The Effects of Self Confidence To The Academic Performance

THE EFFECTS OF SELF-CONFIDENCE TO THE ACADEMIC 1
PERFORMANCE OF GRADE 5 AND 6 LEARNERS

IN ST. JAMES SCHOOL, INC.
CHAPTER 1: INTRODUCTION
“It is only necessary to have courage, for strength without self-confidence is
useless.” According to Giacomo Casanova self-confidence is the key to success or it can
say the first step to success. If a person has self-confidence, he has won half the battle.
This confidence ultimately creates opportunities for success and with each new success;
another self-confidence building block is put into a place. Success builds self-confidence
with each new achievement. Self-confident people perceive themselves as able to achieve
perception creates reality in their lives.
The importance of self-confidence is to develop the personality of a person. Self-
confidence, as the name implies, is one’s own confidence in one’s abilities. Brown et al.
explained professional confidence as something that is inherently associated with self-
confidence, professional identity, competent clinical confidence, professional self-
concept, self-efficacy and critical thinking. In this world, people tend to downplay others,
make fun of others, and criticize others for different reasons all the time. In many cases,
this behavior is grounded in the personal insecurity of the offender. The offenders are
lack of the confidence in their own abilities. Therefore, in order to maintain a high status
despite this perceived lack of abilities and qualities, people tend to offend and oppress
others because no one else is able to show their qualities as well. In such circumstances, it
is the self-confidence of people that gives them the ability to live through the challenges
without being affected by the negative influences.

Self-confidence is knowing what a person can do and believing in the value that
they provide. It is to do with their inner perception of their abilities and worth. Therefore,
it is more of a positive mindset that evens the greatest leaders and most influential people
in the world need to consciously – and continuously – cultivate. As T. Harv Eker put it:
“Successful people have fear, successful people have doubts and successful people have
worries. They just do not let these feelings stop them.”
Academic achievement plays an important part in the life of an individual. In
educational life academic achievement is highly valued. The parents and the teachers
expect that the achievement of the students should be the highest. Academic performance
can represent a variety of learning outcomes such as knowledge, understanding, attitude,
intelligence, skill and application. On the basis of the achievement, the child is graded
and evaluated as high achiever or low achiever. Good or high academic achievement
tends to help both in improving the personality of the students and also their recognition
by parents, peer groups, teachers, neighbors and society at large. It boosts their morale
and develops feeling in them that they are useful in the family, school and society.
The achievement of the child depends upon the main focus namely child’s interest,
motivation, conceptual learning, understanding in class, adjustment, school environment,
home environment and reading interest. It further depends on numerous factors like child
interest and motivation in the subject that they study, the devices and methods adopted by
teachers in class, family set up, self-confidence and study habits. But everyone must
know that confidence is always crucial for one’s success. Many people can be more
confidents, most parents can manage to make their children feel more confident by
praising them. But as a matter of fact, a lot people feel that they are not confident enough.
They come out with different results, at time, complementing each other but at times
contradicting each other.
The researchers conducted a study about the Effects of Self-confidence on
Academic Performance of Grade 5 and Grade 6 Learners in St. James School, Inc. They
observe that the students are lacking self-confidence while inside the classroom. They are
afraid in speaking in front of their teacher and classmates.
BACKGROUND OF THE STUDY
St. James School is a “dream come true”. It is own by Mrs. Lucia G. Padilla, the
former principal of Dr. Yanga Collages of Balagt as, Bulacan. As a teacher herself, she
has that special love and concern for the learning of the students. Her dream started when
she, after reflecting on some factors about how the students could learn effectively, she
realized Pre-Elementary Education plays a big role. It is the educational foundation from
where a student would grow into a developed person. From that time on, she dreams of
putting up her own Pre-elementary school. The desire was so strong so one day she
decided to resign from her work and started to put her dream into reality.
The start was not easy. With not much to start with financially was the initial
problem. Producing the necessary material and facilities required by the Department of
Education was another difficulty. Several times her application paper was denied and
return to her, enough reason to discourage her. But she persisted remained determine
until she got the government permit.
The school started its operation on June 3, 1988. First, it offered nursery and
kinder course only, but the following year Kinder II course was added. During its first
year of operation, there were only 7 children enrolled. People mocked and discourage
Mrs. Padilla. However, those degrading and stressing comments made her stronger to go
on only to realize her dream but also to fulfill that great desire to raise good individual
and citizens of the community through strong education foundation. The growth of
enrollees year after year challenge her to extend the offered courses up to the secondary
level.
On January 8, 1992, the Pre-Elementary Department got its recognition from the
government. On March 20, 1996, the Elementary Department was also recognized while
the recognition certificate of the High School Department was released on March 25,
1999. Now St. James School is one of the private schools which is serving the
community and its neighboring Barangays with quality education. May it continue to
grow and accomplish its version, mission and goals in the lives of the students so they
would become persons of good worth to their parents and most importantly to our
country.
They decided to choose the school because majority of their observation are afraid in
speaking in front of many audiences. One of the examples that they observe to the
students in St. James School, Inc. is that every flag ceremony the students are the one
who recite the flow of the program, while they are reciting for the whole time, they just
bow their heads in front of many people showing that they are shy. Researchers choose
them to help enhance their self-confidence inside the classroom to achieve the high
academic performance and their skills.
STATEMENT OF THE PROBLEM
This study is to aimed to find out the effects of self-confidence to the grade 5 and
grade 6 learners on their academic performance.
GENERAL PROBLEM
The main problem of this study how the self-confidence affects the students in
their academic performance inside their classroom.
SPECIFIC PROBLEM
1. What are the profile of the respondents in terms of:
a. Age
b. Gender
2. What are the possible reasons why the students are lack of self-confidence?
3. What are the effects of lacking self-confidence in their academic performance?
4. Why is self-confidence being important to the learners?
5. What is the benefit of self-confidence to the academic performance of the
students?
OBJECTIVE OF THE PROBLEM
The main purpose of this study is to examine how the self-confidence can affects
the academic performance of grade 5 and grade 6 students.
1. To provide a survey questionnaire that include the gender and age of the grade 5
and grade 6 learners.
2. To provide an interview to the students and ask them why they are lacking of self-
confidence.
3. To give positive outlook to the students on their future and current situations.
4. To have positive self-image that helps to achieve without negatively impact.
5. To engage the students in various self-confidence activity. Confidence can help
them with more energy and determination, resulting in better relationship, quality
of work and a feeling of being connected with their surroundings.

CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
Demographic Profile
of the Respondents:
Gathering Data
a. Age
Through:
b. Gender
- Observation Learners activities

To know the effects of
- Interview that enhance their self-
self-confidence to the
- Survey confidence while inside
Academic Performances
Analysis and the classroom.
of grade 5 and grade 6
Interpretation of
students in St. James
Data
School, Inc.
SIGNIFICANCE OF THE STUDY
The findings which this study will reveal, may benefit certain groups and the
benefits they may be able to gain are as follows:
For the students – students may use this study to give awareness to the
importance of having self-confidence while inside the classroom also the school.
For the teachers – to give an interaction in building their confidence inside the
class. Create an activity that they can express themselves who they are.
For the school - research in school are usually done to find out what is to be
improved, what is happening inside the campus and give some suggestions on how to be
more attractive and successful in their life.
For the future researchers – they can develop a systematic move effective and
more accurate research that would be helpful for the next generation of researchers.
SCOPE AND DELIMITATION OF THE STUDY
Scope
The scope of this study is to know the effect of self-confidence to the academic
performance of grade 5 and grade 6 learners in St. James School, Inc.
Delimitation
The delimitation of this study is that the researchers cannot control the students on
their behavior in school compare to their house. Students are more active in school
because they are free to do everything they want to do, but they are very opposite when
they are home. They are being controlled to their parents and all they have to do is to
obey what their parents told them to do.
DEFINITION OF TERMS
1. Self-Confidence – confidence in oneself and in one’s powers and abilities.

2. Courage – mental or moral strength to venture, persevere, and withstand danger,
fear or difficulty.
3. Perceive – to attain awareness or understanding of.
4. Influence – the power or capacity of causing an effect in indirect or intangible
ways.
5. Circumstance – challenges to overcome.
6. Students – person who attends school and one who study.
7. Environment – The surroundings of, and influences on, a particular item of
interest.
8. Motivation – Enthusiastic, especially about striving toward a goal.
9. School - A school is an educational institution designed to provide learning spaces
and learning environments for the teaching of students (or "pupils") under the direction of
teachers.
CHAPTER II: RELATED LITERATURE AND STUDIES
FOREIGN LITERATURE
Aya Goto (2014) conducted a study on Material Confidence of Fukushima
Mothers before and after the Nuclear Power Plant Disaster in Northeast Japan: Analysis
of Municipal Health Records. The present study focused on levels and associated factors
of maternal confidence (one of the indicators used to evaluate Japan’s national Material
and Child Health Plan) before and after the accident. Comparing three samples of mother
with 18-month-old children in Fukushima City (218 in 2010; 300 in 2011, the year of the
accident; and 188 in 2012) indicated that maternal confidence was lower in 2011
compared to 2010 and 2012. Interpersonal problems at home were significantly
associated with lower maternal confidence, in 2011, as well as increased depression in

2012. Other factors associated with lower maternal confidence across these 3 years were
poorer perceived health and first-time motherhood. Suggested strategies include giving
special attention to material confidence after nuclear disasters, as well as continuous
monitoring of maternal confidence and a focus on mothers’ interpersonal issues.
Improving access to health information is one key to supporting maternal confidence
after a disaster occurs.
Aidin (2014) conducted a study on foreign self-confident in learning Chinese.
This survey study was aimed to inspect different of self-confidence experienced by
foreign students in learning Chinese. Forty-two student from the CICE (college of
international cultural exchanges) of CCNU (Central China Normal University). In
Wuhan, in spring 2013, has been randomly given a questionnaire about their motivation,
effort, self-confidence, and the subject evaluation of effect of their own native language
on their overall performance in Chinese. It was assumed that phonological similarity
between learner’ native language and Chinese can enhance their self-confidence, and
consequently, increase them perform. However, since processing an actual CLS (cross-
language similarity) is beyond the scope of this study. And the perceptual similarity
evaluate of individuals has shown to be inaccurate, the study has field to find such
relationship, and even found negative links. Never the less, result show a significant
effect of the number of language participant speak on their perceived perform. Also their
perceived performance has a significant positive correlation with some self-confidence
components.
LOCAL LITERATURE
Almogela. L et al (2013) showed that there is no significant difference between
the relationship of self-esteem and health-related behavior when grouped according to
males and females. It implied that when it comes to the variable gender, the relationship
of self-esteem and health related behavior of males and females are not significantly
different from one another. The researchers used the Rosenberg’s Self-Esteem Scalein
Saint Louis University School of Nursing Baguio City. There is no significant difference
between self-esteem and health related behaviors of males and females, because gender
does not moderate the relationship between the self-esteem and health-related behaviors
(Stress and Gender in relation to Self-esteem of University Business student, 2011). This
study in contradictory to some researcher in which the relationship of self-esteem and
health-related behaviors of males and females shown that there was a statistically
significant difference with one another, which shows that males scored significantly
higher level of self-esteem than females (Self-esteem and optimism in rural youth:
Gender differences,2010).
This study investigated the relationship between self-esteem and academic
performance, behavior and academic performance, and self-esteem and behavior of male
adolescents with migrants-working fathers. This study also endeavored to find if there is
a difference in the self-esteem and academic performance of these boys with behavior
problems and those without behavior problems. The General Weighted Average (GWA),
self-esteem and behavior problems of 105 male adolescents with migrants-working
fathers were gathered. Results showed a significant relationship present between self-
esteem and academic performance. A relationship also was found between behavior
problems and academic performance. No relationship was found between self-esteem and
behavior problems. This study showed a difference in the academic performance between
students with behavior problems and those without behavior problems, but no difference
was found in the self-esteem between the same groups. Finally, the most common
behavior problems observed among the respondents are 1) skipping School or cutting
classes, 2) bullying or intimidating others, and 3) arguing with teachers, friends and
classmates. Learning, Remembering, believing: Enhancing Human Performance. Self-
Confidence and Performance
Self-confidence is considered one of the most influential motivators and
regulators of behavior in people's everyday lives (Bandura, 1986). A growing body of
evidence suggests that one's perception of ability or self-confidence is the central
mediating construct of achievement strivings (e.g., Bandura, 1977; Ericsson et al., 1993;
Harter, 1978; Kuhl, 1992; Nicholls, 1984). Ericsson and his colleagues have taken the
position that the major influence in the acquisition of expert performance is the
confidence and motivation to persist in deliberate practice for a minimum of 10 years.
Self-confidence is not a motivational perspective by itself. It is a judgment about
capabilities for accomplishment of some goal, and, therefore, must be considered within a
broader conceptualization of motivation that provides the goal context. Kanfer (1990a)
provides an example of one cognitively based framework of motivation for such a
discussion. She suggests that motivation is composed of two components: goal choice
and self-regulation. Self-regulation, in turn, consists of three related sets of activities:
self-monitoring, self-evaluation, and self-reactions. Self-monitoring provides information
about current performance, which is then evaluated by comparing that performance with
one's goal. The comparison between performance and goal results in two distinct types of
self-reactions: self-satisfaction or -dissatisfaction and self-confidence expectations.
Satisfaction or dissatisfaction is an effective response to past actions; self-confidence
expectations are judgments about one's future capabilities to attain one's goal. This
framework allows a discussion of self-confidence as it relates to a number of
motivational processes, including setting goals and causal attributions.
One theoretical perspective of self-confidence that fits well in Kanfer's (1990b)
framework of motivation and has particular relevance to enhancing self-confidence in a
variety of domains of psychosocial functioning is self-efficacy theory (Bandura, 1977,
1986). Self-efficacy theory is also useful in guiding the development of motivational
programs because self-beliefs of confidence operate in most of the approaches to
cognitive theories of motivation, particularly goal-setting theory and attribution theory
(Bandura, 1990).
This chapter provides an overview of the self-efficacy concept of self-confidence
and its relationship to other cognitively based motivational processes that influence
learning and performance; it does not attempt to integrate the different theories of
motivation that incorporate self-confidence constructs. (For summaries and comparisons
of cognitive theories of motivation, see Frese and Sabini, 1985; Halisch and Kuhl, 1987;
Kanfer, 1990b; Pervin, 1989.) We first define self-confidence and related concepts. Next,
an overview of self-efficacy theory is given, along with a review of the relevant research.
The third section covers applications of techniques for enhancing self-confidence. Lastly,
we note the research questions that follow from what is currently known.
CHAPTER III: METHODOLOGY
This chapter presented the research design, the respondents, research instrument used
in gathering data, validation of the questionnaire and the statistical methods to be used in
the study.
A. RESEARCH DESIGN
The researchers utilized a descriptive design that carefully developed to ensure
that the results are valid and reliable.
B. RESEARCH LOCALE
This study was conducted at St. James School, Inc. at Apalit, Pampanga. This
figure shows the exact location of the school which is St. James School, Inc.
C. PARTICIPANTS OF THE STUDY
The participants of this study were the grade 5 and grade 6 students of St. James
School, Inc. for the school year 2019 – 2020. There were thirty-three (33) students to be
used as respondents of this study.
D. RESEARCH INSTRUMENT
The materials and instruments to be used for gathering data are the interview,
questionnaire and observation.
d.1 INTERVIEW
The interview will also be used to gathering data of the respondents in supporting
the information needed. The researchers conducted an interview to the grade 5 and grade
6 students in St. James School, Inc.
These are the questions that the researchers prepare for the interview:
1. How do you feel when you recite in front of your classmates?
2. What is the meaning of self-confidence to you?
3. Why some of your classmates are lack of self-confidence?
4. What are the possibilities why your classmate is nervous or shy?
5. Does lacking of self-confidence affects your performance in class?
d.2 OBSERVATION
The researchers conducted a study about “The Effects of Self-Confidence to the
Academic Performance of Grade 5 and Grade 6 Learners in St. James School, Inc.”. This
may identify the possibilities why the students are lack of self-confidence in their
performances in class.
d.3 SURVEY
E. Survey Questionnaire
Introduction
Thank you for participating in our study. This questionnaire has been designed to
measure certain variables that form the subject matter in our study. For this questionnaire
to work, we would need your honest views on certain topics such as self-confidence.
Please be mindful of the questions and try to read them slowly and carefully.
Rest assured that there is no right or wrong answers. It is your honest opinion and
understanding that is very important in this study. Also, we value your privacy and none
of the data gathered from your participation in this study will be used against you in
anyway. More importantly, the results of your participation here will be used strictly for
academic purposes.
Take your time and read the items well. If at any point you wish to change your
answers, you may do so at any time. If you agree with the above terms, kindly proceed to
the questions below.
Name(Optional): _________________________ Date: _________________
Grade & Section: ____________ Age: ____________ Gender: ______________
Always Sometimes Never

1. Have you experience impromptu,
extemporaneous speech and declamation?
2. Do you have hesitation in doing public

speaking?
3. Do you feel nervous when talking in front

of many people?
4. Does interacting in other people boost

your confidence?
5. Are you afraid in socializing with other

people?
6. Do you feel insecure to other people as

they speak well in public?
7. Do you have any experience that causes

you to doubt yourself?
8. Do you feel uncomfortable when you talk

to other people?
9. Have you experience been laugh by your

peers?
10. Does your environment/surroundings

affect your confidence?
Essay Part:
1. What are the benefits to boost your confidence?

_____________________________________________________
2. How do you know you don’t have a lot of confidence?
_____________________________________________________
3. Write down two examples of situation where you felt you lacked self-
confidence?
F. ADMINISTRATION OF THE TEST QUESTIONNAIRE
This study administered the survey questionnaire to the grade 5 and grade 6
students in St. James School, Inc.

G. STATISTICAL TREATMENT DATA
The present study was treated with the used of percentage distribution. Data to
answer specific problems were treated as follows:
1. Percentage Distribution
Percentage (%) was used to describe the relationship of the group with the whole
population.
Formula:
P= f x 100
N
Where:
P = percentage
f = frequency
N = total frequency (total population)
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the result of the data gathered in improving the self-
confidence of the students at St. James School, Inc.
Figure 1 Table 1
Age Age Frequency Percentage
9 1 3.03%
12 9
3% 3%
10 15 45.45%
10 11 16 48.48%
45%
12 1 3.03%
11
48%
The table and chart show that there were
16 or 48.48 percent of the respondents’ aged of 11. Then, 15 or 45.45 percent were aged
of 10. Lastly there were 1 or 3.03% were aged of 9 and 12.
Gender
Figure 2
Table 2
Fe-
male
Male 48%
52%
Gender Frequency Percentage
Male 17 51.51%
Female 16 48.48%
The table and chart 2 show the gender profile of the respondents. The table shows
that there were 17 or 51.52 percent of the respondents were male and 16 or 48.48 percent
were female.
Have you experience im-

promptu, extemporaneous Figure 3
speech and declamation?
Table 3
9%
42% Question Frequenc Percentage

No. 1 y
48% Always 3 9.9%
Sometimes 16 48.48%
Never 14 42.42%
The results show that sometimes they experience the impromptu, extemporaneous
Question Frequency Percentage
speech and declamation with the percentage of No. 2
49. The other learners answered Always with Always 5 15.15%
42% and 9% answered Never they experience Sometime 17 51.51%

s
those activities.
Never 12 36.4%
Figure 4
Do you have hesitation
in doing public speak- Table 4
ing?
15%
35%
50%

The study shows that there are 15% of the respondents said they always hesitate
in doing public speaking while 50% said they sometimes hesitate and 35% said they
never hesitate talking in front of many people.
Figure 5
Do you feel nervous when Table 5
talking in front of many Question Frequency Percentage
people? No. 3
6%
Always 17 51.51%
Sometimes 14 42.42%
42% 52%
Never 2 6.06%

The results show that majority of the respondents said they always feel nervous when
talking in front of many people that has 52% and 42% said they sometimes feel nervous
Question Frequency Percentag
while 6% only said they never feel nervous. No. 4 e
Always 6 18.18%
Sometime 18 54.54%
s
Never 9 27.27%
Figure 6 Table 6
Does interacting in
other people boost
your confidence?
18%
27%
55%

The chart shows that there are only 18% said that interacting with other people
always boost their confidence while 27% of the respondents said that it never boosts their
confidence and 55% said that interacting with other people sometimes help to increase
their confidence.
Figure 7 Table 7

Are you afraid in socializ- No. 5
ing with other people?
Always 7 21.21%
18% 21% Sometime 20 60.60%
s
Never 6 18.18%
61%

According to the chart, 21% of the respondents said they are always afraid of
socializing with other people while 62% said they sometimes afraid of socializing and
there are only 18% who said they never feel afraid in socializing with other people.
Figure 8 Table 8

Do you feel insecure to No. 6
other people while they Always 1 3.03%
are doing well in public
speaking? Sometime 11 33.30%
s
3%
Never 21 63.63%
33%
64%

Based on the chart, there are only 3% said they always feel insecure, majority of
the respondents said they never feel insecure to other people while they are doing well in
public speaking with 64% while there are 33% said they sometimes feel insecure.
Figure 9 Table 9

Do you have any ex- No. 7
perience that causes
you to doubt yourself? Always 7 21.21%
9%
Sometime 23 69.69%
21% s
Never 3 9.09%
The result shows that 77% of the respondents
70% said they have experience that causes them to

doubt themselves sometimes, while 21% said they always experiencing it and there are
only 9% said they never experience it.
Figure 10 Table 10

Do you feel uncom- No. 8
fortable when you talk Always 13 39.39%
to other people?
Sometime 15 45.45%
15% s
Never 5 15.15%
39%
45%
The chart shows that 39% of the 33 students
in Elementary Department said they always

feel uncomfortable when they talk to other people, while 46% said they sometimes feel
uncomfortable and there are only 15% of the respondents said they never felt being
uncomfortable.
Figure 11 Table 11

No. 9
Have you experience
been laugh by your Always 8 24.24%
peers?
Sometime 20 60.60%
s
15%
24%
Never 5 15.15%
61%

The result shows that there are 24% said that they have experience been laugh by
their peers while there are 61% said experience it sometimes and there are only 15% who
said they never experience been laugh.
Figure 12 Table 12

Does your surrounding/ No. 10
environment affects your
Always 3 9.09%
confidence?
Sometime 20 60.60%
9% s
30% Never 10 30.30%
According to the chart, there are only 9%
said 61% that their surrounding or environment
always affects their confidence, while

majority of the respondents have 61% said that it sometimes affects them and 30% said
that it never.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
SUMMARY OF FINDINGS
No one is born with low self-confidence. Self-confidence is not genetically
transmitted. Self-confidence is something learned mostly during childhood. As they grow
up, if they are constantly disapproved, or if the parents fail to recognize or appreciate
them, they might arrive in a place of lack of confidence. Low self-confidence will fuel
the manifestation of fear and insecurity, making it unlikely for them to become
successful, Wilding and Palmer (2010) emphasize that “Even where they had a relatively
happy childhood, they can still absorb and carry with them into adulthood, negative
thoughts about themselves through parent’s criticism.” Antony (2008) supports the same
idea by stating that “they have been conditioned since adulthood by false concepts, values
and beliefs that have prevented them from realizing how truly capable and unique they
are.”
Another factor impacting the self-confidence level is based on people’s tendency to
generalize and forecast their future based on past events. Self-confidence may develop
slowly, as they experience success in certain areas of their lives. On the other hand, sadly
enough, a succession of failures can affect severely people’s self-confidence. Forleo
(2008) articulates that “Sometimes, it is during disappointment that they make decisions
that limit their minds. Those old decisions hold them back from being fully alive and
capable of connecting” to the reality that surrounds them.
The researchers decided to make a study about the effects of self-confidence to
the academic performance of grade 5 and grade 6 learners in St. James School, Inc. They
want to discover the effects of lacking self-confidence, possible reasons why they are
nervous speaking in front of many audiences and the importance of boosting their self-
confidence.
Majority of the respondents answered sometimes in all questions being asked on
the survey. These are the following result of each questions based on the survey.
1. Table 3 - majority of the respondents answered sometimes with 16 or 49
percent because sometimes in school activities they experience impromptu,
extemporaneous speech and declamation.
2. Table 4 – majority of the respondents answered sometimes with 17 or 52
percent because they have a hesitation when they speak in public.
percent because they feel nervous when they talk in from of many people.
percent because the grade 5 and grade 6 believe that through interaction it
builds their self-confidence.
percent because the grade 5 and grade 6 students are afraid in socializing with
other people or meeting a new friend in just for a moment.
percent because they feel insecure to other students, if that student is
performing well in speaking in public.
percent because they doubt their self if they failed to enhance their self-
confidence.
percent because the students were feeling uncomfortable when they talk or
meet a new student or friend.
percent because they experience been laugh by their friends it can cause of
lacking self-confidence.
percent because the grade 5 and grade 6 students their surrounding or
environment can affect their self-confidence.

CONCLUSION
To concluded, the study investigates the effects of self-confidence to the academic
performance of grade 5 and grade 6 learners in St. James School, Inc. It shows that the
learners are sometimes they feel that they ae insecure to other students if they are
excelling in public speaking or having a self-confidence.
The result of this study is very important to the students in the future either for a
student from the school. It gives the awareness of the students that they need to engage
them in different activities to build their self-confidence.
RECOMMENDATIONS
Based on the study’s findings, the following actions are recommended by the
researchers:
1. See the learning in errors or mistakes – to the teachers turn mistakes inside
out and focus on what was or will be learned from the mistake. This helps a
student focus on the positive, not the negative. Remind students that everyone
makes mistakes but it is how those mistakes are handled that makes the
difference. They need to see them as learning opportunities. Powerful
learning can often be the result of a mistake made.
2. Show the student tangible evidence of progress – expressing confidence in a
student’s ability it is important; pep talks alone might not be enough,
however. Help the student appreciate their own improvement by pointing to
concrete signs of growth – perhaps by taping an oral reading at the beginning
of the year and comparing it to a later performance.
3. Make an activity that enhance their self-confidence it gives the exposure their
skills and abilities as a learner.

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THE EFFECTS OF SELF-CONFIDENCE TO THE ACADEMIC 1

PERFORMANCE OF GRADE 5 AND 6 LEARNERS

“It is only necessary to have courage, for strength without self-confidence is

useless.” According to Giacomo Casanova self-confidence is the key to success or it can

perception creates reality in their lives.

The importance of self-confidence is to develop the personality of a person. Self-

explained professional confidence as something that is inherently associated with self-

confidence, professional identity, competent clinical confidence, professional self-

without being affected by the negative influences.

worries. They just do not let these feelings stop them.”

Academic achievement plays an important part in the life of an individual. In

can represent a variety of learning outcomes such as knowledge, understanding, attitude,

motivation, conceptual learning, understanding in class, adjustment, school environment,

contradicting each other.

The researchers conducted a study about the Effects of Self-confidence on

afraid in speaking in front of their teacher and classmates.

BACKGROUND OF THE STUDY

until she got the government permit.

academic performance and their skills.

STATEMENT OF THE PROBLEM

grade 6 learners on their academic performance.

their academic performance inside their classroom.

1. What are the profile of the respondents in terms of:

3. What are the effects of lacking self-confidence in their academic performance?

4. Why is self-confidence being important to the learners?

5. What is the benefit of self-confidence to the academic performance of the

OBJECTIVE OF THE PROBLEM

the academic performance of grade 5 and grade 6 students.

and grade 6 learners.

4. To have positive self-image that helps to achieve without negatively impact.

5. To engage the students in various self-confidence activity. Confidence can help

of work and a feeling of being connected with their surroundings.

INPUT PROCESS OUTPUT

- Observation Learners activities

SIGNIFICANCE OF THE STUDY

more attractive and successful in their life.

SCOPE AND DELIMITATION OF THE STUDY

performance of grade 5 and grade 6 learners in St. James School, Inc.

obey what their parents told them to do.

1. Self-Confidence – confidence in oneself and in one’s powers and abilities.

2. Courage – mental or moral strength to venture, persevere, and withstand danger,

3. Perceive – to attain awareness or understanding of.

4. Influence – the power or capacity of causing an effect in indirect or intangible

5. Circumstance – challenges to overcome.

6. Students – person who attends school and one who study.

7. Environment – The surroundings of, and influences on, a particular item of

8. Motivation – Enthusiastic, especially about striving toward a goal.

9. School - A school is an educational institution designed to provide learning spaces

CHAPTER II: RELATED LITERATURE AND STUDIES

Aya Goto (2014) conducted a study on Material Confidence of Fukushima

compared to 2010 and 2012. Interpersonal problems at home were significantly

associated with lower maternal confidence, in 2011, as well as increased depression in

special attention to material confidence after nuclear disasters, as well as continuous

monitoring of maternal confidence and a focus on mothers’ interpersonal issues.

Improving access to health information is one key to supporting maternal confidence

after a disaster occurs.

Aidin (2014) conducted a study on foreign self-confident in learning Chinese.

This survey study was aimed to inspect different of self-confidence experienced by

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Grade & Section: Age: Gender: __