ACADEMIC SELF-EFFICACY AND PERFORMANCE OF LEARNERS

A RESEARCH PAPER

Presented to

Senior High School Department

Engracia L. Valdomar National High School

General Santos City

________________________________________________

In Partial Fulfillment

Of the Requirements for

Inquires, Investigation, and Immersion

______________________________________

by

KIVEN BRYAN CAMPO

BRIGET CELARTA
JUNA MAE LANUTAN
ANGEL MAE MATUGUINAS
NASH LEE MORGIA

January 2024
 APPROVAL SHEET

This Research entitled “ACADEMIC SELF-EFFICACY AND

PERFORMANCE OF LEARNERS” prepared and submitted by Kiven Bryan

Campo, Briget Celarta,Juna Mae Lanutan, Angel Mae Matuguinas, and

Nash Lee Morgia, in partial fulfillment of the requirements for the course

Inquiries, Investigations, & Immersion has been examined and is

recommended for ORAL EXAMINATION.

JUNAMY CLUEH T. ALINGCO MAED - RDNG

Adviser
==========================================================
=PANEL OF EXAMINERS

Approved by the Committee on Oral Examination. ________________

JUNAMY CLUEH T. ALINGCO

Chairman

MARK G. ARRIESGADO KINNETH LOUIS F.

SULLIVAN Member Member

JUNE ACE MIGUEL D. DIOLA JACK S. OJEDA

Member Member
==========================================================
= Accepted and approved in partial fulfillment of the requirements for
the course Inquiries, Investigations, & Immersion.
MYLENE S, ARZADON, P-1
School Head
______________________
Date

ii
 This work is lovingly dedicated to

OUR ALMIGHTY GOD

To our parents, Franklin S. Cinco,

Jofemea C. Matuguinas, Mauro Salandron Campo, Rosita Ruales Ortiz

Campo, More R. Morgia, Juvy P. Morgia, Josefa Salvoda, Roseller

Salvoda, Seani Rose Treyes Celarta, Rody Castillano Celarta

iii
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God the Almighty for his

showers of blessings throughout our research work to complete the research

successfully.

We would like to express our profound gratitude to Ma'am Junamy

Clueh T. Alingco, our research adviser, for giving us the chance to do

research, for her helpful assistance, and for sharing her expertise and

knowledge with us as we put our paper together.

We would like to express our heartfelt and sincere gratitude to our

panel members: Sir Kinneth Louis F. Sullivan, Mark G. Arriesgado, June Ace

Miguel D. Diola, and Jack S. Ojeda, for their suggestions, clarifications, and

recommendations during the proposal defense to make this study unique

and comprehensive, as well as for the trust they've invested in the

researcher’s capacity and strength to accomplish this study.

To the respondents: thank you for your active participation and honest

responses on the questionnaire given by the researchers. To our dearest

parents, for their deep consideration for the finances and undying support

throughout the making of the research study, as well as for their words of

encouragement on those nights that we’ve spent making the research study.

To our school principal, Laila L. Jubelag, for allowing the researchers to

conduct the study at Engracia L. Valdomar National High School.

To God be the glory!

-The researchers

iv
 TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………… i
APPROVAL SHEET……………………………………………………….. ii
DEDICATION……………………………………………………………….. iii
AKCNOWLEGDEMENT…………………………………………………… iv
TABLE OF CONTENTS……………………………………………………. v
LIST OF TABLES…………………………………………………………… vi
ABSTRACT………………………………………………………………….. vii

Chapter

I THE PROBLEM

Introduction …………………………………………………………. 1
Statement of the Problem ………………………………………… 2
Significance of the Study …………………………………………. 2
Scope and Delimitation …………………………………………… 4

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature……………………………………………………. 5
Related Studies………………………………………………………. 7
Definition of Terms…………………………………………………... 9
Conceptual Framework……………………………………………… 9
Theoretical Framework……………………………………………… 9
Research Hypothesis………………………………………………. 11

III METHODOLOGY

v
 Research Design ………………………………………………….... 12
Locale of the Study …………………………………………………. 12
Respondents of the Study…………………………………………. 12
Sampling Procedure ………………………………………............. 13
Instrument ………………………………………………………….. 13
Research Procedure………………………………………………... 13

IV RESULTS AND DISCUSSION

Level of Learners Academic Self-Efficacy……………………….. 15

Level of Learners Academic Performance…………………… 18
Relationship between Self-efficacy and Academic 20
Performance…….

V SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary………………………………………………………..
21
Findings…………………………………………………………
22
Conclusions…………………………………………………….
23
Recommendations…………………………………………….
23

REFERENCES………………………………………………………………..
25

APPENDICES

A Letter of Permission to the School Principal …………………

31
B Questionnaire…………………………………………………….
32
C Documentation…………………………………………………..
33
D Questionnaires with the Answers of the Respondents………
34
CURRICULUM VITAE……………………………………………………….
35

vi
 ABSTRACT

This study aims to determine the relationship between academic self-

efficacy and academic performance of the Grade 11 HUMSS students of

Engracia L. Valdomar National High School enrolled for the school year

2023-2024. The study will involve collecting numerical data through survey

questionnaires, and standardized instruments to measure academic

performance of the participants.

The researchers used total enumeration. An adapted research

questionnaire from the Academic Self-Efficacy Scale-2006 (ASES-2006)

composed of 30 questions was used. A systematic approach of evaluating

academic performance (GPA) was used to estimate the average of the

learners for the first semester of the school.

The findings of the study revealed that the learners of humanities and

social sciences, specifically in Grade 11 had moderate academic self

efficecacy with an overall mean of 3.14. The results of the investigation

revealed that there is no significant relationship between the learners'

academic performance and their academic performance.

vii
 Chapter I

THE PROBLEM & ITS SETTING

Introduction

Academic self-efficacy is a fundamental aspect of students'

perceptions and attitudes towards their potential for success in academic

settings (El-Sayed et al., 2021),encompassing their confidence in

accomplishing tasks and achieving goals ( Luo et al., 2023).

Extensive research has consistently demonstrated that higher levels of

academic self-efficacy are associated with improved learning habits,

cognitive engagement, perseverance in overcoming challenges, and

ultimately, better academic performance (Smith et al.,2019).

This relationship has been widely observed across various student

demographics (Wang and Lee’s 2021), underscoring the significance of self-

beliefs in predicting academic success (Reyes, 2022).

However, some perspectives challenge the universality of this

relationship, suggesting that contextual factors may moderate its effects.

(Wang and Lee’s, 2021)

In the Philippines, recent studies have focused on understanding the

complex interplay between academic self-efficacy and achievement, Santos

et al. (2019) emphasizing its sustained influence on students' academic

outcomes. Reyes (2022).

Yet, in Engracia L. Valdomar National High School, there remains a

gap in assessing learners' academic self-efficacy, despite evidence

suggesting that low academic self-efficacy can hinder performance and

viii
 contribute to academic struggles. Therefore, investigating the

relationship between academic self-efficacy and performance in this school

setting is essential for informing strategies to enhance students' efficacy and

academic success.

Statement of the Problem

This study aims to determine the relationship of academic self-efficacy

and learners' academic performance of the Grade 11 HUMSS learners of

Engracia L Valdomar National High School.

Specifically, it seeks to answer the following questions:

1. What is the level of the learners' self-efficacy?

2. What is the level of learners' academic performance?

3. Is there a significant relationship between academic self-efficacy

and learners’ academic performance?

Significance of the Study

The study of academic self-efficacy and learners’ academic

achievements is significant for all stakeholders involved in the education

sector.

For students, grasping the concept of academic self-efficacy can aid

them in establishing realistic academic goals and fostering a growth mindset.

Through self-assessment, students can pinpoint their strengths and

weaknesses, focusing on areas needing improvement. Cultivating a growth

mindset enables students to view failures as integral to the learning process,

learning from them along the way.

ix
 For teachers, delving into academic self-efficacy can assist them in

crafting impactful teaching strategies and classroom activities to enhance

students' academic self-efficacy. Teachers can foster a supportive learning

atmosphere, fostering students' confidence and motivation. By

understanding their students' beliefs about their learning capabilities,

teachers can pinpoint where additional support is necessary, tailoring their

instruction accordingly. For parents, comprehending academic self-

efficacy enables effective support for their children. Understanding their

child's belief in their ability to learn and achieve academically, parents can

offer suitable guidance, encouragement, and assistance. Encouraging

activities that bolster academic self-efficacy, like setting achievable goals,

reflecting on progress, and seeking feedback, can also be beneficial.

For administrators, familiarity with academic self-efficacy aids in

designing policies and interventions to boost overall academic performance.

Cultivating a positive school culture that values effort and progress enables

administrators to foster academic self-efficacy among students, resulting in

enhanced performance.

For future researchers, exploring academic self-efficacy unveils

potential strategies and interventions to bolster student academic

performance. Continuing to investigate the correlation between academic

self-efficacy and academic success offers insights into effective teaching and

learning methodologies, ultimately enhancing student outcomes.

x
Scope and Delimitation of the Study

This study aims to determine the relationship between academic self-

efficacy and academic performance of Grade 11 HUMSS learners of

Engracia L. Valdomar National High School enrolled for the school year

2023-2024. The study will involve collecting numerical data through survey

questionnaires, and standardized instruments to measure academic

performance of the participants.

The research design of the study is quantitative, correlational research

design. It will be done using adapted Academic Self-efficacy Scale-2006.

The estimated duration for the study will be a period of 2 months, from

February – April 2024.

xi
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the reviews of literature and findings of either

investigations that are valuable to the present study.

Related Literature

Self-efficacy

Self-efficacy is one's perceived capabilities for learning or performing

actions at designated levels. Self-efficacy develops a sense of agency when

individuals select tasks and activities in which they feel competent and

confident and avoid those in which they do not (Routledge, 2022). This had

long been viewed as an important determinant of academic performance

(Talsma et al. 2018). It is influenced by factors like self-esteem, sources of

self-efficacy, and individual perceptions (Rouleau et al. 2019). It reflects an

individual’s confidence in executing behaviors to attain specific goals,

involving control over motivation, behavior, and environment (Lindquist et al.

2022). This perception extends to planning and performing tasks (Gamboa et

al. 2021), influencing learners’ confidence and expectations, shaped by

experiences with technology, autonomous learning, and socioeconomic

background (Hatlevik et al. 2018). Additionally, it pertains to beliefs about

success in various pursuits and impacts choices, effort, and persistence

(Evia et al. 2018; Byker et al. 2018). Success experiences enhance self-

efficacy in junior high learners, leading to academic improvements (Uchida et

al. 2018). Growth in math-related self-efficacy shows a significant

xii
association, while deviations from growth trajectories are not consistently

related (Soland

xiii
 et al. 2019). An interdisciplinary approach, incorporating the Learning

by Doing method and Self-efficacy Theory, enhances learners’ knowledge

and confidence for university-level academic skills (Schütze et al. 2020).

Personal self-efficacy beliefs strongly motivate performance and

improvement in learning tactics and strategies (Lyons et al. 2019).

Academic Self-Efficacy

Academic self-efficacy, rooted in Bandura’s social cognitive theory, is

the belief in one’s capability to successfully accomplish academic tasks and

achieve desired educational outcomes. It encompasses an individual’s

confidence in their ability to organize and execute actions necessary for

academic success (Bandura, 2018). Furthermore, numerous studies

emphasize the positive correlation between academic self-efficacy and

performance (Multon et al., 2019). Students with high self-efficacy are more

likely to set challenging goals, employ effective learning strategies, and

persist through academic challenges, resulting in enhanced overall

performance. Additionally, academic self-efficacy significantly influences

motivation. Individuals with a strong belief in their abilities exhibit greater

intrinsic motivation, enthusiasm for tasks, and persistence in the face of

difficulties (Zimmerman, 2022).

Research underscores the impact of academic self-efficacy on mental

well-being. Higher levels of self-efficacy are associated with lower stress and

anxiety levels among learners, contributing to better psychological well-being

(Zimmerman, 2022).

xiv
 Lastly, academic self-efficacy shapes career aspirations and choices.

Individuals with robust self-efficacy are more likely to pursue and persist in

challenging academic and professional paths, influencing their career

trajectories (Bong, 2020). All facets of academic self-esteem are directly

linked to academic self-efficacy, which indirectly influences academic

performance (Ahmadi et al. 2020).

Academic Performance

According to Vargas Ramos et al. (2020), a student’s academic

performance is defined as their level of knowledge, abilities, and

competences acquired during their time in school. This performance is

frequently assessed using the grades they receive in the subjects that make

up their study plan. Conversely, Mostin et al. (2022) define academic

performance as the degree to which a learner, educator, or institution has

met their short- or long-term learning objectives, as determined by

cumulative grade point average (CGPA) or continuous assessment.

Academic performance can also be described as learning new skills and

competencies, obtaining high grades and similar academic achievements,

securing a career advancement, and demonstrating an intention and

persistence towards education (Saumya et al, 2021).

Related Studies

A study comparing first-year university learners’ COVID-19 beliefs,

self-efficacy, and academic performance found that while studying during the

outbreak may negatively impact academic self-efficacy and subject grades,

xv
the 2020 cohort did not significantly differ from the 2019 cohort. Self-efficacy

proved a stronger predictor of grades in 2020, suggesting its heightened

importance amid uncertainty (Talsma et al. 2021). On the other hand, review

examining self-efficacy and academic performance in Latina/o learners

revealed a positive relationship at all educational levels, with specific

performance domains showing more favorable outcomes. Factors like

acculturation, immigration status, family experience, affective variables, and

parental support significantly correlated with academic performance (Outley

et al.2018).

Additionally, a study involving pre-service teachers, their mathematics

teaching efficacy beliefs, attitude towards mathematics, and academic

performance were analyzed. Results highlighted that both efficacy beliefs

and attitude towards math are crucial for academic success, with Personal

Mathematics Teaching Efficacy being a key determinant (Segarra et al.

2022).

Moreover, an exploration of adolescents' self-esteem, self-efficacy,

family satisfaction, loneliness, and academic performance found that higher

academic self-efficacy and lower emotional self-efficacy were strong

predictors of academic success. The study emphasizes the importance of

fostering high self-efficacy beliefs for academic achievements (Ercegovaca

et al.2021).

Similarly, a study in resource-limited countries, using data from 4282

adolescents in Ghana, demonstrated that increased academic self-efficacy

indirectly improves academic performance through educational aspirations,

particularly for boys. Interventions targeting academic self-efficacy could

xvi
enhance educational aspirations and performance in such settings (Ansong

et al. 2019).

While research indicates a correlation between self-efficacy and

academic success, a study induced success in junior high school learners by

presenting easy anagrams. The results showed that success-induced

learners raised self-efficacy, persisting for up to a year, and significantly

improved academic performance (Uchida A. et al. 2018).

However, conflicting perspective arise; Wang and Lee’s (2021) meta-

analysis questions the universal applicability of the self-efficacy-performance

relationship, suggesting contextual factors may moderate this association.

This underscores the need for a thorough exploration of contextual nuances

influencing the interplay between academic self-efficacy and performance.

Conceptual framework

Academic Self-Efficacy Academic Performance

Independent Variable Dependent Variable

Theoretical Framework

The conceptual framework shows the independent and dependent

variables of the study. It shows the independent variable which is the

academic self-efficacy, the learners' confidence on their academic

performance and the dependent variable, which is the academic

performance, the measurement of student’s performance across various

academic subjects of Senior High School.

xvii
 The absence of academic self-efficacy can lead to decreased

motivation, lower academic performance, increased anxiety, and a

diminished belief in one’s ability to succeed in educational pursuits. It may

hinder goal setting and perseverance, impacting overall learning outcomes

and future academic endeavors. A lack of academic self-efficacy can

undermine academic performance by fostering self-doubt, reducing

engagement in learning activities, and increasing the likelihood of

procrastination. Students with low self-efficacy may struggle to set and

achieve goals, experience heightened stress during assessments, and

exhibit a decreased willingness to tackle challenging tasks. These factors

collectively contribute to lower academic performance and hinder the

development of essential skills needed for success in education.

According to self- efficacy theory, self-efficacy is an “individual’s

confidence in their ability to organize and execute a given course of action to

solve a problem or accomplish a task” (Eccles & Wigfield, 2002). Self-

efficacy theory suggests that academic self-efficacy may vary in strength as

a function of task difficulty—some individuals may believe they are most

efficacious on difficult tasks, while others only on easier tasks. Furthermore,

self- efficacy is believed to be situational in nature rather than being viewed

as a stable trait (Linnenbrink & Pintrich, 2002). Social Cognitive Theory

(Bandura, 1986) emphasizes the role of self-efficacy in shaping behavior.

The idea is that individuals who believe in their capabilities are more likely to

take on challenging tasks and persevere, leading to better performance.

Self-Determination Theory (Deci & Ryan, 1985 focuses on the role of

autonomy, competence, and relatedness in motivation. Academic self-

xviii
efficacy contributes to a sense of competence, fostering intrinsic motivation.

“Intrinsic Motivation and Self-Determination in Human Behavior” by Deci and

Ryan is a seminal work in this area.

Definition of Term

The following terms are defined conceptually and operationally for the

reader to easily understand this study.

Academic performance. Refers to the measurement of student

performance across various academic subjects. Teachers and education

officials typically measure performance using classroom performance,

graduation rates, and results from standardized tests. Operationally, this

refers to the performance of learners measured by the GPA.

Academic Self-Efficacy. Refers to an individual’s belief (conviction)

that they can successfully achieve at a designated level on an academic task

or attain a specific academic goal. Operationally, this refers to the learners’

confidence in their ability to achieve higher academic performance.

Self-efficacy. Refers to the reflection of confidence in the ability to

exert control over one’s own motivation, behavior, and social environment.

Operationally, this refers to the learners’ confidence in themselves.

Research Hypothesis

Ha – There is a significant relationship between academic self-efficacy and

academic performance.

Ho – There is no significant relationship between academic self-efficacy and

their academic performance.

xix
 Chapter III

RESEARCH METHODOLOGY

This chapter describes the study’s location and research design.

Respondents of the study, sampling technique, research tool, data gathering

procedure and the statistical treatment to be employed in the investigation.

Research Design

The study used quantitative research design as its research

methodology. Correlational research will be used to carry it out. Whereby it

will assess the academic performance and academic self-efficacy of the

HUMSS learners in Grade 11 at Engracia L. Valdomar National High School.

This study aims to investigate the connection between academic

performance and academic self-efficacy.

Locale of the Study

This study will be conducted in Engracia L. Valdomar National High

School. It is located at Kilinan 5, Barangay Mabuhay, General Santos City.

Engracia L. Valdomar National High School was founded in 1996 to

give the locals access to an inexpensive education. It provides Technical

Vocational-Livelihood Track (TVL), Accountancy Business and Management

(ABM), and Humanities and Social Sciences (HUMMS).

Respondents of the Study

The 87 learners in Grade 11 HUMSS at Engracia L. Valdomar

National High School will be the respondents.

xx
Sampling Procedure

The respondents will include the grade 11 HUMSS students. In the

case the total enumeration will be use as the sampling procedure.

Research Instrument

The survey research instrument used in this study is an adaptation of

one created by Abdul Gafoor K. along with Muhammad Ashraf. The 40-item

questionnaire of Academic Self-Efficacy Scale was developed in 2006 to

measure secondary school learners’ academic self-efficacy. It is based on

Albert Bandura’s (1977) Self-Efficacy Theory, which situates academic self-

efficacy within the framework of Social Cognitive theory. The scale is

predicated on the notion that learners’ efficaciousness in each area of

academic work will contribute to their overall academic self-efficacy. The

learning process, reading, comprehension, memory, curricular activities, time

management, teacher-student relationships, peer relationships, resource

utilization, goal orientation, adjustment, and examination are the chosen

aspects of academic work. This will be confirmed by the group of

professionals.

Data Gathering Procedure

The following protocol for collecting data will be observed by the

researchers:

Seeking approval. The researchers will ask permission from the

school principal and Grade 11 Senior High School teachers to conduct their

xxi
study entitled “Academic self-efficacy and Learners’ Academic Performance”

using an official letter.

Respondent selection. A sample of Grade 11 HUMSS learners from

Engracia L. Valdomar National High School will be drawn by the researchers

using Simple Random Sampling.

Review of Questionnaire. To validate and examine the research

questionnaire they plan to use, the researchers will ask the expert panel for

permission.

Survey execution. A schedule for conducting surveys in each Grade

11 HUMSS course at Engracia L. Valdomar National High School will be

established by the researchers. The appropriate survey questionnaire, which

has been validated by an expert panel, will be used by the researchers.

Data interpretation and analysis. The right instruments will be used

by the researchers to collect and examine the data.

Statistical Treatment

Using the mean and percentage, the degree of academic self-efficacy

will be ascertained.

Mean and percentage will be utilized to assess the academic

performance level.

Pearson Correlation Coefficient (r) will be utilized to ascertain the

association between academic self-efficacy and academic performance.

xxii
 Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered

from the respondents who answered the questionnaire distributed. The data

were presented in tabular form according to the sequence of questions

presented on the statement of the problem.

Learners' Academic Self-efficacy Level

This study determined the anxiety level of learners. To do this, mean

and frequency were used. Table 1 shows the results.

Table 1

Learners’ Academic Self-Efficacy Level

Questionnaire Mean Descriptive
Interpretation

1. I am competent in 3.32 Moderate Confidence

learning any subject.

2. I can read and 3.51 High Confidence

understand my lessons
well.

3. I am quick to pick the 3.11 Moderate Confidence

points from what I read.

4. I can do my projects 3.31 Moderate Confidence

well.

5. I can find out the 3.14 Moderate Confidence

necessary sources for
my study.

xxiii
6. I can set higher goals in 3.42 High Confidence
my study.

7. I can usually find out 2.06 Low Confidence

quite a few solutions
when I'm confronted
with problems in my
study.

8. I can express ideas well 3.56 High Confidence

while attending
examinations.

9. It is easy for me to read 3.12 Moderate Confidence

and understand the
textbooks in English
language.

10. During examinations, I 3.17 Moderate Confidence

can recollect what I
have learned.

11. I can comprehend the 3.28 Moderate Confidence

actual meaning of what
I study.

12. I find time for studying 3.16 Moderate Confidence

when there's a lot of
chores.
13. I know how to find 3.16 Moderate Confidence
resources of my study.

14. I can accomplish my 3.26 Moderate Confidence

aims in learning.

15. I can answer the essay 3.22 Moderate Confidence

type questions well.

xxiv
16. I can understand the 3.56 High Confidence
classes of my teachers.

17. I can develop the 3.16 Moderate Confidence

reading skill required to
learn school subjects
from the earlier classes.
18. I study a new concept, I 3.26 Moderate Confidence
can recall the related
knowledge.
19. I prepare my 3.22 Moderate Confidence
assignments in time

20. If I miss some classes 3.56 High Confidence

for some reason, I can
compensate the loss
fairly well.

21. I am confident that I 3.51 High Confidence

can perform well in
competitive
examinations.

22. I can deal efficiently 3.17 Moderate Confidence

with the unexpected
problems in my study.
23. I can be calm at time of 2.97 Moderate Confidence
exam as I am
conscious of my ability
to leam.
24. I can complete the 3.12 Moderate Confidence
homework myself
without any help from
guidebooks, previous
notes, etc.
25. If a sudden test is 3.17 Moderate Confidence
conducted for us
without prior notice, I
can answer it well.
26. If I try, I can become 2.97 Moderate Confidence
one of the good grade
holders.

xxv
 27. I can answer the 3.10 Moderate Confidence
questions which
teachers ask me.
28. I can score well in the 2.95 Moderate Confidence
short answer type
questions.
29. I can accomplish 2.98 Moderate Confidence
challenging tasks and
problems in my study.
30. No matter how difficult 3.20 Moderate Confidence
the question is, I can
answer them.
Total:3.14 Moderate Confidence
Total sample population:87

Table 1 shows the academic self-efficacy level of learners. It revealed

that learners can express ideas, understand their classes, and compensate

for their lost easily with =3.56. It got the highest mean among the overall

questions, while the question "I can usually find out quite a few solutions

when I'm confronted with problems in my study." had the lowest mean,

showing =2.06. Therefore, leamers' had moderate academic self-efficacy,

with a total mean of 3.14 as the overall result of the academic self-efficacy

level. According to Basith et al. (2020), academic self-efficacy is positively

related to academic achievement, with social sciences majors having higher

self-efficacy than exact sciences majors. It implies that learners who had

moderate academic self-efficacy were confident on their abilities with

academic performance.

Learners' Academic Performance

xxvi
 This study determined the academic performance of learners. A

systematic approach to identifying the GPA of learners was utilized. To do

this, mean, and frequency were used. Table 2 shows the results.

Table 2

Learners’ Academic Performance

Rating Frequency Mean descriptive
interpretation
90-100 11 90.91 Outstanding
85-59 32 86.56 Very Satisfactory
80-84 39 82.31 Satisfactory
75-79 5 78.2 Fairly
Satisfactory
74 below 0 0
total = 87 total = 84.72 Satisfactory
Grade Point Average for the first semester

Table 2 shows the frequency and mean of the leamers' academic

performance for the first semester of the academic year 2023-2024. The

collected data are shown in the table, which revealed that 39 out of 87

students have achieved the Satisfactory level. Following closely behind were

32 out of the 87 respondents who achieved the very satisfactory level. In

addition, 11 out of 87 respondents have reached the outstanding level. And

five of the participants who fell short of the satisfactory standard. None of the

learners got a failing grade. Therefore, the overall mean of the academic

performance of the learners is 84.72, which is indicated as "satisfactory."

This implies that Grade 11 HUMSS learners good performance in class

during the school year's first semester.

xxvii
Relationship between Learners' Academic Self-efficacy and Academic
Performance

This study determined the relationship between academic self-efficacy

level and the academic performance of learners. To do this, the mean and

Pearson r were used to identify the relationship between two variables. Table

3 shows the results.

Table 3

Relationship between Learners’ Academic Self-Efficacy and Academic

Performance
Average R-value P-value Remark Decision
Academic 3.14
Self-efficacy
Level Positive Accept
Alternative
0.2015 0.6013 Correlatio
n

Academic 84.72
Performanc
e

Correlation at the level of 0.05(two tailed)

Table 3 showed that the relationship between anxiety level and

academic performance of learners is positively correlated, with a computed r

value of 0.2015. Which means that if the academic self-efficacy of the

learners increases, their academic performance will increase. In the

hypothesis testing procedure, the alpha and p-value are employed to

determine whether or not to reject the null hypothesis. The computed p-value

is 0. 0613, significance level, or alpha (0.05). Since the p-value (0.0613) is

xxviii
greater than the alpha value (0.05), the null hypothesis should not be

rejected, however there's only a little difference, since there is a relationship

between the two variables. Thus, the alternative hypothesis was still

supported, which is H1: There is a significant relationship between learners'

anxiety level and their academic performance.

Similarly, one study conducted by Fakhrou and Habib (2021),which

states that there is a positive correlation between academic self-efficacy and

academic achievement. Additionally, higher academic self-efficacy and

regulatory focus positively impact learning engagement and achievement in

diverse educational settings(Cheng, 2020). Therefore, the level of learners'

academic self-efficacy established a relationship with their academic

performance, which means there is a sufficient evidence to reject the null

hypothesis.

xxix
xxx
 Chapter V

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary and conclusion derived fromthe

conduct of the study, which was to determine the academic self-efficacy level

and academic performance of the Grade 11 Senior High School learners of

Engracia L. Valdomar National High School. The study established the

following findings, and recommendations after classifying, identifying, and

analyzing the data gathered from the respondents.

Summary

The study was conducted at Engracia L. Valdomar National High School.

The respondents of the study were the grade 11 learners, a total of 87 from

HUMSS; the researchers used total enumeration. It employed quantitative

research and utilized the correlational research design method. An adapted

research questionnaire from the Academic Self-efficacy Scale-2006 (ASES-

2006) composed of 30 questions was used. The data interpretation indicates

a very low, low, moderate, high, or very high academic self-efficacy level.

According to the Gafoor and Mohammed (2016), the ASES-2006 have a split

half reliability of the scale =.90 (N=370). , which is greater than the

recommended value of 0.80, suggesting excellent reliability. A systematic

approach of evaluating academic performance (GPA) was used to estimate

the average of the learners for the first semester of the school year 2023-

2024. Over-all, the statistical tools used were mean, frequency, and

xxxi
percentage. The Pearson r was utilized to determine if there was a

relationship between the two variables.

Findings

The findings of the study were summarized according to the statement

of the problem stated in chapter 1.

The study provided answers to the following questions:

1. What is the level of learners' academic self-efficacy?

The findings of the study revealed that the learners of humanities and

social sciences, specifically Grade 11 had moderate academic self-efficacy

with an overall mean of 3.14.

2. What is the level of learners' academic performance?

The findings of the study revealed that the academic performance of

the humanities and social sciences, specifically in Grade 11 had achieved a

satisfactory standard with an overall mean of 82.49.

3. Is there a significant relationship between learners' academic

self-efficacy and academic performance?

The result of the investigation shows that there is no significant

relationship between learners' academic self-efficacy and their academic

performance. The mean average of the academic self-efficacy level and

academic performance is (3.14) and (82.49), respectively, and the r-value of

both variables' results is (0.2014), which is indicated as a low correlation.

xxxii
The data also reveals that the p-value of 0.061 is greater than the

significance level of 0.05, and the remarks show that there is no statistically

significant difference between the scores of anxiety level and academic

performance. Therefore, the null hypothesis is supported.

Conclusion.

Based on the indicated findings, the following conclusion are drawn: 1.

The study investigated the learners' academic self-efficacy level, which was

found to be moderate academic self-efficacy, and the findings reveal that

learners' academic self-efficacy levels were found to have a low correlation

with academic performance. The null hypothesis of the study was supported.

It implies that despite their confidence, learners still struggle with their

academic performance. However, Academic Self-efficacy should still be

given attention. The need for students to be prepared for every stage of life

includes having a self-efficacy to be able to develop the essential knowledge,

skills, and mindset needed to achieve academic and overall life success. For

further research, it is suggested to find a larger sample size and factors to

have stronger evidence of a link between academic self-efficacy and

academic performance.

Recommendations:

1. An academic self-efficacy scale (ASES) assessment test should be

given to the learners every semester to serve as a tool to assess their

academic self-efficacy level.

xxxiii
 2. Administrators can Implement preventive measures for secondary

learners and teachers to empower their academic self-efficacy advocacy and

practice, such as holistic self development, life skills programs, and

psychotherapy.

3. For future research, researchers may use a larger sample size of

respondents and look at other factors to have strong evidence of a

correlation between the two variables.

xxxiv
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