IMPROVING RIZAL HIGH SCHOOL GRADE 10 STUDENTS SELF-ESTEEM

THROUGH GROUP SHARING ACTIVITY: SELF-ESTEEM JOURNAL

In Partial Fulfilment of the Requirements for the Subject

PRACTICAL RESEARCH.

Presented to:

MS. JONALYN D. GUNGON

By

Arbison, Timojhenn A.

Capistrano, Reggae S.

Acebedo, Jovelyn M.

Bundoc, Mavel S.

Cruz, Kristel Yna Mari L.

Jaurigue, Hannah A.

Lising, Sarah Alyanah P.

Millamina, Ruby Naomi S.

Odovilas, May R.

Rodrigo, Ryan Denise Z.

HUMSS B

March, 2019
 CHAPTER 1

The Problem and Its Background

Introduction

According to Maltz (1960), “Low self-esteem is like driving through life with your

hand break on.” Having low self-esteem would mean that someone do not respect or

value himself highly. If someone feels like this about himself he will not feel in control

and negativity may take hold of himself. Someone may clearly lack confidence and have

a low opinion of one self, whereas, some people may appear to have confidence but

their efforts to take change and to be in control is to hide a low self-esteem.

Attempting to help others to build self-esteem without due reference to which

specific aspect of self-esteem a person is struggling with can be ineffective and may

actually do harm. For example, encouraging someone to feel positive about him without

helping him to build competency skills in the area he is working on could lead him to try

things before he is ready and therefore set him up for failure. Helping others to build

self-esteem is also about helping them to get along in the world. It involves taking into

account the personal and social context in which each individual operates. The world for

people with low self-esteem is vicious and see themselves as its victim. Consequently,

people tend to have a hard time expressing themselves, missed out experiences and

opportunities, and feeling powerless to change things.

2
 Aanstoos (2002) stated that self-esteem is one of those few dimensions of

behaviour that stretches across the full spectrum of human existence that creates so

much identity. At one end of the human behavioural continuum, low self-esteem is often

mentioned in regard to various mental disorders, such as depression, anxiety, and

learning problems. People can also find self-esteem more toward the middle of the

spectrum in terms of many of the more ordinary problems of living, including difficulties

dealing with failure, losses, and other setbacks that are sure to challenge most of

everyone. (Moran & Bert, 2006).

According to research (Schmitt & Allik, 2005), Japan is listed as number one

country with the lowest self-esteem. One of the first things they can notice they come to

Japan is how great everybody looks. But in terms of being happy with their looks, the

people of Japan are actually ranked bottom in the world. Based on a survey conducted

by German market company Gfk 2014, Japan ranked lowest in terms of overall

satisfaction with one’s own physical appearance. Mexico ranked number one for self-

confidence, and China is somewhere in the middle. Sadly, 38 percent of Japan’s

participants reported being “not at all satisfied” or “not very satisfied” with their

appearance. This seems strange in a country where people often put a great deal of

time and money into grooming themselves, but perhaps the bar is simply, set higher

here, with such a premium being placed on personal attractiveness.(Evie Nyan,2015).

Philippines on the other hand ranked 32th in the list. Based on Anderson, low self-

esteem in the Philippines, mainly in Manila is varied in many ways. There can be the

3
social statues, the skin color, and structure of the face, the height or even the

intellectual capacity.

Others see writing simply as a tool, practically used, and certainly without value.

There can be a lot of benefits on keeping a journal for improving self-esteem such as,

emotional intelligence. It is the ability to perceive and manage of one’s emotions, and

that of others. Journaling can help in processing emotions and to increase self-

awareness. This internal familiarity becomes a bridge of empathy; They will better intuit

and understand what others are experiencing. Going through the same thing with

someone is a sign of emotional intelligence, and allows a deeper connection. It also

improves communication skills. Journaling is a form of written communication, albeit to

one self. Nonetheless, the sub vocalization of tracing their written thoughts naturally

translates in actual vocalization. Of course, anyone journaling must have a goal to tidy

up their writing in order to see clearly the benefits in their verbal communication. But

making that decision during writing will benefit their speaking. And lastly, self-

confidence, journaling about a positive experience allows your brain to relive it and

reaffirms your abilities when the ugly head of self-doubt appears. The release of

endorphins and dopamine will boost their self-esteem and mood. These reflections can

become a catalog of personal achievements that they continue to go back to. As they

work to incorporate journaling into their life, they should remember the elephant is best

eaten one bite at a time. Patience and consistency are significant in forming new habits.

Being academic researchers, teenagers, they are open and well aware of self-

esteem. Philippines may be at the middle range of having low self-esteem (Anderson,

2005) they will and should try to fix it and to help others. Low self-esteem is broad

4
phenomenon, and hard to control. That is why they will try to at least help our fellow

teenagers. According to self-esteem expert Morris Rosebery, self-esteem is quite simply

one’s attitude toward oneself. An important thing to remember is that self-esteem is not

fixed. It is malleable and measureable, meaning they can test for and improve upon it.

Taking personal responsibility for one’s own behavior and contribution to relationships

and the ability to admit fault makes huge difference.

Background of the Study

In personality processes self-esteem is considered to play an important role

whether cognitive and motivational aspects result in vulnerability. Self-esteem, that is

contingent on success and competence, triggers fundamentally different habitual

thought and behavior patterns than self-esteem that involves seeking compensation

from emotional support and acceptance (Johnson M. 2016)

Self-esteem has attracted a great deal of attention from social personality,

developmental and clinic psychologists in recent decades. Self-esteem is associated

with a number of important life outcomes including psychological adjustment, academic

success, physical health and relationship satisfaction.

Global self-esteem refers to the overall aggregated opinion of oneself at any one

time (Harter, 1993) Domain specific relates to one’s self-esteem in regard of a particular

area, trait self-esteem described as an individual’s accumulated lifelong perception of

5
social inclusion and exclusion (Leary, Tambor 1995) state self-esteem a perception of

changes in one’s level of social inclusion, given a particular setting stable as compared

to unstable and narcissistic self-esteem and true or authentic high self-esteem that is

stable.

James’s original formula of self-esteem appears to be well respected.

𝑆𝑈𝐶𝐶𝐸𝑆𝑆
Self-esteem= (Seligman, 1980)
𝑃𝑅𝐸𝑇𝐸𝑁𝑇𝐼𝑂𝑁𝑆

According to Deci and Ryan self-determination theory states that man is born

with an intrinsic motivation to explore, absorb and master his surroundings and that true

high self-esteem is reported when the basic psychological nutrients or needs of life.

When social conditions provide support and opportunity to fulfill these basic needs,

personal growth and well-being are enhanced (Chirkov, Ryan, Kim & Kaplan, 2003)

Relatedness was an addition to the original theory to account for people’s ability to

connect with others although the internalization of cultural practices and values (Ryan &

Deci, 2004)

Terror management theory states that self-esteem is seen as a culturally based

construction derived from integrating specific contingencies valued by society into one’s

own worldview.

Sociometer Theory states that a minimum level of social inclusion or belonging is

essential for humans to reproduce and survive with self-esteem functioning as a

6
sociometer. The ability to efficiently determine other’s reactions affecting an individual’s

status aids the creation and maintenance of a small number of meaningful relationships.

Research Locale

The study shall be conducted in Rizal High School which is the second largest

secondary school. It is based in Pasig, Metro Manila. The chosen school is consisting of

10,000 students and there is no doubt that there is a high possibility that some of its

students have low self-esteem, and in need to improve it especially those who will be

coming to Senior High School.

Theoretical Framework

This study is based on William James’ Self-Esteem Equation.

William James’ Self-Esteem Equation states that the people’s self-esteem

depends entirely on what they give back to themselves. It is determined by the ratio of

actualities to their supposed potentialities.

𝑆𝑢𝑐𝑐𝑒𝑠𝑠
Self-esteem:
𝑃𝑟𝑒𝑡𝑒𝑛𝑡𝑖𝑜𝑛𝑠

7
 The equation shows a fraction of which a person’s pretensions are the

denominator and the numerator, their success. People can feel better about themselves

by succeeding in the world but also by varying the levels of their hopes and

expectations. This theory states that an individual’s self-esteem varies on their

expectations and successions. When a person’s success exceeds their expectations,

their self-esteem will rise. It is important to focus on an attainable goal so that when

someone succeeded and did even more than that goal their self-esteem will rise

resulting in having confidence when they face another challenge.

In connection to the study, William James’ Self-Esteem Equation prompted the

idea of having a self-esteem journal as an activity for the Group Sharing. In doing a self-

esteem journal, selected Grade 10 SPS students from Rizal High School are expected

to write about their progressions every day. This will enable them to reflect and write

about what they did and what they achieved to do every day.

The stated theory will support and empower the affirmations that the researchers

will provide. It will serve as a resilient basis of information that will be stated.

Research Paradigm

Rizal High Identifying RHS Improvement of Implementation

School Grade Grade 10 SPS RHS Grade 10 of self-esteem
10 SPA students’ level SPS student’s journal and group
students’ self- of self-esteem self-esteem sharing
esteem
Figure 2. Research Paradigm

8
 Figure 2 represents the research paradigm of the study. It shows the flow of the

study in which the researchers will address the self-esteem of RHS Grade 10 students

by identifying the level of self-esteem of the students that will lead them to the

improvement of their self-esteem by implementing the self-esteem journal and weekly

group sharing. By the variables indicated, the researchers will be guided in conducting

this study. With a reliable support group, our community will be able to develop

confident and motivated students.

Statement of the Problem

This study aims to determine the effect of Group Sharing on Rizal High School

Grade 10 students S.Y. 2018-2019.

Specifically, this research intends to answer the following questions:

1. What is the level of the student’s self-esteem before the Group Sharing?

2. What is the level of the student’s self-esteem after the Group Sharing?

3. Is there a significant difference between before and after the Group

Sharing?

4. What improvement or revision can be implemented to the Group Sharing?

5.

9
Hypothesis

There is no significant difference on the level of self-esteem of the respondents

before and after the Group Sharing.

Scope and Delimitation

The intent of this is to improve the self-esteem of Grade 10 SPS students in Rizal

High School, Caniogan, Pasig City since they are nearing to become Senior High

School students for them to gain confidence and morale towards their efficiency and

their probable future in college.

The study is set at Rizal High School, Caniogan, Pasig City. It will be done mainly

at 4th floor of the Computer Building where the respondents consisting of 19 students

are located. The sessions will last for one week.

It will make use of doing a group sharing activity which will be complemented by

notebooks turned into journals provided by the researchers for the respondents to write

on it with their reflections which greatly affect the respondents' self-esteem.

The study is delimited to only 19 Grade 10 SPS students who are proven to have

low self-esteem regardless of gender and age. The reason why the researchers did not

include any other grade levels is because of their limited finances and time to conduct

the whole study.

10
Significance of the Study

The results of the study will be a great benefit to the following:

Students. This will provide the students with some knowledge on self-esteem.

Since students are the main target in this study, students would relate and this study

would give realization that self-esteem is useful to both the students and people around

him. Also the gathered data can help the students to improve their self-esteem.

Teacher. The collected data would guide the teachers on what to do with the

students that has low self-esteem in class. The teachers would be able to understand

on why some students lack confident in the class and later on, help them.

Parents. Like the teachers, the parents will be acknowledged if their children are

having low self-esteem and understand why their children are experiencing low self-

esteem through the given data. The gathered data would help them formulate some

preventive measures to help their children to improve self-esteem.

Other researchers. This study will help the other researchers for their related

topic. The collected data might be used by other researchers for their study through the

use of this gathered data as a basis on their study. This study will stand as a sample to

give other researchers a guide in doing a study to improve their work. This study will

provide the other researchers with some knowledge on self-esteem. This will be useful

mostly when other researchers study are related to the gathered data.

11
Definition of Terms

The following terms were defined conceptually and operationally for clearer

understanding of the study.

Groupings Sharing. An activity, which improve students to gain self-esteem.

This activity allows the student to interact and share their thoughts to others.

Journal Writing. A notebook or any paper that the student are using to write

their experience, feelings and thoughts that they cannot tell in front of other people.

Realization. The action of realizing: the state of being realized.(Webster, 1828).

These are what the researchers expects from the impact towards the students after they

conducted the experiment.

Self-esteem. A confidence and satisfaction in oneself. (Webster, 1828).

Something that the students need to improve. Lacking of this will not help them to have

confidence in everyday activities.

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 CHAPTER 2

Review of Related Literature and Studies

This chapter presents a brief review of literature and studies relevant to self-

esteem, group sharing, and journal writing.

Self-Esteem

According to Orth and Robins (2014), self-esteem refers to a person’s subjective

assessment of his or her value as an individual. Significantly, self-esteem does not

certainly indicate a person’s objective talents and capabilities, or even how an individual

is perceived by others. Therefore, self-esteem includes sense of self-acceptance and

self-respect, opposed to the unrestrained self-regard and self-aggrandizement resulting

to narcissistic individuals. (Ackerman et al, 2011)

Numerous studies have associated factors with positive sense of self-esteem

such as psychological health, importance to others and both body image and physical

health. On the contrary, low self-esteem has been connected to results such as

depression, health problems and antisocial behaviour. (Myers, Willse, & Villalba, 2011)

Mrudu, Nagarajaiah, and Janardhana (2012) did a study to evaluate the parental

attachment and self-esteem among adolescents. A sample of 100 adolescents between

the age of 15-18 years old was used. According to the results,there is a statistically

significant positive correlation between overall parental attachment and self-esteem

13
among the adolescents. Vidya (2012) conducted a study to see if planned series of

activity sessions on positive peer relationship and self-esteem among adolescent

students has an effect. The findings showed that the students developed high positive

peer relation and self-esteem after engaging in the activities and it was also found that

there was a positive correlation between the level of peer relation and self-esteem of the

adolescents.

Based on the investigations of Wild, Flisher, Bhana, and Lombard (2004) the

associations among adolescents' self-esteem in 6 domains and risk behaviors related to

substance use, bullying, suicidality and sexuality. The multistage form sampling strategy

was used and a representative sample of 939 students in Grades 8 and 11 were

selected. The results showed that the scores on each self-esteem scale was

significantly associated with at least one risk behavior. Low self-esteem in the family

and school contexts and high self-esteem in the peer domain were significantly

associated with multiple risk behaviors in adolescents of both the sexes.

Raikkonen and Jarvinen (2005) conducted a study to investigate the relation of

self-esteem in early and late adolescence to optimism-pessimism in adulthood. The

subjects consist a population-based sample of young Finns and were investigated at

ages 12, 18 and 33 years. The results revealed that adolescents with high self-esteem

at the age of 12 and 18 showed significantly lower levels of pessimism compared to

those with low self-esteem during the adolescent years.

14
 Scott, Rich, and James (2002) did a study on life satisfaction and self-esteem

with a total sample of 290 middle school students. Children's insight of their academic

competence was more strongly related to their global self-esteem than their global life

satisfaction whereas children's perception of the quality of their family relationship was

the strongest factor of their global life satisfaction. The findings with a sample of 183

elementary school students (grade 3-5). The results provided strong support for the

significance of global life satisfaction construct with children as well as the

multidimensionality of children's subject well-being reports.

The study regarding self-esteem, school life and social support to examine the

psychological well-being of students during the transition to junior high school. The

participants were 159 students and the findings showed that self-esteem was

unchanged from the end of sixth through the middle of seventh grades, rising by the end

of seventh grade. Low mood and other symptoms increased among girls' overtime

relative to boys. There is an increase in peer social support of high academic

competence. Hirsch and Rapkin (2003)

Based on the conducted study of Parker, Jennifer and Benson (2004) the national

educational examined parental support and monitoring on adolescent outcomes of self-

esteem, substance abuse and delinquency. Diverse samples of 16,749 adolescents

were included and the findings showed that high parental support and monitoring were

related to greater self-esteem and lower risk behaviors.

15
 Phinney and Chavira (2004) conducted a study to examine changes in ethnic

identity and self-esteem with age. The sample consisted of 18 adolescents from Asian

ethnic group. They were evaluated at 16 years and three years later. According to the

results, there is a significant change to higher stages of ethnic identity over the three-

year period. This shows that self-esteem and ethnic identity were significantly related to

each other at each time period and also across the three-year time span.

Self-esteem should be seen as a continuum.It can be high, medium or low, and is

often quantified as a number in empirical research.

When talking about self-esteem it is important to remember that both high and low

levels can be emotionally and socially harmful for an individual. Indeed it is the thought

of an optimum level of self-esteem lies in the middle of the continuum. Individuals

operating within this range are thought to be more socially dominant within

relationships.(McLeod, 2012)

Group Sharing

In a study in Canadian Institute for Advanced Research in 2015, joining a group was

analyzed how it helps with the improvement of people’s self-esteem. The result was that

regardless of the person’s background, they show higher levels of self-esteem if they

belong to groups. Groups often have their own beliefs, values, and also the ability to be

aware and understand the diversity of the world. It can also provide a sense of purpose

for the members included. When we talk about self-esteem, it is not always just about

the person building his confidence; it is often more connected with the environment and

the support he receives. According to Bushak (2015) when it comes to improving an

16
individual’s self-esteem, one must consider reaching out to people and be socially

active for the reason that it will have more effect on the person than just self-reflecting.

According to Saeri, Sibley, Barlow, Stronge & Cruwys (2015), social connectedness

is not always about having a lot of friends and having popularity. Although it can come

from friends or people whom an individual is in close relationship with, it is belonging

with groups that improves most of our health. When one really feels connected towards

a group, they can benefit from the bonds that they share with each members. Being in a

group can provide a sense of meaning and purpose. Additionally, groups can provide

emotional, mental, and even material support when difficult events happen.

A group of people who meet regularly to learn and reflect at the same time can be a

powerful supporting tool towards exercising individual reflection. The group may talk

about certain issues, share journal entries or try other ways of participative reflective

practice. (www.participatorymethods.org)

According to Rundle & Hiller (2012), the potential benefits of group sharing are

active association towards learning, developing confidence in working and interacting

with people, creating a supportive environment and, expanding one’s understanding,

worldview and learning from diverse experiences, cultures, beliefs, and values.

Journal Writing

According to Wood (2013), Self-reflection is a process where one observes what

happens around, looking deeper into it in order to understand it, and making proper

changes. It is a continuous application of improvement. It can be achieved with groups,

one to one with a trusted person or alone. Reflecting alone needs more than reflecting

17
after a long day. It entails persistence, honesty and some way to keep all of these for

future reading. Having a journal can accomplish all these needs. Recording an

individual’s thoughts and perceptions can build up and turn into new learning. One could

suggest that self-reflection results to being aware of a person’s knowledge and what

they do not know yet. Nevertheless, numerous things can be learned and discovered

while writing on a journal. Keeping a journal can obtain the evaluation of one’s attitudes,

beliefs, and values that can result to reassessment of their motivation that can lead to a

healthier mind set. If writing on a journal is done consistently with versatility, honesty,

and willingness to learn new things, it can provide support and self-care. Journals can

give an individual a safe space to share their thoughts honestly to the present,

examining the past to further understand it, and to be minded of the future. It can

provide serenity and set aside the commotion of the busy world where a person can

learn more and understand himself. Journal writing provides a chance to express

opinions that one cannot say in public for the fear of being judged and hated, allowing

him to vent out stress. The result of such an outburst can release a lot of emotional

tension and emotions.

According to Benjamin Hardy (2018), he said that out of all the things that have

been helpful to him in personal growth and goal achievement, using his journal daily is

at the foundation. Writing in Hardy's journal every single day is the glue that holds

everything else together. His journal is the context for his own dreams. It is Hardy's

favorite place to be. It’s where the mental creation happens. And because his mental

creation recurs on a daily basis within his journal, the physical creation is organic. It’s

18
simple. Achieving highly specific goals becomes very, very predictable. He stated that

confidence becomes a continually growing loop where ideas quickly become realities.

Also according to Benjamin Hardy (2018), a journal is not only where people

record their insights and inspiration, but it’s where those insights become solidified and

real. Having a journal is where an individual begin thinking deeply about their insights

and ideas, and where they strategize and plan the execution of those insights and

ideas. A journal is the context for making ideas into something much, much more

tangible. It is a powerful resource for manifesting someone’s dreams. Writing in a

journal compounds and deepens the essential activities of meditation, visualization, and

prayer. Hardy stated that if people are serious about achieving specific and big things in

their life, they need to put themselves into a peak state and make a firm decision from

that state. Usually, that will require getting out of normal, day-to-day routine, where one

can get clarity. However, making that “decision” is not enough. People then need a

routinized and daily way of triggering themselves back into a peak state. They need to

daily operate at the level of their decision if their decision will become a reality. Every

morning, they can use their journals to prime themselves into the person they need to

be — that day, and every day — in order to make their dreams a reality. They can do

this by writing their goals and dreams down in the affirmative every single day.

Then they can write down all the ideas, thoughts, plans, and strategies that come

to their mind about what they need to do in order to achieve those goals. People can

write down the distractions they need to remove from their life that are stopping them

from getting where they need to go. They can also use their morning journal for ideation

and creation. A person’s brain is very creative and their subconscious mind is very

19
susceptible first thing in the morning. While writing about their ideas, they’ll get a ton of

creative breakthroughs that will enable them to do amazing work.

Synthesis

This chapter provides a review of literature pertinent to the study, including self-

esteem referring as a person’s subjective assessment of his or her value as an

individual. To help the improvement of self-esteem by the use of group sharing and

journal writing. Having this as guide will make the reviews more reliable. Studies and

researches have associated factors with positive sense of self-esteem such as

psychological health, importance to others and both body image and physical health.

On the contrary, low self-esteem has been connected to results such as

depression, health problems and antisocial behavior. (Myers, Willse, & Villalba, 2011).

Including the study of Mrudu, Nagarajaiah, and Janardhana (2012), conclude that there

is a statistically significant positive correlation between overall parental attachment and

self-esteem among the adolescents. Vidya (2012) conducted a study to evaluate the

effect of a planned series of activity sessions on positive peer relationship and self -

esteem among adolescent students using pre experimental design. The results showed

that the subjects developed high positive peer relation and self-esteem after

participation in the activities and it was also found that there was a positive correlation

between the level of positive peer relation and self-esteem of the adolescents.

As for the study conducted by Raikkonen and Jarvinen in 2005, relation of self-

esteem in early and late adolescence to dispositional optimism-pessimism in adulthood

revealed that adolescents with high self-esteem at the age of 12 and 18 showed

20
significantly lower levels of pessimism compared to those with low self-esteem during

the adolescent years. Scott, Rich, and James (2002) study shows the validity of life

satisfaction and self-esteem. Children's insight of their academic competence was more

strongly related to their global self-esteem than their global life satisfaction whereas

children's perception of the quality of their family relationship was the strongest correlate

of their global life satisfaction. The study regarding self-esteem, school life and social

support to examine the psychological well-being of students during the transition to

junior high school. The participants were 159 students and the findings showed that

self-esteem was unchanged from the end of sixth through the middle of seventh grades,

rising by the end of seventh grade. Depressive and other symptoms increased among

girls' overtime relative to boys. There is an increase in peer social support of high

academic competence. (Hirsch and Rapkin, 2003).

Self-esteem should be view as a continuum, can be high, medium or low, and is

often quantified as a number in empirical research. When considering self-esteem it is

important to note that both high and low levels can be emotionally and socially harmful

for the individual. Indeed it is thought an optimum level of self-esteem lies in the middle

of the continuum. Individuals operating within this range are thought to be more socially

dominant within relationships. (McLeod, 2012)

Regardless of a person's background, they often show high levels of self-esteem

whenever included in a group. Groups have their own beliefs, values and diversity.

Groups can provide a sense of purpose. When a person feels connected to a group,

they benefit with the bonds they share with fellow members. And individual included in a

group provides meaning and purpose. A group can become a powerful tool when

21
exercising reflections of its individual members. The benefits of group sharing are active

towards learning, building confidence, establishing a friendly environment, and further

increases one's understanding of values, culture and beliefs.

According to Wood (2013) keeping a journal can be a tool for self-reflection.

When an individual has been able to reflect in a safe and non-judgmental space, it can

help that person toward his well-being. Writing in journals consistently can be healthy

for people's emotional and mental health because they can let out all the emotions and

thoughts that run endlessly in their mind. It can also be a great tool to look back in past

events so that they can be reminded of what they have already achieved. According to

Benjamin Hardy (2018), writing in journals has been very helpful to him. It helped him

towards personal growth and achievement because he was able to let out his thoughts,

visions, and dreams. It helped him sort out his ideas and make something out of it. Also

according to Hardy (2018), journal is where creativity becomes reality. To achieve a

dream, people must write down all their visions and what exactly they wanted to

happen. They can also write down setbacks and how to deal with it. If people do this

constantly, it's no wonder when all of their dreams will come true.

Aforementioned literature and studies gave the researcher support to conduct the

present study since these are all focused on the significance of the studies to the

review, where self-esteem is the main highlight and the connection of group sharing and

journaling to improve one’s self-esteem. These reviews serve as foundation and

references of the current study.

22
 Chapter 3

Methodology of the Study

Research Design

In this study, the researchers used the triangulation method of research wherein

the researchers indicate mixed methods used in the study in order to check the results

of one and the other study. This was used to know how the group sharing can improve

the self-esteem of the Grade 10 Junior High School students of Rizal High School.

This used the questionnaires and interview to gather information and to collect

the data needed. This includes the instruments or tools and programs that the

researchers will implement, the respondents, sampling technique and research design.

The results from the data gathered from the questionnaires were recorded and tallied

for statistical treatment purposes.

Population and Sample

The population and sample of the study are the Grade 10 Junior High Students at

Rizal High School in Pasig City for the School Year 2018-2019. The researchers used

one (1) section for this research. The Grade 10 SPS with nineteen (19) students. This

study used non-probability cluster sampling, wherein the respondents are randomly

selected from

Instruments of the Study

The research instrument is "Rosenberg Self-Esteem Scale" that is widely used for

evaluating individual’s self-esteem. It will also use as a pre and post assessment to

23
determine the level of self-esteem of the respondents before and after the program.

Unidimensional model for graded item responses was fit to data. The ten (10) items to

equal discrimination was contrasted with a model allowing the discrimination to be

estimated freely. It uses four-point Likert scale ranging from " very satisfied, always, a

lot and all the time" to "very uncomfortable, never and very little" depending on the self-

esteem as perceived by the respondents from items 1 to 10 except 8 and 9 as shown

below:

Items 8 and 9 are reverse scored

24
 The researchers made use of a 10-item Self-esteem/Self-image questionnaire as

the primary data collecting instrument of the study. It measures the level of self-esteem

of the respondents to confirm if they are lacking self-esteem. The contents of the

questionnaire are mostly about one's self-image and integrity. The questionnaire has

four choices per item but the set of choices are slightly varied on each item. Each

question is specific to a person's self-image like taking care of one's self and proper

hygiene, to asking the feeling of comfort when expressing opinions. The item choices

are mostly about frequency and levels of comfort which scale from least to greatest.

Another tool used are the researcher-provided notebooks turned into journals

wherein the respondents who received those will make reflections for the researchers'

data gathering as well as for the respondents improvement in personality. The

researchers also conducted an interview in order to know the result of the group sharing

and self-esteem journal after the implementation. In this way, the researchers will know

the effectiveness and the benefits of the group sharing and self-esteem journal.

Validation Procedure

There was no validation and reliability testing done by the researcher since the

questionnaire used in the selection of question in used questionnaires got from the Self-

esteem/Self-image Female Sexuality (SESIFS) questionnaire of the researchers from 1

Federal University of São Paulo, Brazil that already validated. Pearson’s correlation

25
coefficient was used to test concurrent validity of the SESIFS against Rosenberg’s self-

esteem scale and the FSQ while the reliability was tested using the Cronbach’s alpha

coefficient.

Data Gathering Procedure

In data gathering procedure, the researchers asked for permission and solicited

the support of Grade 10 Section SPS of Rizal High School and the parents through a

letter communicating the objectives of the research with the reason for selecting Rizal

High School Grade 10 students as the respondents of the study to formally request for a

schedule of availability of the respondents for the Group Sharing Activity (GSA) after

class. After the permission granted, the Group Sharing Activity (GSA) occurs at room

SPS class in VP. Eusebio building. A Group Sharing Activity (GSA) held to

acknowledge the respondents whose in the respondents has a low of self-esteem and

help to overcome it through implementing esteem journal provided by the researchers.

Procedure after a couple of weeks the researchers then conducted an interview

to know if the said Group Sharing Activity (GSA) had an impact to the selected

interviewees. The researchers also asked a few selected teachers to get their insights

and advice as well.

Statistical Treatment of Data

26
 The data collected were tabulated, summarized and went under analysis. The

research data were interpreted and presented via tables. These statistical tools were

utilized in the analysis of the acquired data.

To determine the profile of the Grade 10 SPS students who have low self-esteem from

the experimental group, the researchers used percentage. The following would be the

formula:

Percentage. By dividing the frequency of responses by the total number of respondents

and multiplying the quotient by 100, the percentage was determined.

𝑓
𝑃= 𝑥 100
𝑁

Where P = Percentage of the respondent’s response

f = Frequency of the respondent’s response

N = Total number of respondents

T-test. The researchers used T-test to determine and to compare the two sets of

data which are the Pre and Post-test

27
 x1 − x2
𝑡=
2 2
√𝑠1 + 𝑠2
𝑛1 𝑛2

Where x1 = Mean of the first set of the value

x2 = Mean of the second set of the value

s12 = Standard Deviation of the first set of value

s22 = Standard Deviation of the second set of value

n1 = Total number of respondents of the first set

n2 = Total number of respondents of the second set

The researchers used T-test to determine and to compare the two sets of data which

are the Pre and Post-test

28
 Chapter 4

Data Analysis and Interpretation

This chapter deals with the analysis and interpretation of data gathering in this study.

Table 1

Pre-test Result of Experimental Group

Score Interval Pre-test

Frequency Percentage (%) Description

36-40 0 0 High

26-35 15 79% Normal

10-25 4 21% Low

Total 19 100%

Mean 29.16

Standard Deviation 4.59

Description Normal

29
Table 1 shows the Pre-Test result of experimental with a mean of 29.16 which means

normal.

Table 2

Post-Test Result of Experimental Group

Score Interval Post-test

Frequency Percentage (%) Description

36-40 5 26% High

26-35 12 63% Normal

10-25 2 11% Low

Total 19 100%

Mean 32.89

Standard Deviation 4.70

Description Normal

Table 2 shows an improvement with a mean difference of 32.89 which means

normal.

30
Table 3

Significant difference between Pre-test and Post-test result of the Experimental

Group

Test Mean Mean T DF Tabular Decision Interpretation

Difference Value

Pre-Test 29.16

Post- 32.89 3.73 2.47 17 2.110 Reject Significant

Test

Since the computed value of 2.47 is greater than the tabular of 2.110 with a degree

of freedom of seventeen (17) at 0.05 level of significant then the null hypothesis is

rejected.

Therefore, there is a significant difference between the pre-test and post-test result

of the experimental group.

31
PRE-TEST POST-TEST

Level of Self-esteem Before and After

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1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

The line graph shows the difference of self-esteem of the students involved in experimental
research. It is the result of pre-test and post-test of the respondents to know if there are any changes on

32
their self-esteem. Some students increase the level of self-esteem in post-test and some students got
lower score than their score in pre-test

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter outlines the summary of findings, conclusion and recommendations of the

study. Summary of the findings presents the key information derived from the statistical

results of the survey. Conclusions express the judgment attained by the researcher

based on the findings. Recommendations suggest some possible solutions in response

to the issues pointed out in the conclusions.

Summary of Findings

Respondents Profile

The pupil-respondents are ages 15-16 years old, both male and female.

1. What is the level of the students' self-esteem before the Group

Sharing?

The self-esteem level of the students before the Group Sharing is normal

based on the pre-test result which is 4.59.

33
 2. What is the level of the students' self-esteem after the Group Sharing?

The post test result shows that the students' self-esteem level were still

normal which is, 4.70.

3. Is there a significant difference between before and after the Group

Sharing?

The researchers have seen a significant difference before and after

implementing the Group Sharing. Although the result were still normal, the

result in the post test shows an increase which only proves that there is a

significant difference.

4. What improvement or revision can be implemented to the Group

Sharing?

The improvement or revision that can be implemented to the Group

Sharing is the way the researchers carry themselves in front of the pupil-

respondents to show them the benefit of having a high self-esteem and

also the process on how the Group Sharing was implemented.

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. The level of grade 10 student’s Self-esteem is normal but an improvement is still

needed and implementing the “Group Sharing” and “Journal Writing”

34
 2. The Group Sharing and Journal Writing activity helped the students to improve

their Self-esteem

3. There is a significant difference between the Pre-test and Post-test result of the

experimental group.

4. There is no need to revision the group sharing activity but making the group

sharing itself to become enjoyable, free from judgement and comfortable to each

other are possible improvements.

Recommendations

According to the conclusion and findings of the study, the recommendations are as

follows:

1. Making an enjoyable Group Sharing activity.

2. The utilization of journals to enhance the self-esteem of the students.

3. At least two teachers must require students to have Self-Esteem Journal.

4. Group Sharing must be done at least once a week.

5. Parents should give enough support or give some time to motivate their

children.

35
 Appendix A
RIZAL HIGH SCHOOL

Letter to the School Principal

MR. GILBERT O. INOCENCIO

Principal IV

Rizal High School, Pasig City

Dear Sir,
Good day and Mabuhay!
We are students from Humanities and Social Sciences. We are currently completing our
Research Paper entitled “Improving Rizal High School Grade 10 Students Self-Esteem
Through Group Sharing Activity: Self-Esteem Journal” as a requirement for our Practical
Research 2.
This is to ask your permission to allow us to conduct our study among Grade 10 SPS students.
Your approval would be a great help for us to be able to get the needed information and response
for the success of this study. We also take full responsibility over the procedures that will take
place during the study and we assure you that proper steps will be done.
We are hoping for your kind consideration and utmost support in the triumphs of this study.
Thank you very much.

Respectfully yours,
Arbison, Timojhenn A. Millamina, Ruby Naomi S.
Capistrano, Reggae S. Odovilas, May R.

36
Acebedo, Jovelyn M.
Bundoc, Mavel S. Grade 12 HUMSS B
Cruz, Kristel Yna Mari L.
Jaurigue, Hannah A. Ms. Jonalyn Gungon
Lising, Sarah Alyanah P. Grade 12 Practical Research 2 Teacher

Appendix B

Letter to the Respondents

Dear Respondents,
Good day and Mabuhay!
We are students from Rizal High School taking the track of Humanities and Social Sciences. We
are currently completing our Research Paper entitled “Improving Rizal High School Grade 10
Students Self-Esteem Through Group Sharing Activity: Self-Esteem Journal” as a
requirement for our Practical Research 2.

In connection to this, we would like to humbly request you to be part of our respondents in our
study. We hope you can help us by answering the instruments sincerely and truthfully.
Thank you very much.

Respectfully yours,
Arbison, Timojhenn A.
Capistrano, Reggae S. Ms. Jonalyn Gungon
Acebedo, Jovelyn M. Grade 12 Practical Research 2 Teacher
Bundoc, Mavel S.
Cruz, Kristel Yna Mari L. Ms. Irene Mondejar
Jaurigue, Hannah A. HUMSS Coordinator
Lising, Sarah Alyanah P.
Millamina, Ruby Naomi S.

37
Odovilas, May R.

Grade 12 HUMSS B

Appendix C

Letter for the Teacher-Respondents

Dear Madam,
Good day and Mabuhay!
We, students from Rizal High School Grade 12 (HUMSS B), are conducting a research about
self-esteem entitled “Improving Rizal High School Grade 10 Students Self-Esteem Through
Group Sharing Activity: Self-Esteem Journal”. We consider your students, Grade 10 SPS, to
participate in a Group Sharing and Journal Writing activity and ask your consent. The students
will be participating in the said activity at Eusebio Building of the school from 12:00-1:00 PM
Thank you very much.

Respectfully yours,
Arbison, Timojhenn A.
Capistrano, Reggae S. Ms. Jonalyn Gungon
Acebedo, Jovelyn M. Grade 12 Practical Research 2 Teacher
Bundoc, Mavel S.
Cruz, Kristel Yna Mari L. Ms. Irene Mondejar
Jaurigue, Hannah A. HUMSS Coordinator
Lising, Sarah Alyanah P.
Millamina, Ruby Naomi S.
Odovilas, May R.

38
Grade 12 HUMSS B

39
 Appendix D
Research Instrument

Name:
Section:
DIRECTION: Please check a response for each question. When you are done, return the
questionnaire to the researchers.
1. When you look at yourself in the mirror, you feel:
( ) very satisfied
( ) not very comfortable
( ) uncomfortable
( ) very uncomfortable
2. When someone praises you, you feel:
( ) very satisfied
( ) not very comfortable
( ) uncomfortable
( ) very uncomfortable
3. You enjoy taking care of yourself (putting on make-up, selecting clothes, taking care of
your hair and nails, etc…):
() always
( ) only when there is a party
( ) almost never
( ) never
4. When you see yourself in a picture, you feel:
( ) very satisfied
( ) not very comfortable
( ) uncomfortable
( ) very uncomfortable

5. You like your body:

( ) a lot
( ) enough, reasonably
( ) not much
( ) very little

40
6. Do you feel comfortable to express your opinions?
( ) always
( ) most of the time
( ) sometimes
( ) never
7. Do you think that you deserve good things in life?
( ) always
( ) most of the time
( ) sometimes
( ) never
8. Do you feel fatter or thinner than people around you?
( ) never
( ) sometimes
( ) most of the time
( ) always
9. Do you avoid going to social activities (the beach, clubs or parties) because you feel
uncomfortable with your body or with your appearance?
( ) all the time
( ) frequently
( ) sometimes
( ) never
10. How much do you like yourself?
( ) a lot
( ) enough, reasonably
( ) not much
( ) very little

41
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