“Self-Efficacy Level and Academic Success among Senior High School Students

Of EJENHS.”

Introduction

Studies have found that academic self-efficacy can reliably predict academic

achievement. Many empirical studies have not only demonstrated that self-efficacy is

predictive of achievement in the academic environment,7–9 but have also observed that

improving self-efficacy can improve individual academic success.

Self-efficacy, trusting one’s abilities and powers for learning and performance, is

a key trait for the academic success of university students (Hill, 2002).

Academic success, a phrase deeply embedded in educational institutions across

the globe, refers to the fulfilment of educational goals set within an academic

environment. However, it goes beyond just acquiring high marks in examinations; it

encompasses a deep understanding of subjects, acquiring pertinent skills, personal and

intellectual growth facilitated through learning.

Self-efficacy can be defined as the belief that you can be successful when

carrying out a certain task. The idea of a self-efficacy theory was first proposed in the

1960s by Albert Bandura, a Stanford psychology professor with a specialty in

developmental and educational psychology (Wahome, 2022).

According to Santos (2018), a study looked at self-efficacy of college students in

the Philippines found a significant relationship between academic performance and self-
efficacy, with students which reported higher self-efficacy level earning higher grades. In

addition, it is essential to take into account the societal and cultural expectation that

may have an impact on the self-efficacy of Filipino college students.

Studies have shown that learners with higher self-efficacy are more willing to

learn, challenge themselves, and have better resilience in the face of difficult transitions

like changing schools. However, in Emilio J Estipona National High School, there is no

current research published that investigate the relationship between self-efficacy and

academic success of the students. Hence, the researcher is prompted to look if there is

a significant relationship between self-efficacy and academic success of students.

Investing the relationship between self-efficacy and academic success of senior

high school students in EJENHS will contribute to the awareness of students, teachers

and parents about the relationship between self-efficacy and their academic success in

school.

Statement of the problem

The key purpose of this quantitative research was to investigate the correlation

between two variables self-efficacy level and academic success among the SHS

students of EJENHS.

This study sought to answer the following questions:

1. What is the level of self-efficacy of the students?

2. What is the average level of academic success of the students?

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

Review of Related Literature

Self-Efficacy of Filipino students

One of the most fundamental ideas is one’s self-efficacy in psychology since it

affects student performance (Cherry, 2018). It deals with the tenacity to succeed and

exert effort based on one’s ability. This will assist children in adapting to the changes.

Self-efficacy is confidence in one’s capacity to accomplish objectives (Balami, 2015).

Mesurado (2015) investigated how factors such as personality and life

experience influence academic engagement. The study tests a concept that links

improved students to self-efficacy and emotional strain.

Additionally, Dullas(2018) developed an academic self-efficacy scale for Filipino

school students. The study highlighted how academic performance and self-efficacy

influence student performance.

The participants included 4,559 upper secondary pupils from Nueva Ecija’s private

and public schools. The study discovered the factors through the updated self-efficacy

scale, which examines the capabilities of every learner in Nueva Ecija. The study

examined whether students’ skills affect their grades. Academic self-efficacy is

correlated with the findings. High self-efficacy increases academic achievement, the

study found. Unlike previous research, Yazon (2014).

Examined young adults’ self-esteem, self-efficacy, and school performance at a

State Polytechnic University in Laguna. The statistical results for English, mathematics,
science, Filipino, and TLE were calculated using an empirical formula. The researcher

determined the average degree of higher and lower self-esteem and self-efficacy across

all subjects and responders.

The study examined the relationship between self-efficacy and young adults’

learning progress. The study focuses on highlighting the significance and relationship

between self-efficacy, self-esteem, and academic achievement among high- and low-

level participants. Research has found that there is no substantial positive relationship

between students’ scores and personality. The study indicated that students need to

know their degree of self-efficacy in completing the activity.

Self-confidence has a significant impact on academic attainment, learning, and

performance. Students with strong self-esteem have a positive and realistic view of

themselves. They can deal with criticism, convey affection, and stay positive and

assertive (JETIR, 2022).

The prevalence of low self-esteem is evident among the students of SMA 3 Negeri

Pekanbaru in Indonesia. Many students face challenges in expressing their ideas and

lack self-confidence, leading to fear and hesitation when called upon to speak in front of

the class due to concerns about pronunciation. Notably, the research by Rischi (2021)

highlights a positive relationship between strong self-esteem and academic

achievement, suggesting that students with higher self-esteem tend to perform well

academically.

Self-esteem is a subjective concept that does not accurately reflect an individual's

inherent qualities or external perceptions (Orth et al., 2018). It is a personal evaluation

influenced by our thoughts and convictions, shaping our self-worth and self- perception.

It encompasses the assessment of our own abilities and strengths (Bautista et al.,

2017).

The study, conducted at a Secondary School Laboratory in the Philippines,

involved sixty Grade 8 learners split into control and experimental groups. The research

aimed to evaluate the impact of differentiated scaffolding strategies on academic

performance and confidence in Mathematics. Specialists assessed developed lessons

on triangle congruence topics, along with academic performance tests and confidence

scales. Following expert feedback, the instruments were refined and pilot tested,

demonstrating reliability. Data analysis involved measures such as mean, standard

deviation, ANCOVA, and Pearson Product Moment Correlation. Results indicated a

significant increase in academic performance among learners taught with differentiated

scaffolding strategies compared to conventional methods. However, there was no

significant difference in confidence levels between the two groups. Additionally, a

significant correlation was found between academic performance and confidence in

Mathematics among students taught with differentiated scaffolding methodologies.

Theoretical Framework

Academic self-efficacy is grounded in self-efficacy theory (Bandura, 1977).

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, p. 110). 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, 2002a). Students make

reliable differentiations between their self-efficacy judgments across different academic

domains which, collectively, form a loose hierarchical multidimensional structure. Self-

efficacy should not be confused with self-esteem or self- concept. Self-efficacy is a

task-specific evaluation while self-esteem and self-concept reflect more general

affective evaluations of self (Linnenbrink & Pintrich, 2002).

Conceptual Framework

Self-Efficacy Academic Success

The figure 1 shows the relationship between the two variables.

The main goal of this study is to investigate the relationship between self-efficacy

and academic success among the senior high school students of Emilio J. Estipona.

Chapter 2
 METHODOLOGY

This chapter outlines the study’s research design, the research locale, the

study’s respondents, the research instruments used, the data gathering procedures, the

statistical treatment, and the ethical consideration. This chapter outlines the study’s

research design, the research locale, the study’s respondents, the research instruments

used, the data gathering procedures, the statistical treatment, and the ethical

considerations

Research Design

This study utilized quantitative research design in which the researcher used a

descriptive- correlational research design.

Quantitative research refers to data present in numeric form. When collected

using a primary method, it uses statistical data collected by means of a questionnaire

(Apuke, 2017).

The aim of descriptive correlational research is to describe the relationship

among variables rather than to infer cause and effect relationships. Descriptive

correlational studies are useful for describing now one phenomenon is related to

another in situations where the researcher has no control over the independent

variables, the variables that are believed to cause or influence the dependent or

outcome variable (Lappe and Joan M, 2000).

 Through this method, the researcher would determine whether there is a

significant relationship between Self-efficacy and Academic success of the Senior High

School students in Emilio J Estipona National High School.

Sampling Design

The study used probability sampling, specifically simple random sampling.

According to Thomas (2020), a simple random sample is a randomly selected subset of

a population. In this sampling method, each member of the population has an exactly

equal chance of being selected. To get the sample for the study we used slovins

formula.

Research Respondents

The respondents of this study would be a sample population of Grade 11 and

Grade 12 Senior High School students.

Total Population of Grade 11 Grade 12 Total

SHS Student

186 50 78 128

Research Instruments
 This study made use of adopted survey questionnaire to determine if there is a

significant relationship between self-efficacy and academic success of students. The

adapted questionnaires will be pilot tested and validated to test its reliability.

The General Self-Efficacy Scale (GSE) is a commonly used Likert scale for

assessing self-efficacy. It evaluates an individual’s belief in their ability to effectively

handle various situations. The GSE comprises 10 items, each rated on a scale from

“Not at all true” to “Exactly true.” The total score ranges from 10 to 40, with higher

scores indicating greater self-efficacy (Schwarzer, R., & Jerusalem, M. 1995).

The level of self-efficacy among the students will be assessed using a five-point

scale ranging from extremely confident (5) to not at all confident (1). To interpret the

status of Self-Efficacy among the students the following range of means, description,

and interpretation presented below were used:

Range of Means Description Interpretation

4.20-5.00 Very High Very high level of self-confidence

3.40-4.19 High High level of self-confidence

2.60-3.39 Moderate Average level of self-confidence

1.80-2.59 Low Low level of self-confidence

1.00- 1.19 Very Low Very low level of self-confidence

Data Gathering Procedure

The researcher observed the following procedure to finish the research. The

following are the steps employed by the researcher in coming up with this research:

1. In doing the research, the researchers made a permission letter that was signed by

their fellow researchers and their research adviser submitted it to the school’s principal

for her signature of approval to conduct the study.

2. Survey questionnaire is done for the objective of the study. The guide questions are

made up of 3 questions. It also includes the sub questions which mostly centered on the

relationship between self- efficacy.

3. After modifying and finalizing the instruments, the researchers explain to the

respondents and make them understand the reason and purpose of the research. The

informed consent was also deeply clarified. After, the respondents approved and gave

their consent, the researchers started the survey.

4.After the survey is done, the data analysis start using a statistical tool which is

Pearson’s correlation coefficient ® and mean to analyze if there is a significant

correlation between self-efficacy and academic success.

Statistical Treatment

To comprehend and examine the data in this study, researchers employed

various statistical techniques.

Mean. This measure was used to estimate the average level of self-efficacy among the
students.

Standard Deviation. This was used to determine how evenly distributed the students'
responses were.

Pearson-Product Moment Correlation (Pearson r). This was utilized to establish the
significant relation between respondents’ self-efficacy level and academic success.
 Chapter 3

RESULT AND DISCUSSION

In this chapter, the subsequent data analyses and interpretations are outlined

and discussed: level of self-efficacy among the students, average level of academic

success among the students, and if there is a significant relationship between self-

efficacy and academic success.

Table 1

Level of Self-Efficacy among the students

Mean SD Description Interpretation

Self-Efficacy Level 3.344 0.763 Moderate Average level of self-

confidence

The table 1 shows the level self-efficacy among the senior high school students.

With an average mean of 3.344, the level of self-efficacy is moderate. The result

indicate that the senior high school students’ self-efficacy level is sometimes

manifested.
 In study by Sechico et. At. (2023) Based on the research findings related to self-

efficacy levels, this study investigates the correlation between self-efficacy and the

learning experiences of Filipino young adult learners. The results indicate an average

level of self-efficacy. Notably, students with high level of self-efficacy attribute their

mistakes to their efforts rather than their abilities, while average of self-efficacy students

associate their failures with qualities comparable to the average talent pool.

Consequently, an individual’s self-efficacy level may influence their choice of activities

and the persistence required to complete them.

The study on self-efficacy and academic success among Filipino senior high

school students revealed that there are differences in self-efficacy levels among

students based on tracks/strand and the type of school they attend. The research

focused on Grade 11 senior high school students and found that students have a

moderate level of self-efficacy. Additionally, the study highlighted the importance of self-

efficacy beliefs in influencing students' motivation to learn. The findings suggest that

enhancing students' self-efficacy beliefs can positively impact their academic success

and well-being outcomes (Villas, J. 2019).