A Research Paper
Presented to the faculty of the Aringay Senior High School
Aringay, La Union
by
AUGUST 2018
Chapter 1
INTRODUCTION
Situation Analysis
In social cognitive theory, people’s sense of personal efficacy to exercise some control
over events that affect their life is considered to be the most influential aspect of self-knowledge,
and a key element in the exercise of control and personal agency. “Perceived self-efficacy is
defined as; people’s judgments of their capabilities to organize and executive courses of action
The beliefs of self- efficacy upon the preference and choice, level of attempt, the anxiety
experienced, persistency the difficulties and the belief that the losing should bear an informative
role for the recovery feedback or may act as a destructive factor (Bandra, 1986), the people with
weaker level of self- efficacy take the assignments harder then what they truly are which results
Self-efficacy refers to student’s beliefs in their ability to master new skills and tasks,
often in a specific academic domain (Pajares and Miller, 1994, cited by Nasiriyan, Azar, Noruzy,
Dalvand, 2011). In other words, perceived self-efficacy is concerned with people beliefs in their
capabilities to produce given attainments (Bandura, 1997, cited by Bandura, 2006).Self efficacy
1997, cited by Mahyuddin, Elias, Loh, Muhamad, Noordin & Abdullah, 2006) which stated that
human achievement depends on interactions between one's behaviors, personal factors and
environmental conditions.
According to Bandura, 1997; Schunk, 1995 learners obtain information to appraise their
self-efficacy from their actual performances, their vicarious experiences, the persuasions they
receive from others, and their physiological reactions. Self-efficacy beliefs influence task choice,
effort, persistence, resilience, and achievement. Compared with students who doubt their
learning capabilities, those who feel efficacious for learning or performing a task
participate development of academic self-efficacy more readily, work harder, persist longer
when they encounter difficulties, and achieve at a higher level (Schunk, & Pajares, 2002).
feelings and actions. In other words, the beliefs that individuals hold about their abilities and
outcome of their efforts influence in great ways how they will behave. Therefore, it is not
In line with these findings, Schunk and Zimmerman(1994, cited by Mousoulides &
Philippou, 2005) reported that there was a positive relationship between self-efficacy and
academic achievement and that if students are trained to have higher self-efficacy beliefs their
academic performance also improves. Most researchers investigating the relationship between
self-efficacy and performance have reported a strong correspondence (Pajares and Miller, 1994).
Students with strong senses of self-efficacy tendency involve in challenging tasks, invest more
effort and persistence, and show excellent academic performance in comparison with students
who lack such confidence (Bong, 2001, cited by Nasiriyan, Azar, Noruzy, Dalvand 2011).
CONCEPTUAL FRAMEWORK
The studies strongly support the self-efficacy role on improvement of people's activity
(Bandra & Locke (2003). A strong relation between self- efficacy and general performance of
the individuals was observed. Staikovic & Luthans (1988) through a research on 114
experimental studies which had considered the relationship between the self – efficacy and the
performance found out that there is a strong and positive relationship between the selfefficacy
and the performance. In academic achievements, Multon Brown & Leni (1991) through a
research on 38 studies within the years 1977 to 1988 found the positive relationship between the
self-efficacy and the academic achievements. Due to the fact that the self-efficacy cannot be
presumed as the direct reason for the academic achievement, however, it will be the self-
regulation that causes the academic achievements. The self-efficacy will cause the use of self-
regulation and therefore the relation between self-efficacy and the self- regulation may be
According to Bandura, 2006 the self-efficacy for self- regulated learning refers to the
individual's beliefs on application of the self- regulation processes such as the goal setting, self-
monitoring, strategy use, self- evaluation and self- reaction. Several researches have shown the
positive relation between the self-efficacy and self- regulated learning and the academic
achievements. (Wigfield, Eccles, Schiefele, Roeser & Kean 2006; Zimmerman, Banudra, &
According to Bandura, 1986 the self-efficacy beliefs are important as through them the
learning processes, motivations, passion and selectiveness regulates the individual's use in
different areas. Accordingly, pour Jafar Doust (2007) according to the definition of the self-
efficacy for the self- regulation (Bandura 2006) considers the self-efficacy as a born capability
that should be organized in behavior, sensational, social and learning sub- skills including the
self-believe (Self- confidence, problem- solving, positive thinks), self- control, regulating the
thinks and behavior to reach the goal, self-evaluation, self- monitoring, positive thinking,
controlling the behavior to reach the goal step by step, and self-simulation to overcome the
losing. The aim of this research is the prediction in the individual's academic achievements
through the sub- skills in the self-efficacy skills in the model presented by pour Jafar Doust.
Research Paradigm
This study attempted to evaluate the relationship between self-efficacy and academic
performance of the selected students in Aringay Senior High School (ASHS) SY. 2018-2019 as
perceive by the students respondents. As specific, this sought answers to the following questions:
a. Age
b. Sex
2. What is relationship between self efficacy and academic performance of the selected students
Hypothesis
the relationship between sel efficacy and academic performance of the selected
students.
The researchers hope’s that the result of this study would benefit the student/learners of
Aringay Senior High School. The researchers provide information about the Relationship
between self-efficacy and academic performance and its possible effects in learning skills. The
study focus on the relationship between self-efficacy and academic performance. The benefits of
this study is to know the relationship of the self-efficacy and the academic performance of the
performance of the selected students of ASHS. The study consider the students personal
information such as their name, gender, and age. The researcher limited the study to 100
respondents in Aringay Senior High School. Each of the respondents was given a questionnaire
to answer.
Definition of Terms
The variables below are clearly defined to have an easy understanding of the study.
Academic Performance This refers to the extent to which a student, teacher or institution has
Age This refers to the maturity of the learners or the respondents on which the researcher flout
Self-efficacy
Gender This refers to the major forms of respondents and distinguished respectively as male and
female.
General Point of Average (GPA) This refers to calculation results in a mathematical mean or
average of all final grades. The most common form of GPA is based on a 0 to 4.0 scale.
CHAPTER 2
RESEARCH METHODOLOGY
This chapter present the methodology of the study involving the research method to be
Method of research
This study utilized the descriptive method of research. According to Glass & Hopkins
(1984) cited in handbook of research for Educational communication and technology 2001).
Descriptive research involves gathering data that describes events and then organizes, tabulates,
depicts, and describes the data collection. This type of research method is a fact finding method
with the adequate and accurate presentation of the findings. Descriptive evaluation involves
gathering data that describe the events or phenomenon during the study. The descriptive function
the instruments are developed, they can be used to describe phenomena of interest of researchers.
The intent of descriptive research is to produce results that can be evaluated through
statistical tool and transcriptions. Since descriptive research uses both quantitative
methodologies, it helps to describe events in greater or less depth as needed, to focus on various
information in meaningful ways. Thus, descriptive research will yield data that lead to important
recommendations.
Sources of Data
The respondents of this study is the selected Grade 11 students of Aringay Senior high
The research instrument utilized an adopted questionnaire from the study entitled
Relationship between self-efficacy and the academic performance o the selected grade 11
The questionnaire was divided into two, part 1 of the questionnaire is design to determine
the respondents profile of grade 11 students from ASHS. Part 2 of the questionnaire is design to
determine the relationship between self-efficacy and the academic performance of the
Before the conduct of the study the researcher sought permission to the principal and
teachers of the Aringay Senior High School. Likewise, a letter of permission sent to the school
The study use frequency count, percentage and weighted mean in the statistical tool used
in this study.
Severe (S)
High (H)
Moderate (M)
Mild (M)
Low (L)