SELF-ESTEEM AND SOCIAL ADJUSTMENT OF GRADE II PUPILS

WITH DIGITAL MEDIA AS THEIR MEDIUM OF INSTRUCTION IN

ENGLISH: PROPOSED AWARENESS PROGRAM

A research Proposal Paper Presented

To the faculty of the College of Education
Cebu Technological University-Carmen Campus
Poblacion, Carmen, Cebu

In Partial Fulfillment of the Requirements for

BEED IV- Content Education

By.
ALCAIN, CHONA M.
LUANSING, NICOLE
MONDONEDO, MICHELLE
PANOREL, SHANNEL V.
PINGGOY, GENEVIEVE S.
VILLENA, MARECON C.
QUINGCO, CLAIRE

JIHAN S. COMEROS
MENTOR

2018
 APPROVAL SHEET A

The research study entitled “SELF-ESTEEM AND SOCIAL ADJUSTMENT OF

GRADE II PUPILS WITH DIGITAL MEDIA AS THEIR MEDIUM OF

INSTRUCTION IN ENGLISH: PROPOSED AWARENESS PROGRAM” prepared

by Chona Alcain, Nicole Luansing, Michelle Mondonedo, Shannel Panorel,

Genevieve Pinggoy, Marecon Villena, Claire Quingco is hereby submitted to the

Research Committee for the Evaluation as Partial Fulfillment for the degree of

Bachelor of Elementary Education Major in Content Education.

JIHAN S. COMEROS M.Ed.

Research Adviser
APPROVAL SHEET B
 ACKNOWLEDGEMENT

The researchers would like to express their deepest appreciation and

sincere gratitude to the following persons for the help and support all throughout

the study, thus, making this research study comes to reality.

First, to the Almighty God for the gift of patience, courage, strength and

wisdom who guides the researchers since the beginning of their journey in the field

of BEED-Content Education.

To Mrs. Jihan S. Comeros, the Research Adviser, for encouraging and guiding

the researchers in doing their research work. We would like to thank for the support

and understanding over these months.

To Mrs. Ursina S. Juntilla, Mrs. Anna Marie C. Neiz and Mrs. Presentacion V.

Bontia for the approval and to make this research study into reality.

To Ms. Winsleth T. Bontia, for her kindness and generosity, encouragement and

suggestion to make this study successful.

To the pupils, the respondents of the study , for their precious time and for actively

participating in completing this study and making it successful.

To the School Principal, for the permission, assistance and opportunity to

conduct the study in their school.

 DEDICATION

This work is dedicated to our All Mighty God for his guidance for our study.

For giving us strength to finish and to comply all the requirements of this study.

To our parents, who instilled in them the virtues of perseverance and

commitment and encourage them to strive for excellence. Without their full support

and financial help, this study would not be possible.

This work is dedicated to them in return to what they had given to us, in a

form of fulfillment, experience, remembrance and full appreciation.

 ABSTRACT

TITLE: SELF-ESTEEM AND SOCIAL

ADJUSTMENT OF GRADE II
PUPILS WITH DIGITAL MEDIA
AS THEIR MEDIUM OF
INSTRUCTION IN ENGLISH:
PROPOSED AWARENESS
PROGRAM

AUTHORS: ALCAIN, CHONA M.

LUANSING, NICOLE
MONDONEDO, MICHELLE
PINGGOY, GENEVIEVE S.
VILLENA, MARECON C.
QUINGCO, CLAIRE

SCHOOL: Cebu Technological University

Carmen Campus

ADVISER: JIHAN S. COMEROS

YEAR COMPLETED: 2019

This study aimed to determine the level of self-esteem and social adjustment of

Grade II pupils with digital media as their medium of instruction in English. It gave

a deeper understanding on how the Grade II pupils with digital media as their
medium of instruction in English affect their self-esteem and social adjustment.

Thirty (30) Grade II pupils who participated in the research. They answered a 10-

item questionnaire from self-esteem scale developed by Dr. Morris E. Rosenberg

and 10-item questionnaire from social adjustment scale adapted by Dr. Frank

M.Andrews. After which, it was being analyzed and interpreted using a statistical

software.Majority of the respondent belong to the age-range of 7-8. The

respondent’s level of self-esteem was rated High Self-esteem (H=2.78) and for the

social adjustment was High Social adjustment (H=2.81).There was a negligible

correlation (P<0.05) between the level of self-esteem and social adjustment. Other

hand, the profile of the respondent has no significant difference between the level

of self-esteem and social adjustment.

Keywords: self-esteem, social adjustment, pupils, digital media.

 CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

One way to change man into a better person is through Education. A person

may learn a lot of things from his daily living, but if all of this things do not make

him into a better person, then he has not obtain education. The purpose of

education then is to make man to be better psychologically, physically, socially,

morally and spiritually. These things comprises to all human beings that we need

to change for the best. Institutions were built to mold learners to be educated,

(Lardizabal,1988).

This study is to gather information about the self-esteem and social

adjustment of Grade II pupils towards their learnings from the use of digital media

in teaching English to them. It also highlights the fact that learners have different

learning styles that is why there is a need of effective medium of instruction to be

used. In such point, digital media is one way of addressing it. Digital media has a

huge impact on today’s society and it point out the self-esteem and social

adjustment of individuals. Technologies give opportunities for teachers to access

different tasks, exercises, games and videos for teaching students a new

language. This also means that teachers have opportunity to conduct more varied

lessons to motivate students‟ learning. However, digital media comes with

advantages as well as disadvantages. In the teaching and learning process, the

medium of instruction plays an important role that exert the great effect on the

progress of self-esteem and social adjustment of pupils. This study will therefore

discuss the use of digital media for learning English and discover what teachers

thinks about using digital media for teaching. How a child foresee his/her value

within the family is closely related to his/her self-image and self-esteem. Self-

esteem has a strong impact on all aspects of a person's life. In general, a child

feels good about himself and his accomplishments if he has self-esteem. Self-

esteem serves as a basis for personal growth and development. There are times

that level of self-esteem came on how the individuals deal or engage the new

changes in this modern world.

The adjustment of pupils to community starts with their potential to adjust to

their own experience and on how they engage such changes. A child would be

able to cope up better with the sighted world if he is brought up with affection and

care in the least restrictive environment. The role of medium of instruction must

actively assist and enhance the teaching and learning process. This study deals

with the objective of examining the self-esteem and social adjustment of Grade II

pupils towards the education specifically in English by the use of digital media.

Effectivity and regularity is one of the significant characteristics of medium of

instruction.

There are some adjustments of pupils in dealing new approaches or

medium instruction to them because as we all know that pupils came from different

background or let us say the variety of pupils that needs to be considered. In the
teaching and learning process, the medium of instruction plays an important role

that exert the great effect on the progress of self-esteem and social adjustment of

pupils. Thus, it is very important for the pupils to be aware and acquire the new

approaches and medium of instruction nowadays for it will help them to become a

globally competitive individuals

Theoretical Background

To make English teaching and learning authentic, there is a need to relate

content, objective, language function, structure and most especially the medium of

instruction that a teacher will use. The teacher is surely interested to find out if all

efforts lead the teacher and students to reap results of hard work specifically in

teaching English to them and by the use of digital media as medium of instruction.

This study give us the knowledge on the impacts of digital media in the self-esteem

and social-adjustment of the pupils. As we all know that there is a need of

appropriate medium instruction in teaching diversity of learners that would be

effective to their learnings.

This study anchored the theory of Brown, J.D., & Marshall, M.A. (2006).

There are three faces of self-esteem according to them, these are the Global Self-

Esteem, Feelings of Self-worth and Self-Evaluations. In our study, we used the

Global Self-Esteem Theory because it is related to the study and this theory will

contribute to a better understanding on the connections involving self esteem and

academic performance of the pupils. The term self-esteem is used in three

alternative ways. It is also known as a part of the confusion stems from an absence

of agreement regarding the construct itself. In some instance, self-esteem is also

considered a characteristic variable that represents how people commonly feel

about themselves. Global Self-Esteem depictions ranges widely. Global Self-

Esteem is simply stating that the worth of a person was influence by the decision

he/she made according to some researchers who also acquired the cognitive

approach. (e.g., Coopersmith, 1965; Crocker & Park, 2004; Crocker & Wolfe,

2001).

Meanwhile polymedia theory, the primary concern shifts from the constraints

imposed by each individual medium to an emphasis upon the social, emotional and moral

consequences of choosing between those different media. Polymedia is an

anthropological notion that was introduced by Daniel Miller and Mirca Madianou in

recognition of the way most people today use a wide variety of communication media.As

the choice of medium acquires communicative intent, navigating the environment

of polymedia becomes inextricably linked to the ways in which interpersonal

relationships are experienced and managed. Polymedia is ultimately about a new

relationship between the social and the technological, rather than merely a shift in

the technology itself. As a result, the choice of medium was largely the result of

constraints of access and cost. The proliferation of new communication

technologies and the increased convergence that we have witnessed in the last

few years are radically transforming interpersonal communication.

THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY

THEORY
 Brown and Marshall Global Self- esteem Theory by Brown and
Marshall
 Polymedia Theory by Daniel Miller and Mirca Madianou

INPUT
 Profile of the grade II pupils in terms of:
Age;
Economic Status;
 Level of self-esteem of grade II pupils towards digital media
as their medium of instruction in English?
 Level of social adjustment of grade II pupils towards digital
media as their medium of instruction in English?
 Relationship between self-esteem and social adjustment of
grade II pupils with digital media as their medium of
instruction in English?

PROCESS
 Questionnaire
 Statistical Treatment

OUTPUT
 Proposed awareness program
REVIEW OF RELATED LITERATURE

A digital equipment, tools and resources when used properly, can raise

confidence and can help broaden knowledge in some subjects like science and

mathematics not just for secondary learners but also for primary learners. This is

shown with conclusive evidences. And also digital equipment, tools is also effective

in some forms of literacy, most common in writing and comprehension. Digital

technologies is useful in many ways like improving basic literacy and numeracy

skills, appropriately in primary settings.

A digital media are relatively the same to some interventions in education which

the aimed to raise the attainment of the viewers. In some point, using digital

technologies has some unpleasant effects in the competence level of teachers in

using the tools and resources effectively in attaining the learning outcomes. Digital

resources is more successful to use in teaching when a teacher has deep

knowledge and ability in identifying how digital technologies functions in achieving

learning outcomes and adapting their approach. Digital technologies can be used

in any types of school for formal or non-formal activities even at home, where

learners want to expand their learnings. Higgins et al (2012) provide a summary of

research findings from studies with experimental and quasi-experimental designs,

which have been combined in meta-analyses to assess the impact of digital

learning in schools. Their search identified 48 studies which synthesised empirical

research of the impact of digital tools and resources on the attainment of school

age learners (5-18 year olds).They found consistent but small positive associations

between digital learning and educational outcomes. For example, Harrison et al

(2004) identified statistically significant findings, positively associating higher

levels of ICT use with school achievement at each Key Stage in England, and in

English, maths, science, modern foreign languages and design technology.

Somekh et al (2007) identified a link between high levels of ICT use and improved

school performance. They found that the rate of improvement in tests in English at

the end of primary education was faster in ICTTest Bed education authorities in

England than in equivalent comparator areas. However, Higgins et al note that

while these associations show, on average, schools with higher than average

levels of ICT provision also have learners who perform slightly higher than

average, it may be the case that high performing schools are more likely to be

better equipped or more prepared to invest in technology or more motivated to

bring about improvement. Higgins et al report that in general analyses of the impact

of digital technology on learning, the typical overall effect size is between 0.3 and

0.4 - just slightly below the overall average for researched interventions in

education (Sipe & Curlette, 1997; Hattie, 2008) and no greater than other

researched changes to teaching to raise attainment, such as peer tutoring or more

focused feedback to learners. The range of effect sizes is also very wide (-0.03 to

1.05),which suggests that it is essential to take into account the differences

between technologies and how they are used.

The effect of digital equipment, tools and resources to child’s literacy has

been examined by a larger body of reseach The effects were commonly positive

and it was found out that in improving numeracy digital learning has been used. It

is also consistent in searching that ICT greatly helps in improving reading, writing
skills, as well as the development of speaking and listening skills.Archer and

Savage wanted to comprehend the framework within which the digital tool or

resource was used has an effect on outcomes. Particularly, they are evaluating the

different kind of supports given to teachers if it has an impact. The authors found

out that those different kind of support given to teachers had a positive impact on

the effectiveness of the literacy intervention, thus rising its average effect size to

0.57. Therefore, they conclude that it is important to include implementing factors

such as the support given to the teachers, when taking everything in mind the

respective effectiveness of digital learning and teaching. Archer and Savage

(2014) engage in a meta-analyses to re-evaluate the outcomes presented in three

previous meta-analyses considering the impact of digital learning on language and

literacy learning. Slavin et al (2008 and 2009) and Torgenson and Zhu (2003). In

general, they found a relatively small positive average effect size of 0.18, with a

few of studies have negative effect and there are three studies shows moderate to

large effect sizes. The authors found that the lesser the number of participants a

programmes have the larger the effect sizes compared to larger programmes but

it doesn’t mean that all were statistically significant.

In their meta-analysis, Higgins et al (2012) says that digital technology has a great

impact in learning such as in writing rather than on reading and spelling. For

example, Torgenson and Zhu (2003) they found out that the impact of using digital

technology of primary and secondary level which ages is from 5-16 years in

English and viewed the effect sizes on spelling (0.2) and reading (0.28) which is

much less than the high effect for writing which is (0.89). In their studies about
meta-analyses they investigate the impact of digital technology in primary school

in Taiwan, Laio et al (2007) considered studies as primary domain of educational

program of which it corresponds the results using digital technology in teaching

and learning process. Later they found that there is no significant differences in

effect sizes between the different subject field, suggesting the ability for digital

technology to raise outcomes that corresponds to the different subjects. However,

they did not make that the two subject fields showed to the highest result of sizes

(0.7) are the reading and comprehension.

Self-esteem has a strong relation to happiness. Although the research has

not clearly established causation, we are persuaded that high self-esteem does

lead to greater happiness. Low self-esteem is more likely than high to lead to

depression under some circumstances. Some studies support the buffer

hypothesis, which is that high self-esteem mitigates the effects of stress, but other

studies come to the opposite conclusion, indicating that the negative effects of low

self-esteem are mainly felt in good times. Still others find that high self-esteem

leads to happier outcomes regardless of stress or other circumstances. Rosenberg

(1979) and Harter (1993) both claim that a person who perceives him- or herself

as competent in domains in which he or she aspires to excel will have positive self-

esteem. The framework for and definition of self-esteem used by Harter and

Rosenberg has much in common with the concept of self-esteem. Self-esteem can

be conceptualized as the level of global regard that a person has for him- or herself

as an individual (Leary & Baumeister, 2000)Further, self-esteem may play a

profound role in all aspects of a child’s development (Brooks, 1992; Olsen,

Breckler, & Wiggens, 2008). The term self-esteem may reflect a person’s overall

emotional evaluation of his or her worth and a person’s sense of pride and is

closely associated with his or her self-consciousness and psychological well-being

(Olsen et al., 2008). This is a judgment of the self as well as an attitude towards

the self. Therefore, a person’s self-esteem may be dependent upon his or her

psychological adjustment, the quality of life, and adaptive behavior, relationships

with friends, motivation, school performance, and success in life (Brooks, 1992;

Papadopoulos, Metsiou, & Agaliotis, 2011; Saigal, Lambert, Russ, & Hoult, 2002).

Self-esteem is often defined as the evaluative component of self-concept (Pope,

Mchale, & Craighead, 1988). Low self-esteem may ensue if there is a discrepancy

between a person’s expectations and his or her perception of adequacy.

Social adjustment can be defined as: the manner in which an individual

fulfills his/her roles in social relationships and the individual's well-being within

these relationships (Lazarus & Folkman, 1984).

 The Problem

Statement of the Problem

This study aims to determine the of self–esteem and social adjustment of
grade II pupils with digital media as their medium of instruction in English
proposed awareness program.

Specifically, the researcher aims to answer the following questions:

1. What is the profile of the pupils in terms of :

1.1 Age;
1.2 Gender

2. What is the level of self-esteem of grade II pupils with digital media as

their medium of instruction in English?

3. What is the level of social adjustment of grade II pupils with digital media
as their medium of instruction in English?

4. What is the relationship between the level of self-esteem and social

adjustment of grade II pupils with digital media as their medium of
instruction in English?

5. Based on the findings, what particular awareness program can be

proposed?
Statement of the Hypothesis

This study adapts the following hypothesis at 0.05 alpha level of

significance.
Ho1 There is no significant difference between the self-esteem and social
adjustment among grade II pupils with digital media as their medium of instruction
in English in Elpidio I. de Dios Elementary School.

Ho2 There is no significant difference between the self-esteem and social

adjustment when the respondent are grouped according to age and economic
status.

SIGNIFICANCE OF THE STUDY

This study promotes awareness program for the pupils regarding digital

media as medium of instruction. To help them improve themselves in all aspects

they needed to be more competitive in life and as useful citizen.

This study is beneficial to the following:

Community, the study aims also to educate the people in the community so that

they will become observant to be surroundings. It is believed that through their

involvement this study they will understand roles in the community and be aware

of the sequences once they get involved in the society.

Teacher, this will give those insights and awareness on the present situation in the

society. They can satisfactorily benefit from this study since the information they

can be shared to the students. Through that, they can influence the lives of the

learners and transform them to better citizens of the country. It can help better
understanding to the impact of medium of instruction they are going to use for their

pupils.

Future Researchers, this study will serve as their solid reference in their future

research studies about digital media as medium of instruction to pupils. This will

give them the idea to carefully plan and initiates relevant study that directly or

indirectly benefits them. In this way, they will be successful in their respective

endeavors of life.

SCOPE AND LIMITATIONS

The scope of this study focuses on the self-esteem and social

adjustment of grade II pupils with digital media as their medium of instruction in

English. This study is limited only to the grade II pupils in Elpidio I. de Dios.

Research Methodology
 This chapter presents the research method, research respondents,

research instrument, research procedure and statistical treatment.

Research Method

This study utilized a convenient sampling of the research. This method to

determine the relationship between the self-esteem and social adjustment of grade

II pupils with digital media as their medium of instruction in English in Elpidio I. de

Dios Elementary School.

Research Respondent

The respondent of this research study were of 30 grade II pupils with digital

media as their medium of instructor in English in Elpidio I. de Dios Elementary

School.

Research Environment

The survey was conducted at Elpidio I. de Dios Elementary School with the

grade II pupils.

Research Instrument

This study made use of Rosenberg self-esteem and social adjustment

scale. This scale is standardized tool to determine the level of self-esteem and

social adjustment of grade II pupils with digital media as their medium of instruction

in English in Elpidio I. de Dios Elementary School.

Part I was the Modified Rosenberg Self-esteem Scale Dr. Morris E. Rosenberg. It

was ten item questionnaire with items answerable by 1-disagree 2-niether

disagree nor agree 3-agree.

The obtained data were interpreted based the hypothetical measures.

Mean Score Level of Self-Esteem

2.34-3.00 High

1.67-2.33 Moderate

1.00-1.66 Low

Part II was the Social Adjustment Scale questionnaire developed by Dr. Frank M.

Andrews. It was a check list with three choices. 1=disagree, 2=neither disagree

nor agree, 3=agree.

The obtained data were interpreted based on the following hypothetical

measure.

Mean Score Level of Social Adjustment

2.34-3.00 High

1.67-2.33 Moderate

1.00-1.66 Low
DATA GATHERING PROCEDURE

Data Collection Preparation

I. Preliminary Preparation

The researchers made a proposal presented to the research committee

for the approval of the study on Self-esteem and Social Adjustment of Grade

II pupils with digital media as their medium of instruction..

A transmitted letter was addressed to the Campus Director, Director of

Teacher Education and Chairman of Teacher Education Department of

Cebu Technological University- Carmen Campus to ask permission to

conduct the research study. Another letter was addressed to the principal

of Elpidio I. De Dios Elementary School to ask for permission to conduct the

research study. The researchers performed pilot-testing on the tools used

in this research study

II. Actual Data Gathering

The researcher, the respondent and informed them about the study.

They were given an informed consent and let them signed. Upon signing

the informed consent they were assured that the information they give

will not be disclose publicly. Their rights confidentiality and anonymity

were maintained throughout the study. After they signed the informed

consent, the researchers distributed the questionnaire to the respondent

and explained to them all the necessary information. If they already

 finished answering, the researchers collected the questionnaire. After

checking the researchers started to compute and analized all the data

gathered from the respondent.

Statistical Treatment

A. Percentage Formula

Be utilized

P = Nx R%

R = P/N x100%

Where:

P = Percentage

N = Total number of the respondents

R = Percentage Rate

B. Weight Arithmetic Mean

Use to identify the mean of the respondents Self – Esteem and

Social Adjustment.

M = ∑𝑋

Where:

M = mean of every statement

∑ = summation

X = scores attained by the respondents

N = total number of respondents

 C. Pearson r Product Moment Correlation Coefficient

It was used to determine the relationship between self–esteem and Social

Adjustment, where x will be the self–esteem and y will be the social adjustment of

the respondents.

𝑟 = ∑𝑥𝑦 − (∑𝑥)(∑𝑦)

√𝑁∑𝑥 2 − (∑𝑋) [𝑁∑𝑦² − (∑𝑦²)]

Where:

X=self-esteem

Y= social adjustment

rxy= correlation between self-esteem and social adjustment

∑= summation

N= number of respondent

To interpret the significant relationship between self-esteem and social

adjustment classification applied:

An r from 0.000 to 0.20 signify negligible correlation

An r from 0.21 to 0.30 signify low or slight correlation

An r from 0.31 to 0.50 signify high relationship

An r from 0.51 to 0.80 signify very high relationship

An r from 0.81 to 0.99 signify perfect correlation

D. The One-Way Analysis of Variance (ANOVA) was to determine if there was

a significant difference on self-esteem and social adjustment when the

respondent are grouped with age and gender.

DEFINITION OF TERMS

The following definitions were derived operationally to preclude obscurity:

SELF-ESTEEM –This refers to the self-worth or a self-respect of the pupils in

which he/she can wear a confidence and satisfaction in oneself.

SOCIAL ADJUSTMENT- It pertains on coping with new standards and values. It

is on how the pupils take the accurate actions in engaging digital media as medium

of instruction in English.

DIGITAL MEDIA- This refers to any format or device used to convey content using

digital signals.

MEDIUM OF INSTRUCTION- This refers to the strategy whom the teacher use it

to address the different learning styles of the students. It also pertains to the way

of delivering the content of the lesson proper to the learners.

DIGITAL LEARNERS- It pertains to the learners of today’s generation specifically

we are now in the modern world.

Figure-FLOW OF THE STUDY

INPUT

1. the profile of the pupils in terms of :

1.1 Age;
1.2 Gender
2.the level of self-esteem of grade II pupils with digital media as
their medium of instruction in English
3.The level of social adjustment of Grade II pupils with digital media as
their medium of instruction in English

4. the relationship between the level of self-esteem and social adjustment

of grade II pupils with digital media as their medium of instruction in English
5. the proposed awareness program

THROUGHPUT
1. PUPIL’S QUESTIONNAIRE
2. PERCENTAGE COMPUTATION

OUTPUT
1. PROPOSED AWARENESS PROGRAM
 CHAPTER II

Presentation, Analysis and Interpretation of Data

This chapter includes presentation, analysis and interpretation of data.

Based on the problems and sub problems that were set at the outset of the study.

Part I present demographic profile of the respondent in terms of age and gender.

Part II illustrate the respondent’s level of self-esteem and social adjustment.

Part III present the significant relationship of self-esteem and social adjustment of

Grade II pupils with digital media as their medium of instruction in English.

Demographic Profile of the Respondents

Table I. Age of the respondent

Age Frequency Percentage

6-7 12 40%

8-9 18 60%

10-11 0 0%

12-13 0 0%

14-15 0 0%

Total 30 100%

Table 1 showed that for the 30 respondents, 40 percent aged 6-7 which comprised

of 12 respondents and there were 18 respondents belong to the aged of 8-9 with
60% percent while aged 10-11 composed of 0 respondents, 0 respondents aged

of 12-13 and lastly there were no respondents in the range of 14-15.

TABLE II. GENDER OF THE RESPONDENT

Male 18 60%

Female 12 40%

Total 30 100%

It showed that 30 respondents, 60 % percent that accounts for 18 person belong

to the Male group. While 12 person or 40 percent of the respondent belong to the

Female group.

TABLE III.Level of Self-esteem of the Respondents

Statement Mean Interpretation

1 I feel that I am still a High self-esteem

learner, a person of
worth, even though I 3.00
have to deal with
digital media in
learning at least on
equal plain with
others.

2 I feel that I have a High self-esteem

number of good
qualities just like 3.00
the others
especially in
learning lesson by
 using digital
media.

3 All in all, I am High self-esteem

inclined to feel that
I am not literate to 2.9
the technologies
being used in
class.

4 I am able to do High self-esteem

things as well as
most other pupils
did with digital
3.00
media as medium
of instruction.

5 I feel I do not have High self-esteem

anything to be proud
of because of my 3.00
situation.

6 I take a positive High self-esteem

attitude toward
digital media as 3.00
medium of
instruction.
7 On the whole, I High self-esteem
am satisfied with
digital media. 3.00

8 I wish I could have High self-esteem

more learnings by
using digital 3.00
media.

9 I certainly feels High self-esteem

useless at times
when my teacher 2.4
ask me questions
regarding the
lesson being
 presented by
digital media.
10 At times, I think I Low self-esteem
am not good at
doing task given 1.5
presented by
digital media.

Average Mean High

2.78 Self-esteem

The table III shows the average mean for the self-esteem of Grade 2 pupils

with digital media as medium of instruction was 2.78 and was rated “High Self-

esteem”. It shows that in 10 statements in Self-Esteem Scale formulated by Dr.

Morris E. Rosenberg, 9 of the statement fell within the score range of 2.34-3.00

and was for interpreted as “high self-esteem” it means the parents did not affect in

self-esteem, maybe they had decision that is part of their lives can’t change it but

to accept.

Only 1 statement that fell within the score range of 1.00-1.66 and was

interpreted as “low self-esteem”

Now we can say that they trust more of themselves or their self-confident

is being strengthen about their abilities to cope with problems and take on new

challenges, and also more likely to new approach they encountered , now they

aren’t hesitant to learn with the used of digital media.

Table IV Level of Social Adjustment of the Respondent

STATEMENT MEAN INTERPRETATION

1 I missed any time High social

from school work
in order to skip 2.4 adjustment
classes because
I’m afraid of digital
media as medium
of instruction
2 I been doing my High social
studies well
because I love 3.00 adjustment
learning with
digital media as
medium of
instruction.
3 I felt ashamed High social
because for me
digital media is 3.00 adjustment
new for me
especially in
learning.
4 Many people I got High social
angry or argued
with at school 2.9 adjustment
work because of I
cannot understand
the lesson fully by
the use of digital
media.
5 I felt upset, High social
worried or
uncomfortable at 3.00 adjustment
learning English
when digital media
is being used.
6 I been finding my 2.7 High social
studies interesting
because of digital adjustment
media.
 7 Done the 3.00 High social
necessary school
work in English in adjustment
each day by
having digital
media.
8 Been doing the 2.7 High social
English learning
activities easily adjustment
each day.
9 Felt ashamed of 3.00 High social
how I have been
doing the task in adjustment
English.
10 Got angry with or 2.4 High social
argued with
classmates or adjustment
teacher just
because I cannot
understand the
lesson in English
by using digital
media.
Average Mean 2.81 High

Social

Adjustment

The average mean for the social adjustment of Grade 2 pupils with digital

media as their medium of instruction in English was 2.81 and was rated as high

social adjustment. It showed that in 10 statement from Social Adjustment Scale

formulated by Dr. Frank M. Andrews, 10 of the questions fell within the range score

of 2.34-3.00 and were interpreted as “high social adjustment”. The researcher

believed that the respondent have a high social adjustment to described have a

better understand and already accepted the situation.

 Relationship of Self-esteem and Social Adjustment of Grade 2 pupils

with digital media as their medium of instruction in English

Table IV shows the relationship of self-esteem and social adjustment of

Grade 2 pupils with medium of instruction in English.

TABLE V

Relationship between Self-esteem and Social Adjustment of Grade 2 Pupils

with Digital Media as medium of instruction in English

Self-esteem Social Adjustment

Self-esteem Pearson Correlation 0.058** 1

Sig. (2-tailed) 0.66

N 10 10

Social Adjustment 1

Pearson 0.058**

Correlation

Sig. (2-tailed) 10 0.66

N 10

P<0.05 is significant

The table presented the relationship between the level of self-esteem and

social adjustment of Grade 2 pupils with digital media as their medium of

instruction. Utilizing the Pearson r moment correlation formula, the result for the

level of self-esteem is “0.058” and for the level of social adjustment is “1”. For the

significance using 2-tailed for self-esteem and social adjustment is 0.66, this
implied that, there was a marked a high correlation for the self-esteem and a high

correlation for the social adjustment. Therefore, there was a negligible relationship

between self-esteem and social adjustment (P<0.05).

Self-esteem and social adjustment were inversely proportional, when self-esteem

decreased social adjustment increased.

 CHAPTER III

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter includes summary, findings, conclusion based on the findings and

recommendations based on conclusion.

SUMMARY

The research study determined the self-esteem and social adjustment of

the grade II pupils with digital as their medium of instruction in English.

Specifically, this study aims to answer the following questions.

1. What is the profile of the pupils in terms of :

1.1 Age;
1.2 Gender

2. What is the level of self-esteem of grade II pupils towards digital media as

their medium of instruction in English?

3. What is the level of social adjustment of grade II pupils towards digital

media as their medium of instruction in English?

4. What is the relationship between the level of self-esteem and social

adjustment of grade II pupils with digital media as their medium of
instruction in English?

5. Based on the findings, what particular awareness program can be

proposed?
 This research study utilized the descriptive correlational design to

determine the relationship of self-esteem and social adjustment of

the grade II pupils with digital as their medium of instruction in

English as proposed awareness program.

The researcher used questionnaire as the main instrument for data

gathering. The respondent of this research study were thirty (30) Grade II

pupils with digital media as their medium of instruction in English. The

research study was conducted in Elpidio I. de Dios Elementary School.

Two standardized tools were utilized in this study

I. Was a 10-item questionnaire of self-esteem Scale Questionnaire

developed by Dr. Morris E. Rosenberg. It has 3-point scale item (3-

agree, 2-neither disagree nor agree, 1-disagree.)

II. Was a 10-item questionnaire from Social Adjustment Scale adapt by Dr.

Frank Andrews. It was checklist with three choices (3-agree, 2-neither

disagree nor agree, 1-disagree.)

FINDINGS

This section present findings based on statistical analysis of the data collected the

following result were observed;

1. It was found out in the age that ages 6-7, there were only 40% Grade 2

pupils, whereas in ages 8-9 there were 60% .

 2. It was found out in Gender, that there were 40% of Grade 2 pupils were

female and 60% were male. Overall, there were high number of Grade 2

pupils were male.

3. It was found out in respondent level of self-esteem is high. The average

mean of 2.78, it means that the grade II pupils with digital as their medium

of instruction in English were confident about new approach.

4. It was found out that the respondent level of social respondent is rated as

high social adjustment. It means pupils socially adjusted or understand the

new approach being established in the teaching-learning process.

5. It was found out that the self-esteem and social adjustment of the grade II

pupils with digital as their medium of instruction in English has the same

result. It shows an acceptance and appreciation of the positive aspect of

using digital media in teaching.

CONCLUSION

The researcher conclude that the wide-ranging nature outcomes the impact

that using digital media as medium of instruction in English have an effect on the

self-esteem and social adjustment of the pupils.

In general, independence in mobility, technology literacy, socio support and

friendship was reported as important for pupils to enhance their self-concept and

self-esteem.
RECOMMENDATION

Researchers come up with some recommendations intended to the

following,

1. Utilization of Proposed Awareness Program about digital media as medium

of instruction in English especially in today’s modern world.

2. Support programs from the government should be expanded and reached

the mountainous school to cover pupils and will be given the necessary

assistance needed for digital media literacy.

 BIBLIOGRAPHY

http://muep.mau.se/handle/2043/18777

https://networks.h-net.org/node/73374/announcements/3001546/digital-media-

literature-and-english-language-teaching-call

Moustakas, C. (1994). Phenomenological research methods. Sage, Thousand

Oaks (CA).

"Phenomenological Reduction". Internet Encyclopedia of Philosophy.

https://www.gov.scot/publications/literature-review-impact-digital-technology-

learning-teaching/pages/4/
AFFENDICES
AFFENDIX A.1
TRANSMITTAL LETTER

Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY
Carmen Campus
R.M. DuranoAvenue, Poblacion, Carmen, Cebu
Website: http://www.ctu.edu.ph Email: ctu.carmen@gmail.com
TeleFax No. (032) 266 9357 / 266 8514 / 266 9359 / 266 8370 / 260 1009 / 429 9898

April 3, 2019

MRS. JOELINA C. MOLDE

Principal II
Elpidio I. de Dios Elementary School

Ma’am,

Good Day!

The Group of BEEd students of Cebu Technological University – Carmen Campus is conducting
a study entitled “SELF-ESTEEM AND SOCIAL ADJUSTMENT OF GRADE II PUPILS
WITH DIGITAL MEDIA AS THEIR MEDIUM OF INSTRUCTION IN ENGLISH:
PROPOSED AWARENESS PROGRAM”.

In connection with this, the researchers are humbly asking for your permission to have the Grade
2 pupils as Subject-Respondents.

The researchers are looking forward for your favorable response.

Your support and cooperation is highly appreciated and thanked.

Respectfully yours,

SHANNEL V. PANOREL
Group Facilitator
Noted by:

JIHAN S. COMEROS, M.Ed. ANNA MARIE C. NEIZ, M.Ed.

Research Adviser Chairperson, Teacher Education Department

Approved by:

JOELINA C. MOLDE
 Principal II

AFFENDIX A.2
TRANSMITTAL LETTER TO PRINCIPAL

Republic of the Philippines

CEBU TECHNOLOGICAL UNIVERSITY
Carmen Campus
R.M. DuranoAvenue, Poblacion, Carmen, Cebu
Website: http://www.ctu.edu.ph Email: ctu.carmen@gmail.com
TeleFax No. (032) 266 9357 / 266 8514 / 266 9359 / 266 8370 / 260 1009 /
429 9898

April 3, 2019

PROF. PRESENTACION V. BONTIA

Campus Director
Cebu Technological University – Carmen Campus

Ma’am:

Good Day!

One of the most pertinent requirements in Ed 4218 Electives 1, 2, 3 Special Topics is to

conduct a research.
In this connection, may the student teachers assigned in Elpidio be allowed to conduct a
research entitled “SELF-ESTEEM AND SOCIAL ADJUSTMENT OF GRADE II
PUPILS WITH DIGITAL MEDIA AS THEIR MEDIUM OF INSTRUCTION IN ENGLISH:
PROPOSED AWARENESS PROGRAM”.
The researchers are looking forward for your favorable response.

Your support and cooperation is highly appreciated and thanked.

Respectfully yours, Noted by:

SHANNEL V. PANOREL JIHAN S. COMEROS, M.Ed.

Group Facilitator Research Adviser

Recommending Approval:

ANNA MARIE C. NEIZ, M.Ed. URSINA S. JUNTILLA, Ed. D.

Chairperson, Teacher Education Department Director, Grad. School and College of Education

Approved by:
 PRESENTACION V. BONTIA
Campus Director
AFFENDIX B

MODIFIED ROSENBERG SELF-ESTEEM SCALE

By: Dr. Morris E. Rosenberg

I. Direction: Fill up the blanks. Palihug suwati ang blangku.

Age (edad):_______ Gender:_________

(Kasarian)
II. Kindly put check on the blanks beside each statement that corresponds to
your answer. (Palihug ug butang ug marka nga tsik sa kahon nga mu haum
sa imung tubag, basis sa mga pagbati nga makit-an sa ubos.

STATEMENT AGREE NEITHER DISAGREE

DISAGREE
NOR AGREE

Uyon Dili supak dili Supak

sad uyon

(3) (2) (1)

1 I feel that I am
still a learner, a
person of worth,
eventhough I
have to deal with
digital media in
learning at least
on equal plain
with others.
Nabatyagan
naku nga aku
usa usab ka
estudyante, tawu
nga nay bili nga
pariha pud sa
uban labi na sa
pagkat-on.

2 I feel that I
have a number
of good
 qualities just
like the others
especially in
learning lesson
by using digital
media.
Akung
nabatyagan
nga aduna kuy
mga maayung
gawi sa pagkat-
on bisan pa sa
bag-ong
kahimtang sa
pagkat-on.

3 All in all, I am
inclined to feel
that I am not
literate to the
technologies
being used in
class.
Sa tanan gayud
akung
nabantayan
nga pakyas ku
labi na nga
wakoy alamag
sa bag-ong
teknolohiya na
gamiton sa
pagkat-on.

4 I am able to do
things as well
as most other
pupils did with
digital media as
medium of
instruction.
Aku makahimu
sa mga butang
nga mahimu
pud sa ubang
estudyante nga
 digital media
ang gamit.

5 I feel I do not
have anything to
be proud of
because of my
situation.
Akung
nabatyagan nga
wala kuy mga
butang nga
maipasigarbu
hinoon akong
gikauwaw ang
ako kahimtang
isip estudyante.
6 I take a positive
attitude toward
digital media as
medium of
instruction.
Aduna kuy
maayong
pagtan-aw sa
paggamit sa
digital media
isp sa pagkat-
on.

7 On the whole, I
am satisfied
with digital
media.
Aduna kuy
katagbawan sa
pagkat-on
pinaagi sa
digital media.

8 I wish I could
have more
learnings by
using digital
media.
Unta, aduna
kuy dakung
 kaalam pinaagi
sa paggamit sa
digital media.
9 I certainly feels
useless at
times when my
teacher ask me
questions
regarding the
lesson being
presented by
digital media.
Usahay
makabatyag ku
nga wala kuy
pulos nga
pagka-
estudyante sa
oras nga
pangutan-on ko
kabahin sa
leksyon nga
gitudlo gamit
ang digital
media.

10 At times, I think
I am not good
at doing task
given
presented by
digital media .
Usahay
makabatyag ko
nga dili ko
maayo sa
pagtrabaho sa
aktibidad
kabahin sa
leksyon nga
gipakita sa
digital media.
 AFFENDIX C

MODIFIED SOCIAL ADJUSTMENT SCALE

By: Dr. Frank M. Andrews

I. DIRECTION: Fill up the blanks. Palihug suwati ang blangku.

Age (edad): ________ Gender: _________

(Kasarian)

II. Kindly put check on the blanks beside each statement that corresponds to
your answer. Palihug ug butang ug marka nga tsik sa kahon nga mu haum sa
imung tubag, basi sa mga pagbati nga makit-an sa ubos.

STATEMENT AGREE NEITHER DISAGREE

DISAGREE
NOR
AGREE

Uyon Dili supak Supak

Dili sad
uyon

(3) (2) (1)

1 I missed any time from school
work in order to skip classes
because I’m afraid of digital
media as medium of instruction.
Maka palta ko sa akung buhaton
sa skwela tungod kay mahadlok
ako na digital media usab ang
gamiton sa pagtudlo.
2 I been doing my studies well
because I love learning with
digital media as medium of
instruction.
Akoa nga mabuhat ang akung
pag-eskwela ug tarung ilabi na sa
 paggamit sa digital media para
makat-on.
3 I felt ashamed because for me
digital media is new for me
especially in learning.
Akuang gi kauwaw nga bag-o pa
sa akoa ang digital media isip
pagkat-on.
4 Many people I got angry or
argued with at school work
because of I cannot understand
the lesson fully by the use of
digital media.
Daghan naku ug gikasuk-an o
lalis sa pagbuhat sa aktibidad sa
klase tungod kay dili ko kasabot
sa leksyon kung digital media ang
gamiton.
5 I felt upset, worried or
uncomfortabale at learning
English when digital media is
being used.
Ma balaka ka o dili komportable
sa pagkat-on sa English kung ang
digital media ang gamiton.
6 I been finding my studies
interesting because of digital
media.
Intirisado ako sa akong pagkat-on
tungod sa digital media.
7 Done the necessary school work
in English in each day by having
digital media.
Mahuman nako ug dali ang mga
school work kabahin sa English
subject tungod ky nay digital
media.
8 Been doing the English learning
activities easily each day.
Mabuhat naku ug sayun ang
buluhaton sa English subject
kada adlaw.
9 Felt ashamed of how I have been
doing the task in English.
 Batiun ko ug uwaw samtang
nagtrabaho sa buluhaton sa
English.

10 Got angry with or argued with

classmates or teacher just
because I cannot understand the
lesson in English by using digital
media.
Masuko ko o makig lalis sa akong
classmates o magtutudlo kay dili
nako masabtan ang leksyon sa
English kung maggmit ug digital
media.
CURRICULUM VITAE

PERSONAL INFORMATION
Name: Michelle Mondoñedo
Age: 20
Sex: Female
Address: Cajel,Borbon,Cebu
Date of birth: December 27,1998
Place of birth: Cajel,Borbon,Cebu
Civil status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact number: 09057313304
Email address: michellemondonedo143@gmail.com
Family Background:
Parent:
Mother: Maribeth D. Mondoñedo Occupation: House wife
Father: Reneto S. Mercader Occupation: Farmer
Sibling:
Michael Mondoñedo Rey Mondoñedo
Regine Mondoñedo Richelle Mondoñedo
Renamie Mondoñedo Reneto Mondoñedo
EDUCATIONAL BACKGROUND
Tertiary: Cebu Technological University-Carmen Campus Year: 2015-Present
Secondary: Doña Milagros Osmeña National High School Year: 2011-2015
Elementary: Cajel Elementary School Year: 2005-2011
CURRICULUM VITAE

PERSONAL INFORMATION
Name: Marecon C. Villena
Age: 21
Sex: Female
Address: Dawis Sur, Carmen, Cebu
Date of birth: December 8, 1997
Place of birth: Dawis Sur, Carmen , Cebu
Civil status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact number: 09050497859
Email address: mareconvillena96@gmail.com
Family Background:
Parent:
Mother: Melody C. Villena Occupation: Housewife
Father: Guillermo A. Villena Occupation: Waver
Sibling:
Melvin C. Villena Jerald C.
Villena Christian C. Villena
John Pilario Aldrin C. Villena
Educational background:
Tertiary: Cebu Technological University-Carmen Campus Year: 2015- present
Secondary: Guinsay National High School Year: 2010-2015
Elementary: Dawis Sur Elementary School Year: 2004-2010
CURRICULUM VITAE

PERSONAL INFORMATION
Name: Chona M. Alcain
Age: 20
Sex: Female
Address: Cajel, Borbon, Cebu
Date of birth: March 10, 1999
Place of birth: Cajel Training Center
Civil status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contanct number: 09957597951
Email address: alcainchona05@gmail.com
Family Background:
Parent:
Mother: Pacita M. Alcain Occupation: Housewife
Father: Celestino B. Alcain Occupation: Construction Worker
Siblings
Jayson M. Alcain
Jo Irish M. Alcain
Cristina M. Alcain
Educational background:
Tertiary: Cebu Technological University–Carmen Campus Year: 2015-Present
Secondary: Doña Milagros Osmeña National High School Year: 2011-2015
Elementary: Cajel Elementary School Year: 2005-2011
CURRICULUM VITAE

PERSONAL INFORMATION
Name: Shannel V. Panorel
Age: 20
Sex: Female
Address: Poblacion, Carmen, Cebu
Date of birth: November 9, 1998
Place of birth: Danao City
Civil status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contanct number: 09975520260
Email address: shannelpanorel09@gmail.com
Family Background:
Parent:
Mother: Ma. Ninever V. Panorel Occupation: Teacher
Father: Rene G. Panorel Occupation: Teacher
Sibling:
Normarie Jane V. Panorel
Renz V. Panorel
Ma. Vianney V. Panorel
Educational background:
Tertiary: Cebu Technological University-Carmen Campus Year: 2015-Present
Secondary: Carmen National High School Year: 2011-2015
Elementary: Elpidio I. de Dios Elementary School Year: 2005-2011
CURRICULUM VITAE

PERSONAL INFORMATION
Name: Claire L. Quingco
Age: 20
Sex: Female
Address: Sac-on,Carmen,Cebu
Date of birth: April 3,1999
Place of birth: Sac-on, Carmen, Cebu
Civil status: Single
Religion: Jehovah's witness
Citizenship: Filipino
Contact number: 09395984986
Email address: Clairequingco18@gmail.com
Family Background:
Parent:
Mother: Filipa Quingco Occupation: housewife
Father: Martin Quingco Occupation: none
Siblings:
Jessie Quingco Clarinda Q. Puebla
Judith Q. Pinggoy Regladen Q. Berot
Aileen Q. Panibon Christine Q. Olivar
Iyan Quingco Eva Q. Villanueva
Educational background:
Tertiary: Cebu Technological University-Carmen Campus Year: 2015-Present
Secondary: SchoolCantumog National High School Year: 2011-2015
Elementary: Sac-on Elementary School Year: 2005-2011
CURRICULUM VITAE

PERSONAL INFORMATION
Name: Genevieve S. Pinggoy
Age: 20
Sex: Female
Address: Sac-on,Carmen,Cebu
Date of birth: November 13, 1998
Place of birth: Sac-on, Carmen, Cebu
Civil status: Single
Religion: Catholic
Citizenship: Filipino
Contact number: 09759163752
Email address: pinggoygenevieve13@gmail.com
Family Background:
Parent:
Mother:Marilou S. Pinggoy Occupation: Reflexologist
Father: Mariano D. Pinggoy Occupation: Driver
Siblings:
Jaspher S. Pinggoy
Educational background:
Tertiary: Cebu Technological University-Carmen Campus Year: 2015-Present
Secondary: Cantumog National High School Year: 2011-2015
Elementary: Corte Elementary School Year: 2005-2011
CURRICULUM VITAE

PERSONAL INFORMATION
Name: Nicole Luansing
Age: 20
Sex: Female
Address: Poblacion, Carmen, Cebu
Date of birth: June 15, 1998
Place of birth: Poblacion, Carmen, Cebu
Civil status: Single
Religion: Roman Catholic
Citizenship: Filipino
Contact number: 09974478692
Email address: nicolebontia1522@gmail.com
Family Background:
Parent:
Mother: Alicia Luansing Occupation: Housewife
Father: Jose Eric V. Bontia Occupation: Businessman
Siblings:
Mark L. Bontia
Kathrina L. Bontia
Ericka Luansing
Educational background
Tertiary: Cebu Technological University-Carmen Campus Year: 2015-Present
Secondary: Cebu Academy, Carmen Cebu Year: 2011-2015