1

CHAPTER 1
The Problem

INTRODUCTION
The Level of esteem a person fulfills certain roles in life. The concept of

Self- concept describe how a person perceives himself in a relation to those

role .Self- esteem encompasses the feelings and thoughts of an persons about

himself.
Self –esteem focuses on the need for self –evaluating or a positive self-

esteem evaluation. This does not necessarily mean feeling oneself perfect and

adequate.Thismeans self- acceptance identity formation and the acceptance of

others.
Rosenberg (1965) approaches self –esteem as the positive or negative

attitude of the person towards himself .A person can think he is superior to

others and can also consider himself inadequate according to his own

standards .However an adolescent can perceive himself as an average person

but he can also be dissatisfied with his own self .In other words the self –esteem

level of a person can be high average or low according to different variable if a

person has positive attitude in self –evaluating .his self –esteem level is high on

the contrary if he has a negative attitude his self –esteem is low.

Chzanowski (1980) defines self-esteem as a positiveimages of oneself

based in a fair appraisal of one’s assets and liabilities .Some aspects of self-

esteem such as intelligence .appearance and body development from natural

trails of the person.

Cooper Smith describes self –esteem as a complex concept composed

identity evaluation defense mechanism and different images of certain events.

Self –esteem is an internal image which determined the attitude and behaviors of
 2

the person. The internal image is affected by self-evaluation and perception of

the others.
 3

Statement of the Problem

The researcher aims to determine whether the level of self-esteem

significantly affect the Extent of Participation of Extra-curricular activities of 1 st

year college enrolled at Ramon Magsaysay Memorial Colleges during academic

year 2018-2019
Specifically the researcher want to find wants to finds the answer to the question.
1 .What is the level of Self- esteem of the respondents?
2. What is the extent of participants to extra-curricular activities among 1 STyear

student of RMMC?
3. Does self-esteem can affect the extent of participation to extra-curricular

activities of 1ST year college students?

Conceptual Framework

Figure 1.illustrates the conceptual framework of the study .The

independent variable stand for level of self-esteem and the dependent variable

present the extent of the participation to extracurricular activities. The arrow

signifies the relationship between the two variables

Independent Variable Dependent Variable

Extent of the
Level of Self- participation to
esteem extra-curricular
activities
 4

Significance of the Study

This research can be a big help to the following.
Teacher: This can help for them to know more an to share it to the students for

additional information
Students: This can motivate their minds and learn more about the topic and also

for additional information

Readers: This may help for them to know what really the topic means was for
Society: this can help to be able understand all things around
Other Researchers: This can help for their research and for additional

information

Scope and Delimitation

This study will be delimited to finding at whether there is significant

relationship between the Level of Self- esteem and Extent- of the participation to

extra –curricular activities.

The respondent of this study will be the BPE 1 st year college students

who are officially enrolled at Ramon Magsaysay Memorial Colleges during the

school year 2018- 2019.

Definition of terms
Self-esteem- reflects an individual's overall subjective emotional

evaluation of his or her own worth. It is the decision made by an individual as an

attitude towards the self

 5

Levels of Participation- Participation is a 'buzz word' in international

development, a term that embraces a wide range of possible meanings.

Extracurricular activities - are those sponsored by and usually held at

school but that are not part of the academic curriculum. They often involve some

time commitment outside of the regular school day.

Chapter 2
REVIEW RELATED LITERATURE AND STUDIES

This chapter will discuss about the answer for the problems that were

made by the researcher:

Self-esteem refers to positive (high self –esteem) or negative (low self-

esteem) feeling that we have about ourselves. We experience the positive

feelings of high- self-esteem when we believe that we are good and worthy and

that others views us positively We the negative feelings low –self-esteem when

we believe that we are inadequate individuals global positive and negative

feelings towards himself or herself (Rosenberg 1979).

In addition self-esteem is believed to affect the ways in which the

individuals deals with the environment. People with low self-esteem tend to view

their environment as threatening deal more actively with their environment. The
 6

are able to meet environmental demand and feels more secure about themselves

(Cooper Smith1967).
In psychology self –esteem or self-worth refers to a persons subjective

appraisal of himself or herself as intrinsically positive or negative (Sedikides

&Gregg 2003)
The term ‘self-esteem’ was first coined by William James in 1890.One of

the oldest concepts in psychology self-esteem is the third most frequently

occurring theme in psychological literature ( Rodewait & Trakisv 2003).

Nathaniel Branden (1969) defined self-esteem as a relationship between

one’s worthiness. This definition sees self-esteem as the result of dealing with

challenges of living in a worthy or respectable way doing so consistently over

time. This two-factor approach is a balanced definition that seems to be capable

of dealing with limits of defining self-esteem primarily in terms of competence or

worth alone (Mruk 2006).

Martin Hagger (2005) studied how high self-esteem can improve health.

He found that high –self-esteem in young people lead to increased participation

in sport activities. But low self –esteem is linked to greater participation in dieting

behaviors. He studied nearly 3000 school pupils between 12 and 14 years old

and found that their average levels of physical conditioning. Sports ability and

perceived body attractiveness decreased as their age increased. At this age,

there may be decrease in activity, Leading to increase in levels of obesity and

fatness .Therefore, self-esteem may be important in avoiding activity in

increasing age .
In general , high self-esteem help individuals to view themselves as active

an capable persons to promote changes through effort and set higher goals

which cause learning new things. Interestingly, numerous researcher have

 7

demonstrated that the best way to improve student achievement is to increase

their self-esteem (Rubie et al. 2004).

TMT paints a somewhat morbid picture high –self -esteem promotes

positive affect and person growth psychology well –being and coping as a buffer

against anxiety in the knowledge of our eventual certain attachment Theory and

Terror Management Theory (Milkulincer , Florian &Hirschberger ,2003 as cited in

Pyszczynski et al… 2004).

Anne (2006) took high school teachers as a sample to study their self-

esteem. The main aim of the study was to find what were factor affecting life

satisfaction of theteachers. To find out the best predictor of self-esteem multiple

regression analysis was done. Results show that 80% of teacher was curbed due

to 34 self-esteem. There was no difference in level of self-esteem between

younger and old teachers.

A research done by Mullis and Chapman (2000) on association among

gender, age, self-esteem and found that adolescents having high self- esteem

focused on problem solving and emotion focused strategy was used by those

adolescents having low self-esteem.

Valentine (2001) studied how acculturation affects se lf-esteem cultural

identity and generation statuses. 110 teachers were selected as a sample. For

analysis the hierarchical regression analysis was used. Results showed there

was positive effect on self-esteem and generation status on acculturation. But

there was negative impact of acculturation on Hispanic cultural identity.

Merriam-Webster (2014) defines extra-curricular as: “extra activities that

can be done by students in a school but are not part of the regular class

curriculum.” and activities as: “something that is done for pleasure or a particular
 8

purpose and that usually involves a group of people.” Therefore, extra-curricular

activities are extra activities done by a group of students in school either for

pleasure or a particular purpose outside the regular class curriculum.

There are many different extracurricular activities and what is considered

one may differ from community. According to Joseph L. Mahoney (2005)

extracurricular activities are activities that are characterized by structure, adult

supervision and an emphasis on skill building (Mahoney, 2005). These activities

should be totally voluntary and have schedule and regular meetings and have

supervision and guidance from the adult responsible of the activity. These

activities often increase the participant’s ability; they have a challenge and

complexity (Larson, 1994). These activities share a goal that everyone works for

in order to achieve it.

A lot of labels have been used to describe what is considered

extracurricular activities (Eccles, 2005). These activities usually denotes the who

(school-age, child, adolescent, youth), where (schools-based, community-based,

what (activities, programs, organizations), and when (after- school,

extracurricular, summer, non-school, out-of-school) elements of participation.

These descriptors are meaningful and do clarify the phenomenon of interest.

There are a lot of extracurricular activities available to the kids and youth here in

the United States (Mahoney, 2005). There are federally after-school programs

like Boys and Girls Clubs and nationally sponsored youth organizations..
Daley and Leahy (2003) did a study involving 126 randomly selected

children who were 8 or 9 years old, who participated in physical extracurricular

activities. All of these participants were involved in some form of physical

extracurricular activity organized by the school at least once per week either
 9

during lunchtime or after school hours. The second group consisted of 63

additional children who did not participate in physical activities. Those who had

regular physical activity perceived themselves in a positive manner. What the

researchers found was a positive association between participation in various

forms of physical activity and positive self-perception (Daley & Leahy, 2003).
It might also be suggested that participation can give adolescents

confidence about their physical and perhaps social selves. Another important part

of an adolescent's identity is social competence, and many report that

socialization and friendships are important in their lives. When adolescents are in

extracurricular activities, they often have greater opportunity to interact with

others, develop friendships, and to develop social confidence. Also, participation

might be interpreted as a sign of maturity and as a self-affirming behavior. The

research showed that those who participated seemed to have a developed sense

of commitment and obligation. In conclusion, it was shown that those who

participated in extracurricular physical activities had a higher self-perception than

those who were not participants (Daley & Leahy, 2003).

Another article discussed the benefits of youth participation in

extracurricular activities and the impact on academic success. According to

Brown (n.d.), student participants in extracurricular activities had better grades,

had higher standardized test scores, higher educational attainment, attended

school more regularly, and had higher self-concepts. In addition, young people

who participate also have been found to be less likely to use substances such as

drugs and alcohol, less likely to dropout of school, misbehave at school, and

commit delinquent acts (Brown, n.d.).

 10

Youth who participate in activities can learn important skills, such as

teamwork or leadership skills, and these skills may help them in other parts of

their lives. When furthering their education, those who participated in activities

are more likely to make friends easily, adjust to a new environment, and show

leadership based on prior experience in extracurricular activities. By being

involved, students decrease the likelihood that they will be involved with problem

behaviors. For example, research indicated that youth who are involved in pro-

social activities from 2-8 p.m. are less likely to commit or be a victim of a crime

(Brown, n.d.).
Student athletes interact with peers, work for the best interest of the team,

and learn tofollow instructions of the team leader. This type of interaction may

contribute to thestudent athlete's development of self-identity (cited in Darling,

Caldwell, & Smith at eI.,Marsh&Kleitman, 2005).

Participation in sports may also provide students with unique

developmentopportunities that positively impact the student's social self-concept.

This may lead to a .Higheracademic expectations and therefore better academic

outcomes for student athletes (Smith, 2008). Adolescent students who do not

have opportunities to identify with aparticular group or who are affiliated with

delinquent social groups are more likely tosuffer negative repercussions

including: dropout, suicide, substance abuse, or disciplineproblems (Smith,

2008).
Gilman (2004) found that those who participated in athletics were almost

twice as likely to remain in school as students who did not participate; however, it

was also determined that participation in sports teams corresponded with greater

rates of alcohol consumption and illicit drug use. It needs to be noted that these
 11

outcomes can depend on the quality of coaching, a person's peer group, and the

cultural meaning of the activity within the school and community (Gilman, 2004).
Another study by Gilman (2004) asked students to identify themselves as

a specific character from the movie "The Breakfast Club." The choices Gilman

offered for characters from that movie were the Princess, the Jock, the Brain, the

Basket Case and the Criminal. Those who labeled themselves as "Jocks,"

participated in more athletics and had a higher GP A, higher self-esteem, and the

lowest social isolation. Yet, as in previous studies, athletes were more likely to

use alcohol compared to the other groups (Gilman, 2004).

According to Olson (2008), participation in a school's music program

lessened students' feelings of alienation, promoted individual growth, and provide

a common bond between home and school. It can provide adolescents with a

social network and a supportsystem that is associated with their school (cited in

Darling, Caldwell, & Smith et aI., inFeldman & Mat Jasko, 2005).
According to Reeves (2008), students who took part in three or four

extracurricular activities during the academic year haddramatically better grades

than those who participated in no extracurricular activities at all. Darling,

Caldwell, and Smith (2005) suggested that participation in athletics isrelated to

the following positive academic related outcomes including higher grade point
average, fewer disciplinary referrals, lower absentee rates, decrease in dropout

rates,stronger commitment to the school, liking school better, being in the

academic tract in coursework, taking more demanding coursework, more likely to

attend college full time and graduate, holding higher aspirations for attending

college, applying to more universities and colleges, and had better occupational
 12

status 1S-years after high school These positive effects are not just from

participating in athletics but also from joining other activities as well.

Darling, Caldwell, and Smith (2005) suggested that participation in

athletics is related to the following positive academic related outcomes including

higher grade point average, fewer disciplinary referrals, lower absentee rates,

decrease in dropout rates,stronger commitment to the school, liking school

better, being in the academic tract in coursework, taking more demanding

coursework, more likely to attend college full time and graduate, holding higher

aspirations for attending college, applying to more universities and colleges, and

had better occupational status 1S-years after high school These positive effects

are not just from participating in athletics but also from joining other activities as

well.
Every year there are groups of students who may have benefited from the

small lgroupconnection, and potential for success that extracurricular activities

would provide. Because of finances and transportation issues prohibiting their

participation students maybe missing out on opportunities that could enhance

their future options (Logan &Scarborough, 2008).

 13

In the final analysis, developing tools to test the level of self-esteem and
extent of participation to extracurricular activities comprised the bulk of literature
that used published studies that include data from controlled experiments and
field studies. Futhermore, literature related to measurement development
necessarily constitutes the bulk of articles reviewed herein. This, combined with
limited number of empirical studies suggests that this field is either developing
slowly or that its foundational theories are not conductive to empirical research.
Hence the reviewed related literature are studies gave significant insights
that helped in the development of this present research initiatives.
 14

Chapter 3
Methodology

This chapter present the methodology that is used in the study it includes

research locale, research design, respondent. Instrument and statistical of data.

Research Design
The descriptive survey method would utilized in this study since the

purpose of his study is to find out the level of Self- esteem and extent of the

participation to extra –curricular activities of BPE 1 st year college of Ramon

Magsaysay Memorial Colleges.

Research Locale
This study will be conducted at Ramon Magsaysay Memorial Colleges

located at Pioneer Avenue , General Santos City . The Ramon Magsaysay

Memorial Colleges is privately owned and a Non –sectarian institution.

Respondent of the Study
The respondent to the study would the BPE 1 st years students in Ramon

Magsaysay Memorial Colleges enrolled during second semester school year

2018-2019
Research Instrument
To measure the Level of Self –esteem of the students a questionnaire will

be made based from the readings of the research it would composed of 10 items.

The instrument underwent validation by the three experts since it was a self

made questionnaire
Research Procedure
Before gathering the data, the researcher would asked permission from

the school president to conduct a study in at Ramon Magsaysay Memorial

Colleges.
The letter will be send to the school president regarding the schedule for

the administration of the instrument . In conducting the study, the researcher will
 15

collect the questionnaire as soon as the BPE 1st year students colleges students

finished answering the question.

Statistical Treatment
The researcher would used the following tools in answering the two sub –

problems of the study

Problem 1, 2 and 3 would treated using weighted arithmetic mean as well

as ranking.

Table 1 Distribution on the Level of Self-esteem of the Respondents

Indicators Weighted Mean Interpretation
1. On the whole, I am
satisfied with myself. 2.8 Agree
2. At times, I think I am
not good at all. 2.7 Agree
3. I feel that I have a
number of good Agree
qualities. 3.3
4. I am able to do things
as well as most other
people. 3.2 Agree
5. I feel I do not have
much to be proud of. 2.3 Disagree
6. I certainly useless at
times. 2.8 Agree
7. I feel that I’m a
person of worth, at least
on equal plane with Agree
others. 3.2
8. I wish I could have
more respect for myself. 3.3 Agree
9. All in all, I am inclined
to feel that I am a Disagree
failure. 2.2
 16

10. I take a positive

attitude toward myself. 3.2 Agree
11. I always trying to
compare myself to thers. 2.7 Agree
12. My skills are weaker
than other people in
class. 1.9 Disagree
Total 2.8 Agree

Table 1 presents the distribution on the level of self-esteem of the

respondents. As presented above, the respondents agree that they feel that they

have a number of good qualities, and wish they could have more respect for

themselves with the same mean of 3.3. Moreover, they also agree in the

following indicators: they are able to do things as well as most other people, they

feel that they are persons of worth, and take a positive attitude toward

themselves with the same mean of 3.2.

In addition, the indicators: they are satisfied with themselves, and certainly

useless at time have the same mean of 2.8 in which the respondents also

agreed. Likewise with the indicators, they think they are not good at all at times,

and always trying to compare themselves to others with the same mean of 2.7.

In the other hand, the respondents disagree on the following indicators:

they feel they do not have much to be proud of, they are inclined to feel that they

are a failure, and their skills are weaker than other people in class with the

corresponding mean of 2.3, 2.2, and 1.9. As a whole, the total mean of 2.8

indicates that the respondents agree on the indicators presented.

Table 2 Distribution on the Extent of Participation to Extra-curricular

Activities among First Year Students of RMMC
Indicators Weighted Mean Interpretation
1 2.6 Often
2 2.8 Often
 17

3 2.8 Often
4 1.9 Sometimes
5 2.3 Sometimes
6 2.6 Often
7 2.4 Sometimes
8 3.3 Often
Total 2.6 Often

Table 2 shows the distribution on the extent of participation to extra-

curricular activities among first year students of RMMC. As show above, the

respondents often participate in any activities in school with the highest mean of

3.3. The same with the indicators, participate in sports or athletic activities, and in

religious instruction/youth group with the same mean of 2.8.

Moreover, the respondents also often attend an art exhibit, play or other

arts performance, and participate in an organization like scouts with the same

mean of 2.6.

Furthermore, the respondents sometimes participate in games during

Palaro, done volunteer work, and sometimes took lesson in music, dance, and

art with a mean of 2.4, 2.3, and 1.9 respectively.

As a whole, the total mean of 2.6 indicates that the respondents often

participate in the extra-curricular activities.

Table 3 Chi-square Computation on the Relationship between the Level of

Self-esteem and Extent of Participation in Extra-curricular Activities of First Year
College Students
Chi-square value Decision at
Degree of
Variables 0.05 level of Remarks
freedom
Tabular Computed significance
 18

There is no
significant
Level of Self-
relationship on the
esteem
level of self-
Accept the
esteem and
12.59 7.3555 6 null
Extent of extent of
hypothesis
Participation participation in
in Extra- extra-curricular
curricular activities of the
Activities respondents

Table 3 depicts the chi-square computation on the relationship between

the level of self-esteem and extent of participation in extra-curricular activities of

first year college students. As depicted above, the chi-square computed value of

7.3555 is lesser than the tabular value of 12.59 at 0.05 level of significance with

degree of freedom 6. The result indicates that the researcher should accept the

null hypothesis and conclude that there is no significant relationship on the level

of self-esteem and extent of participation in extra-curricular activities of the

respondents.
 19

REFERENCES

Brown, R. (n.d.). Extracurricular activity: How does participation encourage

positive youth development? (Fact Sheet 99-32). Retrieved November

15,2008,from:

Daley, A., & Leahy, J. (2003).Self-perceptions and participation in extracurricular

physical activities. The Physical Educator, 60(2), 13-19.

Darling, N., Caldwell, L., & Smith, R. (2005). Participation in school-based

extracurricular activities and adolescent adjustment. Journal of Leisure

Research,37(1),51-76.

Eccles (2005).Extracurricular and other after-school activities for youth. Review

of research in education, 26, 113-180.

Gilman, R. (2004). Structured extracurricular activities among adolescent findings

and implications for school psychologists.Psychology in the Schools,

41(1), n.p

Larson, R. W. (1994). Youth Organizations, hobbies, and sports as

developmental context. Adolescence in context: The interplay of family,

school, peers, and work in adjustment (pp.46-65). New York: Springer

Verlag.
Logan, W. L, & Scarborough, J. L. (2008). Connections through clubs:

Collaboration and coordination of a school wide program. Professional

School Counseling.12(2), 157-161.

Mahoney, J. (2005). Organized activities (pp 56-86) . New Jersey: Lawrence

Erlbaum Associates Inc. Publishers.\

.Olson, C. A. (2008). Can music education help at-risk students? Teaching

Music,16(3), n.p.
 20

Reeves, D. B. (2008).The extracurricular advantage.Education Leadership,

8687.
Smith, S. L. (2008). Athletics & Academics.Research Starters.
 21

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, 9500, General Santos City
Tel. (083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph
________________________________________________________________
APPENDIX A
LETTER OF PERMISSION

KRISTOFFER FRANZ MARIE R. MILLADO

College President
Ramon Magsaysay Memorial Colleges
General Santos City

Sir,

Greetings of Peace and Joy!

I, researcher of College of Teacher Education of Ramon Memorial Colleges is

working for a researcher entitled LEVEL OF SELF ESTEEM AND EXTENT OF
PARTICIPATION TO EXTRA CURRICULAR ACTIVITIES.
This is in partial fulfillment of our requirement in our thesis subject.

In connection with this , may I request your good office to allow her to administer
the questionnaire particularly the 1 st year college students to please answer the
attached questionnaire as honesty as possible . Rest assured That their answer
will keep confidential.

Thank you and more power!

Respectfully yours:

Nor-zaida K. Balangkasi
Researcher

Noted by :

CESAR TELEN ANALISA T. AMADA Ed. D

Research Adviser Director Of Education Program

RAMON MAGSAYSAY MEMORIAL COLLEGES

 22

Pioneer Avenue, 9500, General Santos City

Tel. (083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph
________________________________________________________________

APPENDIX C
LETTER TO THE VALIDATORS

______________

Dear Sir/ Maam;

The undersigned is currently conducting a researcher work entitled

“LEVEL OF SELF ESTEEM AND EXTENT OF PARTICIPATION TO EXTRA
CURRICULAR ACTIVITIES”.

In connection with this , I would like to request your expertise in validating

my instrument to be used in the study . I am fervently anticipating for your
positive response for the success of this study.

Thank you and more power!

Respectfully yours:

Nor-zaida K. Balangkasi
Researcher

Noted by :

______________________
Research Adviser
 23

Republic of the Philippines

RAMON MAGSAYSAY MEMORIAL COLLEGES
Pioneer Avenue, 9500, General Santos City
Tel. (083) 552-3348 Fax No. (083) 301-1927
www.rmmc.edu.ph
________________________________________________________________
APPENDIX D
LETTER TO THE RESPONDENT

ANALISA T. AMADA Ed. D

Director of Teacher Education Program
Ramon Magsaysay College

Dear Respondents:

I am conducting a researcher study entitled LEVEL OF SELF ESTEEM

AND EXTENT OF PARTICIPATION TO EXTRA CURRICULAR ACTIVITIES”. As
a partial fulfillment in our Thesis.

In connection with this ; I would like to ask permission from you to answer
the questionnaire that I will give to you. Please answer these questionnaires
seriously.

Rest assured that all data gathered would be treated accordingly

Thank you God bless.

Respectfully yours:

Nor-zaida K. Balangkasi
Researcher

CESAR TELEN ANALISA T. AMADA

Researcher Director of Teacher Education Program
 24

CURRICULUM VITAE

PERSONAL BACKGROUND
Name: Nor-zaida K. Balangkasi
Address: Prk, Ngilay, Tambler GSC
Birth Date: October 12 1998
Birth Place: General Santos City
Name of Father: Tammy C. Balangcasi
Name of Mother: Maimona K. Balangcasi

EDUCATIONAL BACKGROUND
Elementary: Banisil Central Elemetary School
Address: Banisil, Tambler GSC
Secondary: Banisil National High School
Address: Banisil, Tamber GSC
College: Ramon Magsaysay Memorial Colleges
Address: Pioneer Avenue, General Santos City
Course: Bachelor of Elementary Education
 25

RAMON MAGSAYSAY MEMORIAL COLLEGES

Pioneer Avenue Generalsantos City
Tel No. (083)-552-3348 Fax No. (083)-301-1927
www.rmmc.edu.com

Instruction: Below is a list of statements dealing with your general feelings about
yourself. Check the best category that best describe your feelings.

Please be guided the following:

4 – Strongly agree
3 - Agree
2 – Disagree
1 – Strongly Disagree

Name:____________________________________ Course:_________

4 3 2 1
1. On the whole, I am satisfied with myself.
2. At times, I think I am not good at all.
3. I feel that I have a number of good qualities.
4. I am able to do things as well as most other
people
5. I feel I do not have much to be proud of.
6. I certainly useless at time.
7. I feel that I’m a person of worth, at least on
I an equal plane with others
8. I wish I could have more respect for myself.
9. All in all, I am inclined to feel that I am a
failure
10. I take a positive attitude toward myself.
11. I always trying to compare myself to others.
12. My skills are weaker than other people in
class.