Study Insights on English Proficiency and Self-esteem

Proposed Title and Research Details

  • Proponents: Donnah V. Altares, Jean T. Belleza, Ruth Ann D. Cataluña, Kharl Laurence Candones, Steve Andre D. Esparas, Roy Lapiñoso
  • Title: The Relationship Between English Language Proficiency and Self-esteem of Senior High School Students

Rationale

  • Reason:
    • To address the link between English proficiency and self-esteem of senior high students.
  • Purpose:
    • Identify challenges in English grammar and comprehension among senior high school students.
  • Expected Output:
    • Identify key challenges in English proficiency.
    • Understand the correlation between proficiency and self-esteem.
    • Provide practical recommendations for educators to improve both proficiency and self-esteem.
    • Offer insights into how language skills affect students' confidence and contribute to better academic and emotional outcomes.

Objective of the Study

  • General Objective:
    • Assess the English language proficiency of HUMSS students and its impact on self-esteem.
  • Specific Objectives:
    1. Assess English Language Proficiency in terms of comprehension across genders and academic strands.
    2. Assess English Language Proficiency in terms of grammar across genders and academic strands.
    3. Assess Self-esteem related to public speaking across genders and academic strands.
    4. Assess Self-esteem regarding completing assignments across genders and academic strands.
    5. Determine the significant relationship between English language proficiency and self-esteem.

Statement of the Problem

  • What is the level of English Language Proficiency of senior high students in terms of comprehension?
  • What is the level of English Language Proficiency in terms of grammar?
  • What is the level of Self-esteem of students in terms of public speaking?
  • What is the level of Self-esteem regarding completing assignments?
  • Is there a significant relationship between English language proficiency and self-esteem?

Hypotheses

  • Null Hypothesis (HO):
    • There is no significant relationship between English language proficiency and self-esteem among the senior high school students.
  • Alternative Hypothesis (H1):
    • There is a significant relationship between English language proficiency and self-esteem among senior high school students.

Theoretical/Conceptual Framework

  • Independent Variables:
    • English Language Proficiency (e.g. grammar & comprehension)
  • Dependent Variables:
    • Self-esteem (e.g. public speaking & completing assignments)

Research Design

  • Type of Study:
    • Correlational design to examine the natural relationship between English language proficiency and self-esteem.
  • Respondents:
    • Grade 11-12 students under the Technical-Vocational-Livelihood (TVL) and Humanities and Social Science (HUMSS) strands.