One of the problems encountered during classroom instruction is the inability of the students to comprehend the content of the lesson especially if the medium of instruction is English. It is more difficult for teachers if their students are struggling in basic reading. These struggling readers present characteristics such as having difficulties in believing in their goodness that lead themselves to various instructional challenges. It is in this regard that the researcher found meaning in the investigation of this study mainly to determine the relationship of self-esteem and academic performance in English subject among students under the Project RISE (Reading Intervention for Skills Enhancement) of Trece Martires City National High School – Hugo Perez Extension. The study made use of descriptive correlational method. The registration method and self-made questionnaire were used to gather and interpret data. The questionnaire used was consisted of 25 items and covered five areas of self-esteem. The research utilized inferential statistics to determine the relationship between students’ academic performance and level of self-esteem. Data were gathered, interpreted, and analysed; the statistical tools utilized in analysing and interpreting the data included the weighted mean and Pearson’s Correlation Coefficient. The results showed that the respondents’ overall level of self-esteem falls on fairly agree rating which corresponds to average level of self-esteem while the academic performance of the respondents in English subject falls on fairly satisfactory rating. This study also revealed that there is a very strong positive correlation between the level of self-esteem and academic performance of the respondents.
Keywords: Self-esteem, Academic Performance, English, Reading Program
As the world is being assumed as a theatrical stage in which people act in conformity to what and how they want to be seen in the most desirable way shows that acceptance and approval from others are necessities. Some people may realize their worth according to whether they have been regarded positively or negatively by the other people around them. As students spent more time in school, they learned to recognize and understand the differences between themselves and their classmates. Students assess their performances by knowing if they did better or worse than the others and believing in their goodness refers to their self-esteem. Those who have been valued in such way that they are loved and known for their goodness tend to have high self-esteem. Based on the theory of hierarchical needs by Abraham Maslow, those who seek social approval and acceptance evaluate their worth and the attitude towards them, in which without realizing their worth may lead to failure of gaining self-respect and respect from others. In such way, hating, disliking and denying oneself may develop that will consequently result to non-achievement of self-actualization. In an article written by Gochangco (2015), she mentioned that she learned through practice that people who imagine things will say things that they can’t back up, like “They think low of me.” Then when they have been asked for specifics, they can’t remember but swear that’s how other people treat them. In contrast, once they met their needs, they can already develop positive feeling of self-esteem and act with pride in their work. However, they must feel safe, secured, and part of a group such as a class in school before they can work towards self-esteem.
According to Salandanan (2015), students with happy thoughts in a happy room persisted longer at the learning tasks than many others. Classrooms are places where the students are observed to be working cooperatively with one another and with the teacher in important learning tasks. Achievement motivation produces an academic climate where students feel positive about themselves and their peers, their individual needs are satisfied and where the students have the requisite skill to meet the demands of classroom life. School performance is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested. However, academic achievement is commonly used as basis on how a child performs in school. Last April 1, 2015, the Department of Education issued an order to use the new grading system in the K to 12 curriculum and this is being described as a standard and competency-based grading system. The new grading system shows that active participation is very important and it is now being used by all public schools nationwide.
According to the researcher’s previous study, self-esteem being universally described as an individual’s inclusive emotional and attitudinal judgement of oneself encompasses the belief of one’s level of competency and proficiency which play as influential predictors of possible outcome such as academic performance. Additionally, Zhi (2014) from Malaysia stated in their study that self-esteem is one of the important elements for undergraduates to acquire. Students with high self-esteem have also strongly associate in obtaining good results. Considering self-esteem as a contributor of how children regard themselves whether superior, equal or inferior to their classmates varies to how they perform academically. Such inferiority may be rooted from differences in talents or skills that may lead to feelings of strangeness and isolation in which some children prefer to be alone than to be engaged in a potential activity which may put them in an undesirable situation and emphasize their weaknesses. One of the problems encountered during classroom instruction is the inability of the students to comprehend the content of the lesson especially if the medium of instruction is English. It is more difficult for teachers if their students are struggling in basic reading. These struggling readers present characteristics that lead themselves to various instructional challenges. Trece Martires City National High School – Hugo Perez Extension implements a Reading Program called Project RISE (Reading Intervention for Skills Enhancement). These struggling readers enrolled in this program were assessed using the standardized test of Phil-Iri during the enrolment period for the School Year 2018-2019.
It is in this light that the researcher found meaning and worth in the investigation of this study mainly to determine the relationship of self-esteem and academic performance of students under the aforementioned reading program. Moreover, this study considered learners and their experiences as the center of the educational process to accomplish the goals of education under the K to 12 curriculum.