Relationship of Self-Evaluation in Academic Progress of Grade 7 Taguig Science High School Students

Republic of the Philippines
Department of Education
National Capital Region
Division of Taguig City and Pateros
TAGUIG SCIENCE HIGH SCHOOL
5 M.L., Quezon Ave. Brgy. San Miguel, Taguig City
RELATIONSHIP OF SELF-EVALUATION IN ACADEMIC PROGRESS

OF GRADE 7 TAGUIG SCIENCE HIGH SCHOOL STUDENTS
A Research Presented to the Senior High School Faculty of

Taguig Science High School, San Miguel, Taguig City In
Partial Fulfilment of the Requirements for the Degree
Inquiries, Investigation and Immersion
Balderrama, John Rafael A.
Burgos, Marc Laurence V.
Entena, Justin C.
Geronca, Cee Jay P.
Nolasco, Daniel G.
Nuguid, John Albert R.
Reyes, Emmanuel Joshua N.
Cada, Anne Nicole G.
February 22, 2019

TABLE OF CONTENTS
TABLE OF CONTENTS………………..... …………………………………………… .

i
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND……………………................

1.1 Introduction ………………………………………………………………... 1
1.2 Background of the Study ………………………………...………………... 5
1.3 Statement of the Problem ………………………………………………….. 8
1.4 Theoretical and Conceptual Framework ………………………………….. 9
1.5 Hypothesis …………………………………………………………………. 15
1.6 Significance of the Study ………………………………………………….. 16
1.7 Scope and Delimitation ……………………………………………………. 17
1.8 Definition of Terms………………………………………………………… 18
II. REVIEW OF RELATED LITERATURES AND STUDIES ……………... 20
III. METHODOLOGY
3.1 Research Design …………………………………………………………… 51

3.2 Research Locale……………………………………………………………. 52
3.3 Research Participants………………………………………………………. 53
3.4 Sampling Technique……………………………………………………….. 54
3.5 Instrumentation…………………………………………………………….. 55
3.6 Statistical Treatment……………………………………………………….. 56
3.7 Data Gathering Procedure…………………………………………………. 57
IV. PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA...... 58
V. FINDINGS, CONCLUSION AND RECOMENDATION………………… 92
i
CHAPTER 1:
THE PROBLEM AND ITS BACKGROUND
1.1 INTRODUCTION
Many researchers, professors, and academic authorities
wanted to find out what are the factors that affects
someone’s behavior and its effect to the student academic
progress Many theories had been formulated and one of those
theory is the Social Cognitive Theory (SCT) which is an
extension of bandura’s social learning theory (1977) which
states that children observe the people around them behaving
in various ways. This findings was found out during the
famous Bobo doll experiment (Bandura, 1961). Social
Cognitive Theory or SCT explains the development of academic
performance using different but interrelated theoretical
models. Based on Bandura’s social cognitive theory (1986).
SCT focuses on the triadic interaction among environment,
behavior and person and how this interaction helps each
other to enhance student academic performance.
Social Cognitive Theory is composed of four processes of
goal realization: self-observation, Self-evaluation, Self-
1
reaction, and Self-efficacy (Redmond, 2010) the four
components are interrelated and all have an effect on
motivation and goal attainment of a person. Self-efficacy
refers to people’s beliefs in their capabilities to learn
things and perform behaviors at classified levels (Schunk
and Pajares, 2002). Self –regulation is the highest level of
learning which state that Self-regulation is one of the
factors that could be use by a student during academic
learning and to attain a specific goals (Zimmerman, 2013).
The proposed relationships among these cognitive factors and
their relation to behavior are summarized in the Self-
Evaluation Motivation model. The influence of physical and
social outcome expectations and of dissonance reducing
cognitions and attentional change processes on intention and
behavior, was mediated by self-evaluation (Dijkstra,De
Vries, Kok & Rouackers, 1997). The goal of this study is to
determine if a correlation exists between student self-
reflection and academic performance and motivation. How
reflection is defined, how reflection has evolved over time,
what previous research has discovered regarding any
potential connections between student self-evaluation and
2
academic performance. As discussed by Yancey (1998), “if we
don’t ask our students to reflect on their own work they are
likely to remain dependent on external rewards, now knowing
where to begin to consider their own performance” (p. 14).
Furthermore, students who are explicitly taught
metacognitive activities, such as written self-evaluation,
tend to be more highly engaged in their school work as well
as maintain higher levels of academic proficiency
(McCormick, Dimmitt, & Sullivan, 2013). Nevertheless,
positive or negative self-evaluation from past experiences
might still result to positive outcome.
In this study, the researcher will investigate the
relationship of self-evaluation to the academic progress of
the students. This study aims to provide different factors
that affects someone’s behavior toward its desired goal and
also to know how Bandura’s Social Cognitive Theory and
Bandura’s Social Learning Theory works in academic context.
This study will also help students on improving their
capabilities and their behaviors to achieve their desired
results and to employ a variety of strategies that aid in
learning and applying the content and to explain how
3
learning happens in class. The study will also show some
factors that will determine how someone’s behavior are
affected and its effect in coping up with their lessons as
well as their fellow student. In this paper, the researcher
will also use different models (Boekaerts,Pintrich and
Zimmerman) that will contribute in creating a new model that
will focus in academic performance of a student.
4
1.2 BACKGROUND OF THE STUDY
Social Cognitive Theory (SCT), used in psychology,
education, and communication, holds that portions of an
individual's knowledge acquisition can be directly related
to observing others within the context of social
interactions, experiences, and outside media influences.
This theory was advanced by Albert Bandura as an extension
of his social learning theory. The theory states that when
people observe a model performing a behavior and the
consequences of that behavior, they remember the sequence of
events and use this information to guide subsequent
behaviors. This research considers how individuals receive
information as well as the social pressures they feel to
conform to a particular event or stressor.
The proposition of social learning was expanded upon
and theorized by Canadian psychologist Albert Bandura.
Bandura, along with his students and colleagues conducted a
series of studies, known as the Bobo doll experiment, in
1961 and 1963 to find out why and when children display
aggressive behaviors. These studies demonstrated the value
5
of modeling for acquiring novel behaviors. These studies
helped Bandura publish his seminal article and book in 1977
that expanded on the idea of how behavior is acquired, and
thus built from Miller and Dollard's research. In Bandura's
1977 article, he claimed that Social Learning Theory shows a
direct correlation between a person's perceived self-
efficacy and behavioral change. Self-efficacy comes from
four sources: "performance accomplishments, vicarious
experience, verbal persuasion, and physiological states”.
Social Cognitive Theory originated in psychology, but based
on an unofficial November 2013 Google Scholar search, only 2
percent of articles published on SCT are in the pure
psychology field. About 20 percent of articles are from
Education and 16 percent from Business. The majority of
publications using SCT, 56 percent, come from the field of
Applied Health Psychology. The majority of current research
in Health Psychology focuses on testing SCT in behavioral
change campaigns as opposed to expanding on the theory.
There’s a past news says that brain health and
cognition are important as we age. They contribute to one’s
ability to function in day-to-day life and can reflect
6
diseases including dementias and Alzheimer's. The findings
were recently published online in Psychosomatic Medicine,
the journal of American Psychosomatic Society. Co-authors
include OSU students Eric Cerino and Dakota Witzel, and
Stuart W.S. MacDonald of the University of Victoria. Social
cognitive theory is a learning theory based on the idea that
people learn by observing others. The core concepts of this
theory are explained by Bandura through a schematization of
triadic reciprocal causation, the schema shows how the
reproduction of an observed behavior is influenced by the
interaction of the following three determinants: personal,
behavioral, and environmental. In personal, it gets the
learner to believe in his or her personal abilities to
correctly complete a behavior. The response an individual
receives after they perform a behavior is in the behavioral,
and in environmental, these are the aspects of the
environment or setting that influence the individual's
ability to successfully complete a behavior.
7
1.3 STATEMENT OF THE PROBLEM
There are a lot of things they need to consider in order to
fulfill those goals. Since they are Grade 7 students, the
shift from elementary school to high school level may seem a
bit high on them. This study examined self-evaluation with
goal setting as an instructional strategy. Furthermore, the
study intended to investigate the relationship of Self-
Evaluation and academic progress of the Grade 7 Taguig
Science High School student. Specifically, the research
questions for this study were:
1. Is there a linear relationship between the Self-
Evaluation and Academic Progress of a student?
2. What are the other factors that affect Grade 7
students’ academic progress?
8
1.4 CONCEPTUAL AND THEORETICAL FRAMEWORK
Watsons’
Banduras BPT
’
SLT
Social Cognitive Theory
Bandura’s Social Cognitive Theory states that human function
is the product of the interaction between the Community (C),
Personal (P), and Behavior (B). The triadic interaction
helps each other to achieve one’s desired goal and to
complete the right behavior. In Personal, it is about
believing one self’s ability in performing a certain task.
The Behavior that was mentioned in the interaction is about
9
what an individual receives or the results after an
individual perform a certain task and the accuracy of its
expectation to what the actual outcome of the action. While
the community is about the environment or setting that
influence the individual’s ability to successfully complete
a task to achieve a desired goal. Reciprocal Determinism
(Bandura,1986) it states that the world and a person’s
behavior cause each other, while behaviorism states that
one’s environment cause one’s behavior. According to Bandura
(1991), behavior was motivated and regulated by self-
influences. These influences are the self-monitoring of
one’s behavior, what determines the behavior, and the
effects of the behavior. Individuals self-judge behavior in
relationship to personal standards and environmental
circumstances. This self-regulation also includes self-
efficacy that, with its impact on thought, affect,
motivation and action, is central in exercising personal
agency. Bandura’s self-influence is realized when students
use self-assessment with goal setting as proposed in this
study. Bandura extent the study about the social learning
theory to social cognitive theory because the study has been
10
called a bridge between behaviorist and cognitive learning
because the study also includes attention, memory and
motivation of a certain person.
Social Development Theory
The study was also related to the work of Lev Vygotsky that
was published in 1962 in this study Vygotsky discussed that
behaviorism and learning is inter-related. Furthermore, this
study also dictates that knowledge is constructed on past
experiences and hypotheses of the environment. This studies
was related also to the four components of Social Cognitive
Theory which is one of the basis of the study. Vygotsky's
theory also said that the "zone of proximal development
(ZPD)” affects the cognitive development of a children. ZPD
is a level of development attained when children engage in
social behavior. Children's range of skill that can be
developed is better with adult guidance or peer
collaboration than can be attained alone. According to him,
learning occurred in this zone. Vygotsky focused on the
connections between people and the sociocultural context in
which they act and interact in shared experiences. According
to Vygotsky, humans use tools that develop from a culture,
11
such as speech and writing, to mediate their social
environments.
Self-Regulated Learning Theory
Wirth and Leutner (2008) defined self-regulated learning as
the competence to autonomously plan, execute, and evaluate
learning processes that involved continuous decision making
on the cognitive, motivational, and behavioral aspects of
learning. Self-regulated learning refers to how students
become masters of their own learning processes. Neither a
mental ability nor a performance skill, self-regulation is
instead the self-directive process through which learners
transform their mental abilities into task-related skills in
diverse areas of functioning, such as academia, sports,
music, and health. This article will define self-regulated
learning and describe the intellectual context in which the
construct emerged, changes in researchers' emphasis over
time as well as current emphases, methodological issues
related to the construct, and directions for future research
(Zimmerman, 2015). Most researchers agree that the self-
regulation process is comprised of three phases: planning,
execution, and self-reflection (Greene & Azevedo, 2007;
12
Zimmerman & Campillo, 2003). These phases interact in a
cyclical process in which the student starts planning the
task, executes it, and then once the activity is completed,
he/she reflects on, and evaluates, the results. Self-
assessment takes place throughout the self- regulation
cycle. That is, the student assesses his or her time
management, use of learning strategies, emotional
regulation, progress toward task completion, and other
aspects of his or her learning. Therefore, it is important
to develop self-assessment skills in order to promote self-
regulation.
The researchers formulated a framework to create a system
that summarize Bandura’s Social Cognitive Theory. This
framework discussed different inter-related action and how
they work with each other. Social Cognitive Theory are
connected with the four component of Goal Realization that
was discussed by Redmond in year 2010 and was supported by
different researchers like Zimmerman, Schunk, Baumeister and
Bandura. The four processes that was discussed by Redmond
such as self-observation, self-efficacy, self-reaction and
self-evaluation are the main factors needed to complete or
13
accomplish a certain goal. Social Cognitive Theory also
tackles about two types of experience, Previous Experience
and Substitute Experience. Since Social Cognitive Theory
takes into account a person’s past experience or experiences
he observed with other people. These past experiences
influences reinforcements, expectations and expectancies,
all of which shape whether a person will engage in a
specific behavior and the reasons why a person engages in
that behavior. In addition, SCT considers the unique way in
which individuals acquire and maintain behavior, while also
considering the environment in which individuals perform the
behavior. Before SCT came in there is a past study conducted
by Bandura in 1960 which is the Social Learning Theory where
in there was only two factors interconnected with each other
but as the study goes on he noticed that there are three
inter-relating and connected with each other, the
Environment, Personal (self-regulation) and Behavior of a
person where somehow still accompanied the four processes of
goal realization.
14
1.5 HYPOTHESIS
Null Hypothesis
There is no relationship between Self-Evaluation and
the Academic Progress of a student.
Alternative Hypothesis
There is a relationship between Self-Evaluation and
the Academic Progress of a student.
Null Hypothesis
There is no other factors that affect Grade 7
students’ academic progress.
Alternative Hypothesis
There are different factors that affect Grade 7
Students’ academic progress.
15
1.6 SIGNIFICANCE OF THE STUDY
The study will help to understand the learning behavior of
students and help them in improving their learning ability.
Students
It will help the students to inform them about the
Social Cognitive Theory specifically in knowing the
importance of self-evaluation to their academic progress. In
addition, it will also help them in realizing things that
will help them to understand and perform better in school.
School
In this school, the staffs and teachers can use the
research to alter the way they teach to help the students
perform better in school.
The Researchers
16
This research is a compliance of the researchers in the
subject Inquiries, Investigation and Immersion to know about
the relationship of Self-Evaluation to the academic progress
of students II.
1.7 SCOPE AND DELIMITATION
This Research focus more on giving concrete and
statistical data about the topic under study.
The Respondents will come from Grade 7 Students of Taguig
Science High School. Using the Slovin’s Formula the computed
sample size is approximately 72. The primary data gathering
method used was in the type of survey-questionnaire to know
what factors really affect the academic progress of a
certain student. This research used simple random sampling
technique in which the subjects are selected randomly with
an equal chance to be chosen as a representative of the
whole population.
Since this was a small research conducted for academic
purposes it was limited to the students of Taguig Science
High School. Furthermore, Due to time constraint the number
of respondents was only limit to 72 wherein the researchers
17
used a 10% margin of error to get the sample size. In
addition, the answers that will be gather will still depend
upon the integrity and truthfulness of the students or the
respondent who answered the given questionnaire.
18
1.8 DEFINITION OF TERMS
Conceptual Definition
Acquisition: the act of acquiring or gaining possession
Behavioral:manner of behaving or acting.
Behaviorist:ones who study behaviorism
Cognition:relating to the mental processes of perception, me
mory, judgment, and easoning, as contrastedwith emotional an
d volitional processes.
Constraint: imitation or restriction.
Environmental: relating to the natural world and the impact
of human activity on its condition.
Proximity: nearness in space, time, or relationship.
Schematization: To express in or reduce to a scheme
Self-regulation: the fact of something such as an
organization regulating itself without intervention from
external bodies.
Seminal: strongly influencing later developments.
19
Operational Definition
Random Sampling: Sampling technique that every member of the
population has equal chance to be chosen as a
representative.
Reciprocal Determinism: is the idea that behavior is
controlled or determined by the individual, through
cognitive processes.
Self-evaluation: Comparing one's current performance with a
desired performance or goal. Self-evaluation is affected by
the standards set and the importance of the goals.
Self-regulation: is when a person or group governs or
polices itself without outside assistance or influence.
Social Cognitive Theory: posits that learning occurs in a
social context with a dynamic and reciprocal interaction of
the person, environment, and behavior.
Social Learning Theory: emphasizes the importance of
observing and modeling the behaviors, attitudes, and
emotional reactions of others.
20
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
History and Other Related Theories
Social Cognitive Theory
Bandura (1960) started the Social Learning Theory and became
the Social Cognitive Theory in 1986. It is the reciprocal
interaction of behavior, environment, and person. SCT
considers how the individual maintain behavior while
considering the social environment on which the individual
perform the behavior. The theory says that past experiences
will affect the future action of a person. There past
experiences influences reinforcements, expectations, and
experiences. These will all shape the specific behavior of
an individual.
The goal of SCT is to explain how people control their
behavior to achieve their goal-directed behavior and
maintain it over time. Social Learning Theory originally had
21
five constructs but when it developed into Social Cognitive
Theory, self-efficacy was added.
Social Cognitive Theory is a learning theory which has
turned out on the ideas that individuals learn by watching
what others do, and that human manners of thinking are key
to understanding identity. By the mid-1980s, Bandura's
research had taken a more holistic bent, and his analysis
tends towards giving a more comprehensive overview of human
cognition in the context of social learning. The theory he
expanded from social learning theory soon became known as
social cognitive theory (Bandura, 1999). It posits that
learning occurs in a social context with a dynamic and
reciprocal interaction of the person, environment, and
behavior.
The unique feature of SCT is the emphasis on social
influence and its emphasis on external and internal social
reinforcement. Social Cognitive Theory considers the unique
way in which individuals acquire and maintain behavior,
while also considering the social environment in which
individuals perform the behavior. The theory takes into
account a person's past experiences, which factor into
22
whether behavioral action will occur. These past experiences
influences reinforcements, expectations, and expectancies,
all of which shape whether a person will engage in a
specific behavior and the reasons why a person engages in
that behavior.
People are only partial products of their environments. Just
as important is the fact that we create beneficial
environments and then proceed to exercise control over them.
By selecting environments carefully, we can influence what
we become. Our choices are influenced by our beliefs as well
as our capabilities (Bandura, 1997). Bandura proposes only a
single internal principle comprised of three interacting
elements. This principle is termed triadic reciprocally.
Some scholars in the area of SCL like( Betz, 2007) and Green
& Peil (2009) supported Bandura view of triadic reciprocally
and define human behavior as a triadic, dynamic, and
reciprocal interaction of personal factors, behavior, and
the environment.
Social Learning Theory (SLT)
23
Social Learning Theory (SLT) is referred as a vital
component of sustainable natural resource management and the
promotion of desirable behavioral change (Muro & Jeffrey
2008). This theory is based on the idea that we gain
something from interacting with other people in a social
setting. People also develop or imitate similar behaviors by
simply observing others, particularly if their observational
experiences are positive ones or include rewards related to
the observed behavior.
Social Learning Theory has possible become the most
influential theory of development and learning. It
established many of the basic concepts of traditional
learning theory. This theory connects behaviorist learning
speculations and cognitive learning theories because it
encompasses attention, memory, and motivation (Muro &
Jeffrey 2008). However, Bandura claims that immediate or
direct reinforcement could not account a wide range of
learning. Hence, in his theory he included a social
component, contending that individuals can learn new data
and practices by watching or observing other individuals.
Learning can occur without a change in behavior. In other
24
words, behaviorists say that learning must be spoken to by a
perpetual change in conduct; in contrast social learning
theorists say that since individuals can learn through
observation alone, their learning may not necessarily be
shown in their performance (Bandura, 1965). Learning might
result in a conduct change (Bandura, 2006).
Social Learning Theory stemmed out of work by N.E. Mill
operator and J. Dollard in 1941. Their recommendation posits
that if people were motivated to learn a particular behavior
it could be assimilated and learned through clear
observations. By imitating those observed behavior the
individual would solidify that observed behavior and would
be rewarded with positive reinforcement (Miller & Dollard,
1941). The proposition of social learning was expanded upon
and theorized by Albert Bandura from 1962 to the present.
Social Development Theory (SDT)
"Every function in the child's cultural development appears
twice:first,on the social level, and later,on the individual
level; first, between people(interpsychological) and then
inside the child(intrapsychological). This applies equally
25
to voluntary attention,to logical memory, and to the
formation of concepts. All the higher functions originate as
actual relationships between individuals"(Vygotsky, 1978,
p57). Vygotsky’s theories stress the fundamental role of
social interaction in the development of cognition
(Vygotsky,1978), he believes that community plays a central
role in the process of “making meaning. In contrast to the
study of Piaget (1936) theory of cognitive development that
intelligence was not a fixed trait and Development come
before learning. The study of Piaget about the Social
Development Theory was argued by Vygotsky. He stated
“Learning is a necessary and universal aspect of the process
of developing culturally organized, specifically human
psychological function” Vygotsky (1978, p.90) in other
words, social learning tents to precede development.
Vygotsky's theory also said that the "zone of proximal
development (ZPD)” affects the cognitive development of a
children. ZPD is a level of development attained when
children engage in social behavior. Children's range of
skill that can be developed is better with adult guidance or
peer collaboration than can be attained alone. According to
26
him, learning occurred in this zone. Vygotsky focused on the
connections between people and the sociocultural context in
which they act and interact in shared experiences. According
to Vygotsky, humans use tools that develop from a culture,
such as speech and writing, to mediate their social
environments. Pointing a finger is an example of the theory.
Pointing a finger to someone or something is just a
meaningless motion. But when people react to it, it creates
a meaning. In particular, the pointing a finger gesture
represents an interpersonal connection between individuals
(Vygotsky,1978,p56)
Bandura's social cognitive learning is complimentary to
Vygotsky's theory and a key component of situated learning
theory as well. Cognitive development is the main focus of
Vygotsky's theory so his views can be compare with those a
constructivist (Bruner) and a genetic
epistemologist(Piaget). Most of the original work was done
in the content of language learning in
children(Vygotsky,1962),although later applications of the
framework have been broader(Wertsch,1985).
Behavioral Psychology Theory
27
Behavioral psychology is the study of how or behavior relate
to our minds-it looks at our behavior through the lens of
psychology and draws a link between the two. Watson,J.(1913)
started the behavioral psychology theory. He proposed that
psychologist should focus on the observable behavior of an
individual and less on the invisible behavior. Behaviorism
or Behavioral Psychology talks about on an idea that all
behaviors can be obtained through different conditionings.
Behaviorists believed that behaviors can be studied and
observed. Also, they believed that any person can be trained
to do any certain task with no regards to their genetic
background, personal traits and own thoughts but with limits
to physical capabilities. It does only require proper
conditioning. According also to this study, any well-formed
healthy infant could be trained to act in a particular
manner to let him or her be a doctor, lawyer, artist or even
a thief regardless of their talents, abilities, vocations
and race of ancestors.
B. F. Skinner developed the theory and showed evidences that
will make the theory stronger. He theorized that environment
can changed the behavior of an individual. Human behavior
28
can change because of the actions of his/her surroundings.
Positive consequences to prior actions would lead to an
individual carrying out more of those actions negative
consequences would cause an individual completing an action
less (Skinner,n.d) He famously states, "Give me a child and
I'll shape him into anything." Skinner believes that the
environment can really affect the behavior and actions of a
person. Behavior consists of two components. The operant
conditioning and the classical conditioning: Operant
conditioning is defined that the future acts of a person is
affected by his/her past experiences. If he/she experienced
punishment in the past, it might affect his/her future
actions. On the other hand, classical conditioning is
defined as a relationship of a conditioned stimulus with a
neutral stimulus. Food is an example of a conditioned
stimulus while a bell is an example of a neutral stimulus.
Eventuality, this neutral stimulus can be a conditional
stimulus as a reward.
According also to the latest study that was conducted by
Cherry (2018) Behavioral psychology has a greatest
contribution in practical applications. She stated,” The
29
techniques can play a powerful role in modifying problematic
behavior and encouraging more positive, helpful responses”.
Encouragement is also one of the factors that would teach
new behaviors and discourage unwanted ones. In relation to
the study that was conducted in early 1989, positive
behavioral aspect have a big effect in the interaction
between personal factors and behavior. Positive thinking
will improve the behavioral aspect of a person that would
lead to achieving a certain goal.
Triadic Reciprocal Determinism (TRD)
Albert Bandura (1986,1999b,2001,2002b) and his social
cognitive theory explains psychological functioning in terms
of triadic reciprocal causation. The triadic reciprocal
causation is a result of an interaction among three
variables-environment, behavior, and person. The "person"
are the cognitive factors as memory, anticipation, planning,
and judging. Albeit cognition can have a strong causal
effect on both environment and behavior, it is not an
autonomous entity,independent of two variables. Bandura
30
(1986) criticized those theories who attribute the cause of
human behavior.
Environment, behavior, and person are linked to each other
in a triangle form. B signifies behavior, E signifies
environment, and P signifies person. The person includes
gender, position, physical traits, and cognitive factors
like memory and thought.
Bandura(1997) uses the term "reciprocal" to indicate a
triadic interaction of the three variables, not a similar or
opposite counteraction. The three factors do not need to be
equal in strength. This can be change depending on the
individual and with the situation. An example for behavior
as the greatest influence is when playing the piano for own
enjoyment. When environment is the greatest influence, an
example is when a boat overturns and every survivor begins
thinking and behaving in a same way. Although in the
examples, behavior is the greatest influence in the first,
the two factors still affects it and that happens also to
the second example. When it comes to performance,
cognition(person) is the greatest factor. The relative
influence of behavior, environment, and person depends on
31
which of the triadic factors is strongest at a particular
moment.
Bandura's theory states that a person's behavior is
influenced by the environment and vice versa. In simpler
terms, it means that the environment tends to make changes
in the behavior of the individual, and in return, the
behavior of the individual is also responsible for a change
in the environment. It means that not only does the
environment influence the person's thinking, but the
person's subsequent behavior also influences the
environment.
Harb and El-Shaarawi(2006) found that the most important
factor with positive effect on students' performance is
student's competence in English. If the students have strong
communication skills and have strong grip on English, it
increases the performance of the students. The performance
of the students is affected by communication skills; it is
possible to see communication as a variable which may be
positively related to performance of the student in open
learning. A major distinction of this study form previous
32
studies is that it focuses on open learning (Abdullah Al-
Mutairi,2011)
Shahama,D & Shama,S (2018) Motivation defines the reasons
behind people’s behavior and determines why they behave in a
particular way. Motivation is influenced by different
factors such as context, temper, goal and instruments. To
achieve a certain goal, human beings acquire a sufficient
motivation. Psychologists have noted that motivation have an
effective relation and connection in education with new
learning, abilities, strategies and behaviors. In other
words, Motivation is one of the component in doing a task
successfully.
Thompson (2018) states that behavior plays a major role in
academic performance of student as it can affect someone’s
ability to learn as well as impact the learning environment.
There are many behavioral factors that affects the academic
performance of a student such as Disruptive Behavior,
Impulse Control, Online Disengagement and Mental Health
Disorders. Furthermore, a study conducted by Rimm-Kaufman,
Curby,Grimm,Nathanson & Brock (2009) states that self-
control have a relation to the academic performance of a
33
student, Research found that student with low self-control
exhibit poorer work habits than children with higher self-
control. Additional research has found that efforts also
have effect on the relationship of a student towards his or
her teacher and with his fellow classmates (Rudasill & Rimm-
Kaufman, 2009)
Social Cognitive Theory Components
Social Cognitive Theory is composed of four primary
components such as Self-Observation, Self-Evaluation, Self-
Reaction and Self-Efficacy. This four components are
interrelated and each of the components have an effect in
achieving goals and motivation (Redmond, 2010).
Research findings are generally consistent with the notion
that high self-efficacy is associated with successful
performance, although the strength of relationships vary
between studies. People with higher self-efficacy exhibit
more effort and insist in performing tasks than those with
low self-efficacy. Thus, their performance in doing tasks is
also better. The self-efficacy was defined by Bandura that
34
it is a belief in your ability in performing tasks
successfully and the ability to cope with life.
Such persons believe about their capacities and confidently
apply them in such a way that they achieve goals even highly
completed tasks. In contrast a person who avoids complicated
tasks, unable to plan to achieve goals, and believe in
his/her capacities to attain the goals are persons with low
self-efficacy. High self-efficacy are those who understands
their capacities and successfully plan their activities
while persons with low self-efficacy unable to perform their
assignment (Bandura, 1982). Self-efficacy is a major
component of Bandura’s (1977, 1986) social-cognitive theory,
which contends that behavior is strongly stimulated by self-
influence.
Students who have low self-efficacy are not sure about
their ability to perform and do not believe that their
attempt will lead to success. And when they are being
evaluated, they feel a lack of competence (Lev, Kolassa and
Bakken, 2018). The academic performance of students is one
of the most important indicators in the evaluation that
studying associated factors has been more considered by
35
education experts during the past decades so that academic
planners be able to plan appropriate interventions to
improve the school performance (Ghadampour, Garavand and
Sabzian, 2018). Self-efficacy is balanced in a larger
theoretical framework known as social cognitive theory,
which postulates that human achievement depends on
interactions between one’s behaviors, personal factors, and
environmental conditions (Bandura, 1986, 1997).
Zimmerman and Cleary (2006), observed that the level of
self-efficacy refers to its dependence on the difficulty
level of a particular task. Learners obtain information to
assess their self-efficacy from their actual performances,
experiences, the persuasions they receive from others, and
their self-reactions. In contrast to the students who doubt
their learning capabilities, those who feel efficacious for
learning or performing a task participate more readily, work
harder, persist longer when they encounter difficulties, and
achieve at a higher level. Self-efficacy is defined as the
levels of confidence individuals have in their ability to
execute courses of action or attain specific performance
outcomes (Bandura, 1977, 1982, 1997).
36
Self-efficacy, the belief in one’s ability to complete a
task, is also important to performance. Bandura (1993)
suggests that “self-regulatory skills will not contribute
much if students cannot get themselves to apply them
persistently in the face of difficulties, stressors, and
competing attractions” (p. 136). Klassen, Krawchuck, and
Rajani (2008) argue that self-efficacy for self-regulation,
the belief that self-regulation is possible and will be
successful, is key. They find that self-efficacy for
selfregulation is negatively related to procrastination and
positively related to higher grades
Virtually all people can identify goals they want to
accomplish, things they would like to change, and things
they would like to achieve. However, most people also
realize that putting these plans into action is not quite so
simple. Bandura and others have found that an individual’s
self-efficacy plays a major role in how goals, tasks, and
challenges are approached. Self-efficacy is a learned
process. Social cognitive psychologists (Bandura, 1989;
Schunk, 1989) identified three factors in the development of
high and low self-efficacy.
37
Students with low grades in their previous examinations are
having low–self efficacy. Teachers are required to help them
in in organizing cognitive components of learning and
memory. In addition to teachers’ guidance, such students
recognize the importance of effort and persistence for
learning and achieving a goal by developing resilient self-
efficacy (Bandura, 1989). Teachers must provide difficult
task to students which can be achieved with effort, and hard
work (Ormrod, 2000). This is one of the effective cognitive
processes to re-socialize students to achieve goals. It goes
without saying that students whose previous academic results
are excellent, teachers must further enhance high self-
efficacy of such students and one effective techniques is
intrinsic motivation.
Motivational messages from teachers in particular will
develop students’ self-efficacy. Teachers politely point out
the downsides of the students’ work. Frequent guidance,
presence, and help of the teachers may develop students’
negative attitude towards capacities and believe to learn
38
and achieve is injured. It conveys the message that “I don’t
think you can do this on your own” (Schunk, 1989 ). In my
opinion, the moderate helping behavior of the teacher will
have a positive impact while frequent guidance and
supporting behavior of teachers may develop students’
dependency and feelings of worthless.
This is based on observational learning. People learn
through observing others’ behavior, attitudes, and outcomes
of those behaviors. “Most human behavior is learned
observationally through modeling: from observing others, one
forms an idea of how new behaviors are performed, and on
later occasions this coded information serves as a guide for
action.” (Bandura, 1977). Students observe the output of
their fellow classmates and convinced that when their fellow
classmates can improve grades and learn lessons, they are
also able to learn and understand the difficulty. Fellow
students of same age are significant model to enhance
greater high self-efficacy as compared to teachers (Schunk
and Hanson, 1985).
39
Peer models have greater impact on developing self-efficacy
in particular observing those students who had difficulties
at some part on removing barriers in academic tasks.
Observation plays a vital role to enhance self-efficacy.
Students with low self-efficacy will avoid interaction with
peers. Such students have difficulties in making friends.
Interaction with fellow students also enhances self-
efficacy.
Bandura (1977), believed in “reciprocal determinism”, that
is, the world and a person’s behavior cause each other,
while behaviorism essentially states that one’s environment
causes one’s behavior, Bandura, who was studying adolescent
aggression, found this too simplistic, and so in addition he
suggested that behavior causes environment as well. Later,
Bandura soon considered personality as an interaction
between three components: the environment, behavior, and
one’s psychological processes (one’s ability to entertain
images in minds and language). Social learning theory has
sometimes been called a bridge between behaviorist and
40
cognitive learning theories because it encompasses
attention, memory, and motivation
According to (Zimmerman & Schunk, 2001) Self-observation can
motivate and inform oneself. It can be used to motivate
behavioral changes. There are two important factors
regarding this component; regularity and proximity.
Regularity means the behavior should be continually observed
while proximity means behavior should be observed while it
occurs. Self-observation alone is insufficient because the
motivation of one’s self depends on his or her expectation
and outcomes.
Self-observation is a powerful method of self-study and
self-change. First introduced to the West by G. I.
Gurdjieff, the remarkable teacher of psycho-spiritual
transformation, as part of his overall system of work on
oneself, self-observation is best approached not as a
technique but rather as an entirely new relationship to
oneself as a living, breathing being. As described by
Gurdjieff, self-observation is an intimate pathway into
one’s own mind, body, and spirit. It allows people to
experience new levels of self-awareness, and by so doing to
41
live more conscious, harmonious lives. They lose themselves
at every moment in one or another aspect of their lives, out
of touch with the remarkable wholeness that is their
birthright.
Gurdjieff points out, since certain processes cannot take
place in the full light of consciousness, self-observation
is itself the beginning of real change. In the book “In
Search of the Miraculous”, this book is basically the
author's recollection of his first meeting and subsequent
association with George Gurdjieff and the teaching that
Gurdjieff imparted to him; a teaching which still exists
today in various forms and which Ouspensky would himself
teach to various groups from 1921–1947. Gurdjieff, who
taught Ouspensky an ancient esoteric system of self-
development commonly known as the Fourth Way. The Fourth Way
is an approach to self-development described by George
Gurdjieff which he developed over years of travel in the
East (c. 1890 - 1912). It combines and harmonizes what he
saw as three established traditional "ways" or "schools":
those of the mind, emotions, and body, or of yogis, monks,
and fakirs respectively. Students often refer to the Fourth
42
Way as "The Work", "Work on oneself," or "The System". The
exact origins of some of Gurdjieff's teachings are unknown,
but people have offered various sources. The term "Fourth
Way" was further used by his student P. D. Ouspensky in his
lectures and writings. After Ouspensky's death, his students
published a book entitled The Fourth Way based on his
lectures.
According to the latest study, the notion of inner
observation (that is introspection) has been strongly
contested since Comte (1830)’s famous critical assessment.
In his remarks on the philosophy of psychology, Wittgenstein
casts also some doubts upon this notion of Introspection, if
someone says that he knows by introspection, that is a case
of ‘seeing’, the answer is, “And how do I know what you are
calling introspection? In order to avoid the use of such
notion in psychology, following Comte’s diagnostic, Brentano
(1874) introduced an equally famous distinction between
inner observation and inner perception.
There’s a latest news states that “Self-observation never
becomes habitual; it requires continuing practice” (pg.73,
The Essential Enneagram). When teaching self-observation
43
skills, it’s like developing a muscle. When you want to
build a muscle, what do you do? You work out with some level
of frequency with the goal of increasing the weight – the
poundage – as your muscles get stronger. Well, it’s very
similar with self-observation. You need to build the
“muscle” of self-observation through a practice namely, 3-
Centered Awareness. This practice can take less than one
minute to do, and often do it at a red light, or before
going to bed. The fact is increasing self-observation skills
raises self-awareness enabling people to be more present in
the moment, able to handle whatever comes on their way at
any given moment, more intentional in their interactions
with others, and finally, more grounded in who they are and
what we they want for their lives.
Self-regulation refers to the self-altering its own
responses or inner states. Typically this takes the form of
overriding one response or behavior and replacing it with a
less common but more desired response. For example, when a
dedicated smoker has an urge to smoke but does not then
light up a cigarette, he self-regulates his own impulses.
Self-regulation also includes the ability to delay
44
gratification, such as when a child overrides the desire to
eat the cookie on her plate and waits instead for the two in
the oven.
Self-regulation is one the of self’s major executive
functions. The executive function of the self refers to its
active, intentional aspects and may be thought of as that
part of the self which is ultimately responsible for the
actions of the individual. The other major executive
function of the self is choice. Not only may a self-initiate
behavior or control it, but a self also is responsible for
deliberating and making choices from among the universe of
possible options. As we shall see, choice and self-
regulation are intertwined, and they often work in concert
to achieve novelty and diversity in human behavior
(Baumeister, 1998; Gazzaniga, Ivry, & Mangun, 1998).
Thus, the environment surrounding the self is also a
powerful shaper of behavior, one that occasionally reduces
the necessity of active regulation by the self. Thus,
although self-regulation has typically implied regulation of
behavior by the self in pursuit of a conscious intention or
purpose, some forms of self-regulation occur without
45
conscious awareness or active intervention by the self.
Finally, our perpective of self-regulation is in harmony
with the notion of secondary control derived from a dual-
process view of control (Rothbaum, Weisz, & Snyder, 1982).
According to this view, people strive to achieve a better
‘fit’ with their environment using either primary or
secondary control strategies. Primary control involves
attempts to change the world to accommodate the self.
Secondary control strategies refer to attempts to change the
self in order to fit the world, such as by regulating one’s
own actions so as not to violate current policy or law.
Given the difficulties inherent in changing the world to fit
one’s self, secondary control probably represents the more
common and more consistently successful strategy of
achieving harmony between self and world.
Self-regulation is one important function of the human self
and perhaps a significant dimension of its ‘reason for
being’. In this, it is not simply one of many functions.
Higgins (1996) spoke of the “sovereignty of self-
regulation,” referring to its pre-eminent importance as
compared with many of the other everyday activities of the
46
self. Self theory is incomplete without an account of self-
regulation. The activities and functions of the self, as
well as the accumulated knowledge and understanding arising
from research on the self, can be broadly grouped according
to three main dimensions (Baumeister, 1998). These are
presumably based on three basic phenomena that give rise to
selfhood. The first is reflexive awareness, consciousness
can be directed toward its source, so that just as people
become aware of and learn about the world, they can also
become aware of and learn about themselves. Second, the self
is used to relate to others. People do not in fact develop
elaborate self-concepts simply by contemplating themselves
or reflecting on what they have done. Instead, they come to
know themselves by interacting with others. Human beings
essentially survive and reproduce by means of their
interpersonal connections. The “need to belong” is one of
the most powerful and extensive human motivations
(Baumeister & Leary, 1995), probably because evolution has
designed us to achieve our biological successes through
membership in groups and relationships. The third aspect of
the self may be called its executive function, though it is
47
also sometimes called the “agent” or “agentic aspect.” The
first aspect of self was a knower and a known, the second
belong or member, but this third aspect is a doer. By means
of its executive function, the self-exerts control over its
environment, makes decisions and choices, and also regulates
itself.
If practical benefits are not enough, however, self-
regulation can also be recognized as important based on its
theoretical implications. It is an important key for
understanding what the human self is and how it operates. An
analysis of psychological and behavioral processes is
inadequate without it. Recently, self-assessment has been
offered as a type of alternative assessment due to the
concerns that the traditional type of assessment is not
authentic and does not help students develop in knowledge or
thinking (Campbell, Melenzer, Nettles, and Wyman, 2000;
Hirvela and Pierson, 2000). Students are asked to reflect on
their perceived effort and to gauge their overall
performance of the task at hand, a concept discussed and
clarified by Kritt (1993) as metacognition or thinking about
one’s own thinking. While metacognition is a construct too
48
large to review in the context of this study, research
indicates that students with higher metacognitive ability
are often more successful than those who lack this skill
(Sperling, Richmond, Ramsay, & Klapp, 2012).
Bandura's Social Cognitive Theory (SCT) recognizes physical,
social and self-evaluative outcome expectations.
Particularly the latter have a central place in motivation.
Furthermore, SCT recognizes self-evaluation inhibiting
processes. The proposed relationships among these cognitive
factors and their relation to behavior are summarized in the
Self-Evaluation Motivation model. The influence of physical
and social outcome expectations and of dissonance reducing
cognitions and attentional change processes on intention and
behavior, was mediated by self-evaluation (Dijkstra,De
Vries, Kok & Rouackers, 1997). The influence of dissonance
reducing cognitions and attentional change processes on
self-evaluation was partly mediated by their influence on
physical and social outcome expectations.
The goal of this study is to determine if a correlation
exists between student self-reflection and academic
performance and motivation. How reflection is defined, how
49
reflection has evolved over time, what previous research has
discovered regarding any potential connections between
student self-evaluation and academic performance. As
discussed by Yancey (1998), “if we don’t ask our students to
reflect on their own work they are likely to remain
dependent on external rewards, now knowing where to begin to
consider their own performance” (p. 14). Furthermore,
students who are explicitly taught metacognitive activities,
such as written self-evaluation, tend to be more highly
engaged in their school work as well as maintain higher
levels of academic proficiency (McCormick, Dimmitt, &
Sullivan, 2013).
Self-Evaluation
Self-assessment could mean that students simply check off
answers on a multiple-choice test and grade themselves, but
it involves much more than that. Self-assessment is more
accurately defined as a process by which students 1) monitor
and evaluate the quality of their thinking and behavior when
learning and 2) identify strategies that improve their
50
understanding and skills. That is, self-assessment occurs
when students judge their own work to improve performance as
they identify discrepancies between current and desired
performance. Students’ self-assessment stands alone in its
promise of improved student motivation and engagement, and
learning. It can also promote intrinsic motivation,
internally controlled effort, a mastery goal orientation,
and more meaningful learning. Essentially, students identify
their learning and performance strategies, provide feedback
to them based on well-understood standards and criteria, and
determine the next steps or plans to enhance their
performance. This process helps students stay involved and
motivated and encourages self-reflection and responsibility
for their learning.
The Self-Assessment Process
Self-monitoring, a skill necessary for effective self-
assessment, involves focused attention to some aspect of
behavior or thinking (Schunk 2004). Students who self-
monitored themselves pay attention to the things that they
will do, often in relation to external standards. Therefore,
self-monitoring is about the awareness and progress of
51
thinking and it identifies part of what students do when
they self-asses. Second component is self-judgment that,
involves identifying progress toward targeted performance.
Made in relation to established standards and criteria,
these judgments give students a meaningful idea of what they
know and what they still need to learn (Bruce 2001). The
standards are benchmarks and the criteria are guidelines for
interpreting the level of performance students have
demonstrated.
Chapter III
Methodology
3.1 Research Design
The researchers will use Descriptive-Correlational close-
ended survey questionnaire wherein we give Grade 7 students
52
of Taguig Science High School. They will use questionnaires
wherein it focuses in evaluating the effect of self-
evaluation in the academic performances of Grade 7 Taguig
Science High School students. Correlational Research is used
to assess the relationships between and among two or more
variables. The independent variable is the self-evaluation
of the students while the dependent variable is the academic
progress of the students because it is being measured by the
researchers. Furthermore, Researchers used a well-
constructed questionnaire to gather information from a
chosen representative sample and used it as a representation
of a whole population. In addition, questionnaires are made
to provide a statistical data to come up with a significant
and statistical result.
3.2 Research Locale
The study will be conducted in Taguig Science High School
specifically the Grade 7 students. The respondents will be
given questionnaires to be answered. The researchers chose
53
the Grade 7 students because they’re the students who just
came in a few months ago, and adapting from elementary to
science high school would take a huge leap for the Grade 7
students. The study will be conducted during the second
semester of 2018-2019 academic year.
3.3 Research Participants
The respondents will be selected using Simple Random
Sampling method. As stated by Fraenkel, Wallen and Hyun
(2012), and Gill and Johnson (2002) Simple Random Sampling
54
has the minimum amount of sampling bias compared to other
sampling method since every member of the population were
given an equal chance to be chosen to be part of the sample.
Furthermore, Simple Random Sampling could be also used to
generalize the result because of the representativeness of
the sampling technique and a little relevance of bias. The
Researchers will use the fishbowl technique in choosing the
respondents in the given study. The study will be conducted
at Taguig Science High School.
3.4 Sampling Technique
Simple Random sampling technique will be used by the
researchers in selecting the participants that will take
part in the study. The approximately sample size computed
55
N
was 72 using the Slovin’s Formula; n = ; wherein n is
1+ N e2
the sample size computed and N is the total population of
Grade 7 students and e is the margin of error which is 10%
as set by the researchers. The participants will be randomly
pick using the fish bowl sampling technique until the sample
size reached. The respondents will have a discussion before
giving the questionnaires that would be answered by the
grade 7 students. Those respondents will represent the whole
population of Grade 7 students wherein we will know in this
study if Self-Evaluation have a relationship to the academic
progress of a student.
3.5 Instrumentation
The instrument to be used by the researchers in the study is
a questionnaire that was constructed by the researchers, the
questionnaire incorporates questions which can help the
56
researchers in gathering proper information about the
relationship of Self-Evaluation to the academic progress of
the students. The close-ended questions were used to collect
relevant data from the respondents that will be interpreted
by the researchers. The questions in the questionnaires are
derive from the researchers’ background studies and previous
reading on different relevant literature that are related to
the topic.
3.6 Statistical Treatment
The participant’s responses that will be gathered would be
assessed using a survey questionnaire. Researchers will use
statistics such as Pearson R. The statistical method that
57
will be used to gather statistical results will test the
accuracy of the data. The following formulas will be used:
1. Pearson R: use to measure the strength of the linear
relationship between two variables.
N ∑ xy −( ∑ x )(∑ y )
r= .5 ; where r is the sample,
( { N ∑ x 2−( ∑ x )2 ][ n ∑ y 2−( ∑ y )2 ] )
∑x y is the sum of the products of paired scores, ∑x
is the sum of x scores, ∑y is the sum of y scores,
∑x2 is the sum of squared x scores , and ∑y 2 is the
sum of squared y scores.
3.7 Data Gathering Procedures
58
A sample size of 72 students from Grade 7 students were
selected from 248 total population of Grade 7 student, since
the study is applicable on the students’ past experiences
from their previous schools which can give the researchers’
an authentic result as they are entering a type of school
with different standards than their previous school. After
all necessary modifications, the questionnaires were
administered directly to the chosen sample for the study.
Seventy-two copies of the questionnaire given out were
successfully completed and returned. The possibility of
retrieving back all the questionnaire was as a result of the
researchers colleagues who offered a helping hand. The
opposite could have been the case if the researcher had
taken the lonely task of going round the school to collect
the questionnaire. The questionnaire will be checked,
tallied, interpreted, and analyzed.
CHAPTER IV
59
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
ITEM 1
I can learn what us being taught in class.

40
35
30
25
20
15
10
0
Never Rarely Sometimes Most of the time All of the time
Graph 4.1
Interpretation:
Thirteen (13) of the respondents understand and learn about
the lessons that was being taught to them all of the time.
While thirty-eight (38) of them said that not all the time
they are learning from what they are being taught. Nineteen
(19) also said that they are just learning sometimes and two
(2) respondents that they are just an instances that they
learn from the discussion.
60
Analysis:
Using the data provided above we can say that ninety-seven
(97%) percent of the students are learning from the
discussion or topic that they are being taught. While only
three percent (3%) of the population are rarely learning
from every day discussion.
ITEM 2
I can figure out everything when I am doing my best.

45
40
35
30
25
20
15
10
0
Graph 4.2
INTERPRETATION:
Twenty-four (24) of the respondents answered “All of the
time” while forty-two (42) of the respondents answered “Most
61
of the time” and six (6) of the respondents answered
“Sometimes”.
ANALYSIS:
Using the data in Graph 4.2 we can say that one-hundred
percent (100%) of Grade 7 Students can figure out things
when they are doing their best in accomplishing a certain
task that was given to them.
62
ITEM 3
I am willing to work with my other classmates and friends

25
20
15
10
0
Graph 4.3
INTERPRETATION:
63
Ten (10) of the respondents answered “All of the time”,
twenty (20) of the respondents answered “Most of the time”,
twenty-two (22) of the respondents answered “sometimes”,
While nineteen (19) of the respondents answered “rarely” and
one (1) of the respondents answered “Never” when they were
asked if they are willing to work with their fellow
classmates and friends.
ANALYSIS:
Using the data provided in Graph 4.3 only seventy-two
percent (72%) of the students are willingly to do a certain
task with their classmates and friend while twenty-eight
percent (28%) of them are much prepared to work alone. With
this data we conclude that many students are still prepared
to work alone for the reason that they does not need to
interact with someone and somehow this data also proves that
there are still many students learn when they work alone in
a certain task.
64
ITEM 4
I am persevering to finish a task in a timely manner

40
35
30
25
20
15
10
0
Graph 4.4
INTERPRETATION:
65
time”, Thirty-five (35) of the respondents answered “Most of
the time” while thirteen (13) of the respondents answered
“Sometimes”.
ANALYSIS:
Using the data provided in Graph 4.4 one-hundred percent
(100%) of the students are persevering to finish a task in a
timely manner. With this result we can conclude that
students are determined to finish a task if there is a time
frame given. Furthermore, when an activity or a project has
a time frame students will persevere as much as he/she can
to accomplish it in a timely manner.
66
ITEM 5
I am confident that I will achieve the goals that I set for myself
35
30
25
20
15
10
0
Graph 4.5
INTERPRETATION:
67
Thirty (30) of the respondents answered “All of the time”,
Thirty-two (32) of the respondents answered “Most of the
time” while ten (10) of the respondents answered
“Sometimes”.
ANALYSIS:
Using the data provided in Graph 4.5 one-hundred percent
(100%) of the students are confident that they can achieve
their goals that they set for their selves. With this data
we can say that students are confident when they are the one
evaluating their self or they are the one setting their
goals in the future.
68
ITEM 6
I focus on my progress instead of feeling discouraged.

35
30
25
20
15
10
0
Graph 4.6
INTERPRETATION:
69
time”, twenty-nine (29) of the respondents answered “Most of
the time” while fourteen (14) of the respondents answered
“Sometimes” And five (5) of the respondents answered
“Rarely”.
ANALYSIS:
Based on the data in Graph 4.6 approximately ninety-three
percent (93%) of the students are focusing more on their
progress instead of feeling discouraged. In here we could
say that students are more likely to feel motivated when
they are facing challenges rather than to be discoursed
easily.
70
ITEM 7
I believe that I will succeed in whatever career path I

choose
30
25
20
15
10
0
Graph 4.7
71
INTERPRETATION:
Twenty-six (26) of the respondents answered “All of the
time”, twenty-five (25) of the respondents answered “Most of
the time” while eighteen (18) of the respondents answered
“Sometimes” And three (3) of the respondents answered
“Rarely”.
ANALYSIS:
Using the data gathered and shown in Graph 4.7 approximately
ninety-six percent (96%) of the students believes that they
will succeed in career path they will choose in the future.
By evaluating their selves they believe that their ability
and the path they will take are align or parallel in this
aspect we can say that by evaluating ourselves we can sure
that we can achieve the path we will take in the future.
72
ITEM 8
I believe hard work pays off.

60
50
40
30
20
10
0
Graph 4.8
73
INTERPRETATION:
Fifty-three (53) of the respondents answered “All of the
time”, twelve (12) of the respondents answered “Most of the
time” while seven (7) of the respondents answered
“Sometimes”.
ANALYSIS:
Based on the graph above one-hundred percent (100%) of the
students believes that hard work really pays off. We can say
that students who show hard work in a certain task resulted
to good outcome. Because of that we could say that students
who are putting hard work on their academic performances are
more likely result to high grades.
74
ITEM 9
My ability grows with effort.

30
25
20
15
10
0
Graph 4.9
INTERPRETATION:
75
Forty-eight (48) of the respondents answered “All of the
time”, fifteen (15) of the respondents answered “Most of the
time” while nine (9) of the respondents answered
“Sometimes”.
ANALYSIS:
Using the data in Graph 4.9 one-hundred percent (100%) of
the students that their abilities grows accompanied with
their effort they give. In this result we could say that a
student who focus in enhancing his/her ability will improve
and will be better compared to its past performance.
76
ITEM 10
I evaluate my past tasks before proceeding to a certain task

60
50
40
30
20
10
0
Graph 4.10
INTERPRETATION:
Fifty-one (51) of the respondents answered “All of the
time”, thirteen (13) of the respondents answered “Most of
77
the time” while eight (8) of the respondents answered
“Sometimes” and two (2) of the respondents answered
“Rarely”.
ANALYSIS:
Based on the data shown in Graph 4.10 approximately ninety-
seven percent (97%) of the students are evaluating their
selves before doing a certain task. We could say that past
experiences of students are also one of the factors that
they are considering before performing a certain task.
78
ITEM 11
I can change my level of ability considerably

60
50
40
30
20
10
0
INTERPRETATION:
time”, twenty-two (22) of the respondents answered “Most of
the time” while nineteen (19) of the respondents answered
79
“Sometimes” and seven (7) of the respondents answered
“Rarely”.
ANALYSIS:
one percent (91%) of the students evaluate their selves that
they can change their level of ability based on the level of
the task that was given to them. We could say that students
are evaluating the task first before they perform a process
or a strategy to perform it.
80
ITEM 12
I work as hard as I could have

50
45
40
35
30
25
20
15
10
0
Graph 4.12
INTERPRETATION:
81
Forty-six (46) of the respondents answered “All of the
time”, twenty-one (21) of the respondents answered “Most of
the time” while five (5) of the respondents answered
“Sometimes”.
ANALYSIS:
Based on the graph above one-hundred percent (100%) of the
students are working as hard as they can to do and perform a
specific task. We can say that students evaluate their
selves to give full effort and strength in different things.
82
ITEM 13
I spend enough time to do quality work

40
35
30
25
20
15
10
0
Graph 4.13
INTERPRETATION:
83
Thirty-five (35) of the respondents answered “All of the
time”, twenty-three (23) of the respondents answered “Most
of the time” while eleven (11) of the respondents answered
“Sometimes” and three (3) of the respondents answered
“Rarely”.
ANALYSIS:
According to the data shown in Graph 4.13 approximately
ninety-five percent (95%) of the students are spending time
in doing a task that will provide a good quality outcome. We
can say that students who are spending enough time with the
task given to them will be resulted to good grades as well
since they put effort and quality to the task.
84
ITEM 14
I set and maintain high standard in every task I do.

40
35
30
25
20
15
10
0
Graph 4.14
85
INTERPRETATION:
Twenty-eight (28) of the respondents answered “All of the
time”, thirty-four (34) of the respondents answered “Most of
the time” while ten (10) of the respondents answered
“Sometimes”.
ANALYSIS:
Based on the data shown in Graph 4.14 one-hundred percent
(100%) of the students maintain high standard in every task
they do. In this result we could say that since they already
perform a certain task in the past they are not satisfied
with sub-standard quality work. Students who are not
satisfied with sub-standard quality work are the students
who perform in their class excellently.
86
ITEM 15
I listen when someone is talking.

45
40
35
30
25
20
15
10
0
Graph 4.15
INTERPRETATION:
87
Forty-one (41) of the respondents answered “All of the
time”, nineteen (19) of the respondents answered “Most of
the time” while twelve (12) of the respondents answered
“Sometimes”.
ANALYSIS:
Based on the results shown in Graph 4.15 one-hundred percent
(100%) of the students learn when then are listening
carefully to someone who is speaking like their teachers or
speakers in front. We can say that listening to teachers or
people who are speaking will help students to be more
knowledgeable and can perform well in class.
88
ITEM 16
I regulate my procrastination,distraction, and temptations

in order to complete my work.
35
30
25
20
15
10
0
Graph 4.16
INTERPRETATION:
89
Thirty-two (32) of the respondents answered “All of the
time”, twenty-seven (27) of the respondents answered “Most
of the time” while eleven (11) of the respondents answered
“Sometimes” and one (1) of the respondents answered “Rarely”
ANALYSIS:
nine percent (99%) of the students are regulating any
distractions to complete and accomplish a certain task. We
could say that almost all of the students who perform well
in class are refraining their selves to any distraction and
temptation.
90
ITEM 17
I make good use of available resources

35
30
25
20
15
10
0
Graph 4.17
91
INTERPRETATION:
Sixteen (16) of the respondents answered “All of the time”,
twenty-two (22) of the respondents answered “Most of the
time” while nineteen (19) of the respondents answered
“Sometimes” and fifteen (15) of the respondents answered
“Rarely”.
ANALYSIS:
Based on the data shown in Graph 4.17 approximately seventy-
nine percent (79%) of the students are making good use of
available resources they have to accomplish a task. Twenty-
one percent (21%) of the students are just rarely use those
materials. We can say that using those available resources
it will help those students to be more productive and
efficient in school in the aspect of their performance.
92
ITEM 18
I ask questions if I needed help.

40
35
30
25
20
15
10
0
Graph 4.18
INTERPRETATION:
93
Twenty-five (25) of the respondents answered “All of the
time”, thirty-four (34) of the respondents answered “Most of
the time” while eleven (11) of the respondents answered
“Sometimes” and two (2) of the respondents answered
“Rarely”.
ANALYSIS:
As shown in the graph above approximately ninety-seven
percent (97%) of the Grade 7 students are asking questions
every time they needed help. We can say that students
evaluate their selves if they have knowledgeable about the
question and if not they ask someone to help them. Students
who are asking others are also those students who are
excelling academically.
94
ITEM 19
I review and re-review my work for possible errors.

35
30
25
20
15
10
0
Graph 4.19
INTERPRETATION:
95
Twenty (20) of the respondents answered “All of the time”,
thirty-two (32) of the respondents answered “Most of the
time” while thirty (30) of the respondents answered
“Sometimes”.
ANALYSIS:
(100%) of the students are reviewing and re-reviewing their
work before passing it to make sure that there are no errors
in their works. We could say that students who evaluate
their works can avoid such errors and it can improve their
scores eventually.
96
ITEM 20
I examine best practices for similar work.

45
40
35
30
25
20
15
10
0
Graph 4.20
INTERPRETATION:
97
time”, thirty-nine (39) of the respondents answered “Most of
the time” while nine (9) of the respondents answered
“Sometimes”.
ANALYSIS:
Based on the data shown in Graph 4.20 one hundred percent
(100%) of the students examine best practices in doing
similar work. We could say that students evaluate their past
task and applied it in a best way to their current task to
provide a good quality output.
ITEM 21
I always try to keep a postive attitude to show how much I

enjoy the task.
30
25
20
15
10
0
Graph 4.21
INTERPRETATION:
98
Twenty-seven (27) of the respondents answered “All of the
time”, twenty-eight (28) of the respondents answered “Most
of the time” while fourteen (14) of the respondents answered
“Rarely”.
ANALYSIS:
six percent (96%) of the students maintain a positive
attitude to show compassion and to show that they enjoy the
task. In this Item we can conclude that maintain a positive
attitude will help the students to perform well in such a
way it will help the students to refrain from any emotional
distractions and focus more on their works.
99
ITEM 22
I look at each problem with a fresh perspective.

40
35
30
25
20
15
10
0
Graph 4.22
INTERPRETATION:
100
Thirteen (13) of the respondents answered “All of the time”,
thirty-five (35) of the respondents answered “Most of the
time” while twenty-one (21) of the respondents answered
“Rarely”.
ANALYSIS:
According to the data shown above ninety-six percent (96%)
of the students look at their problems in a good way wherein
they will find a solution from it based also to their past
experiences that they can be used to solve that specific
problem.
101
ITEM 23
I use my creativity in any role I am in within the group

45
40
35
30
25
20
15
10
0
Graph 4.23
102
INTERPRETATION:
Twenty-seven (27) of the respondents answered “All of the
time”, forty-one (41) of the respondents answered “Most of
the time” while four (4) of the respondents answered
“Sometimes”.
ANALYSIS:
(100%) of the students used their creativity in doing task
within the group. We can conclude that group activities
improves creativity of individual that will help them to
improve personally and academically.
103
ITEM 24
I am finding activities that can help me to improve my

creative thinking.
40
35
30
25
20
15
10
0
Graph 4.24
INTERPRETATION:
Twenty-two (22) of the respondents answered “All of the
time”, twenty-six (26) of the respondents answered “Most of
the time” while eighteen (18) of the respondents answered
104
“Sometimes” and five (5) of the respondents answered
“Rarely” and one (1) of the respondents answered “Never”.
ANALYSIS:
Based on the data shown in Graph 4.24 approximately (92%) of
the students are finding activities that will help them to
improve their creative and critical thinking skills. We can
say that students who are involve in those activities are
much more productive and efficient academically.
105
ITEM 25
I finish what I start.

60
50
40
30
20
10
0
Graph 4.25
INTERPRETATION:
106
Fifty-six (56) of the respondents answered “All of the
time”, twelve (12) of the respondents answered “Most of the
time” while three (3) of the respondents answered
“Sometimes” and one (1) of the respondents answered
“Rarely”.
ANALYSIS:
four percent (94%) of the students are doing their best to
finish the task that was given to them. We can say that
students who are persevering to finish different task are
improving academically specifically in their performance in
class.
107
108
109

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Republic of the Philippines

RELATIONSHIP OF SELF-EVALUATION IN ACADEMIC PROGRESS

A Research Presented to the Senior High School Faculty of

Balderrama, John Rafael A.

Burgos, Marc Laurence V.

Geronca, Cee Jay P.

Nuguid, John Albert R.

Reyes, Emmanuel Joshua N.

Cada, Anne Nicole G.

February 22, 2019

TABLE OF CONTENTS………………..... …………………………………………… .

I. THE PROBLEM AND ITS BACKGROUND……………………................

3.1 Research Design …………………………………………………………… 51

IV. PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA...... 58

V. FINDINGS, CONCLUSION AND RECOMENDATION………………… 92

THE PROBLEM AND ITS BACKGROUND

Many researchers, professors, and academic authorities

wanted to find out what are the factors that affects

someone’s behavior and its effect to the student academic

progress Many theories had been formulated and one of those

theory is the Social Cognitive Theory (SCT) which is an

extension of bandura’s social learning theory (1977) which

states that children observe the people around them behaving

in various ways. This findings was found out during the

famous Bobo doll experiment (Bandura, 1961). Social

Cognitive Theory or SCT explains the development of academic

performance using different but interrelated theoretical

models. Based on Bandura’s social cognitive theory (1986).

SCT focuses on the triadic interaction among environment,

behavior and person and how this interaction helps each

other to enhance student academic performance.

Social Cognitive Theory is composed of four processes of

goal realization: self-observation, Self-evaluation, Self-

components are interrelated and all have an effect on

motivation and goal attainment of a person. Self-efficacy

refers to people’s beliefs in their capabilities to learn

things and perform behaviors at classified levels (Schunk

and Pajares, 2002). Self –regulation is the highest level of

learning which state that Self-regulation is one of the

factors that could be use by a student during academic

learning and to attain a specific goals (Zimmerman, 2013).

The proposed relationships among these cognitive factors and

their relation to behavior are summarized in the Self-

Evaluation Motivation model. The influence of physical and

social outcome expectations and of dissonance reducing

cognitions and attentional change processes on intention and

behavior, was mediated by self-evaluation (Dijkstra,De

Vries, Kok & Rouackers, 1997). The goal of this study is to

determine if a correlation exists between student self-

reflection and academic performance and motivation. How

reflection is defined, how reflection has evolved over time,

what previous research has discovered regarding any

potential connections between student self-evaluation and

likely to remain dependent on external rewards, now knowing

where to begin to consider their own performance” (p. 14).

Furthermore, students who are explicitly taught

metacognitive activities, such as written self-evaluation,

tend to be more highly engaged in their school work as well

as maintain higher levels of academic proficiency