–related perceptions have turned into an essential subject in education, given its impacts on
students' behavior and academic performance. These self-related psychological perceptions include self –
concept, self – esteem, and self – efficacy. Education in the Philippines represents the ever-changing facets
of life. Augmenting the current educational system through the implementation of the K to 12 curriculums.
An additional year for primary education has been implemented, facing the reality that students' workload
and financial problems caused most stress (Essel & Owusu, 2017).

Learned beliefs, attitudes, and impressions of an individual towards oneself best illustrate the idea of
self-concept. According to the study of Emmanuel (2014), he looked into the correlation among the
motivation, self-concept, and academic performance of the basic education students. Results showed that
self-concept and academic performance were significantly correlated.

Furthermore, in the study entitled "Self-Concept, Study Habit and Academic Performance of
Students" by Chamundeswari (2014), the results showed a significant correlation among the students'
self-concept, study habits, and academic performance. Self – esteem is the totality of a person's evaluation of
his worth. Mruk (2010) stated the various ways of defining self-esteem: 1) as an attitude whether it is
positive, negative or behavioral reaction 2) based on discrepancy—on how the ideal-self differs from the
perceived self, 3) a person's response towards himself, 4) a personality.

In the study between self-esteem and secondary school students' academic performance by Bhagat
(2017), respondents studying in government and private schools show a positive but not significant
relationship found between negative self-males and females with their academic performance. Self –
efficacy is the perception to do an assigned task more effectively. It is a positive attitude toward the self that
any tasks given could be accomplished through a person's capabilities.

In Bandura's Social Cognitive Theory of 1994, it was stated that four processes could be affected by
self-efficacy: cognitive, motivational, affective, and selection processes. Self-efficacy significantly affects
the cognitive processes of a person. The more that a person believes in himself, the more that the goal will
be more comfortable for them to be achieved while those who have low self-efficacy focuses on the negative
side, and it is more likely that they would experience difficulty and failure in achieving their goals. With
self-efficacy, a person motivates himself through the goals they set for themselves and how they overcame
the challenges while achieving those goals.

Balami (2015) studied the relationship between distance learner students' self-efficacy and academic
performance; results showed that learners' self-efficacy has no significant relationship with their academic
performance.

In this study, the researcher aims to contribute to Psychology and Education by finding the impact of
self-concept, self–esteem, and self–efficacy on senior high school students' academic performance.

Research Questions

This study's primary purpose is to determine the impact of self – concept, self – esteem, self – efficacy on
the academic performance of the senior high school students. Specifically, this study sought to answer the
following questions:

1. What is the profile of the respondents in terms of the following:

1.1 self – concept,
1.2 self – esteem, and
1.3 self – efficacy?
2. What is the level of academic performance of the respondents?
3. Do the respondents' self-concept, self-esteem, and self-efficacy significantly affect their
academic performance?

LITERATURE REVIEW

Self-Concept and Academic Performance

Self-concept plays a vital role in influencing one's behavior that makes significance in the field of
psychology. Self-concept is the knowledgeable information a person has from himself interpreted by the
environment one belongs to. In general, it is composed of feelings, ideas, and attitudes that one refers to
himself. A person's self-concept is a case-to-case basis that varies and depends on the situation or phases a
present in himself towards another. These concepts are primarily influenced by different factors like
evaluating significant others, reinforcements, and behavior attributions. It adheres as reference points about
himself: a set of characteristics, attributes, qualities and deficiencies, capacities and limits, values, and
relationships, which he sees as information relating to his identity (Nalah, 2014).

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 RESEARCH METHODOLOGY

The descriptive-correlation method was employed in this study. This design was simply the way to describe
individual variables' characteristics as they occur in the natural setting (Gravetter et al., 2009).

Respondents

Instruments of the Study

Procedure

Statistical Treatment of Data

Ethical Considerations

RESULTS

This section presents the findings according to the study's research questions. To compare the mean
and find out the significance between variables, multiple linear regression was computed using IBM SPSS
26.0.

Respondents' profile in terms of Self-Concept, Self-Esteem, and Self-Efficacy

​ This part is composed of the different tables for specific self-related perceptions profile variables of
the study. It includes three tables, Tables 1 to 3, with the essential information about the respondents'
self-concept, self-esteem, and self-efficacy. These were utilized to describe the self-related perceptions of
the respondents.

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 Table 1

Respondents' profile in terms of Self-Concept

Indicators Mean Interpretation

1. I am too often afraid. 3.01 Below Average

2. I am good-looking. 4.61 High

3. I often get into trouble. 3.70 Average

4. I feel left out of thinks. 3.81 Average

5. I am a happy person. 4.79 High

3.83 Average

DISCUSSION

The research's principal goal is to evaluate the self-concept, self-esteem, self-efficacy, and academic
achievement of senior high school students. The purpose of this research is to explore the effect of these
expectations on their academic success. Thus, this analysis used the descriptive-correlational analysis
approach to define the respondents' profile in terms of self-concept, self-esteem, self-efficacy, and academic
success. The research also established the magnitude of impacts that occur between and within the variables
in this study. Specifically, it established a substantial influence between the respondents' self-concept,
self-esteem, and self-efficacy on their academic success.

CONCLUSION

​ Several studies consider self-related perceptions, such as self-concept, self-esteem, and self-efficacy,
as significant determinants of the students' academic performance. Indicators such as leaned beliefs, a
person's evaluation of his worth, and the belief to perform a given task effectively categorize the self-related
perceptions.

Self-related perceptions of the self should be enhanced through the school's environment and
learning activities. Despite that, it can be assumed that higher self-concept will not predict academic
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performance; either way, students' academic performance does not reflect on their self-concept. Likewise, it
should be noted that the respondents were still in the process of searching for their unique identities. Further,
students need extensive educational learning experience from the school and their environment to harness
their skills and develop their self-efficacy.

REFERENCES

(Please employ APA 7th Format)

Akomolafe, C. & Adesua, V. (2016). The Impact of Physical Facilities on Students' Level of
Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria.
Journal of Education and Practice, Vol. 7. [Link]

Alyami, C. (2017). The Impact of Self-Esteem, Academic Self-Efficacy and Perceived Stress on
Academic Performance: A Cross-Sectional Study of Saudi Psychology Students. European
Journal of Educational Sciences. DOI: 10.19044/ejes.v4no3a5.

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