SELF -EFFICACY OF PINDASAN SENIOR HIGH SCHOOL

STUDENTS

A Research Paper
Presented by Grade 12 Senior High School Students of
Pindasan National High School

In partial Fulfillment of the

Requirements in
Practical Research 2

By
JOYCE R. BARAD
CLONEE EVE Y. BOISER
APRILYN F. BUCALA
LORDE MAY C. PALMA
JOHN PAUL S. PEPITO

November, 2018
 TABLE OF CONTENTS

Chapter 1 PAGE

THE PROBLEM AND ITS BACKGROUND

Rationale 1

Research Question 2

Hypothesis 2

Review of Related Literature 3

Theoretical Framework 8

Conceptual Framework 12

Significance of the study 13

Definition of Terms 14

Chapter 2

METHODOLOGY

Research Design 15

Research Locale 16

Population and Sample 18

 Research Instrument 20

Data Collection 20

Statistical Tool 20

Ethical Consideration 22

REFERENCES 23

List of tables

Table 1. Distribution of Participants 18

Table 2. Time Frame 19

Table 3. Parameter Interpretation 21

List of Figures

Figure 1. Conceptual Framework 12

Figure 2. Map 17

APPENDICES

A. Letter of consent 26

B. Questionnaire 30
 Chapter 1

Rationale

Self-Efficacy has developed as a highly effective predictor of students’

motivation and learning, and subsequently higher academic achievement.

Accordingly, self-efficacy constantly predicts academic achievement’s

(Bong and Clark, 1999) due to its effects on effort and persistence.

It is stated that students who demonstrate greater senses of self-

efficacy are more likely to put out the necessary effort and persist longer

when facing academic challenges (Schunk and Gunn, 1985). Previously

researchers have carried out numerous studies and most of them have been

focused on the factors affecting students’ performance. However, there has

not been much focus on self-efficacy. As stakeholders seek to understand the

influencing factors on academic achievement .

The research shows that self-efficacy influences to large extent

academic achievement .Bandura’s theory of cognitive behavior (1997),

argues that students may perform poorly because they lack the skills or

because they have the skills but lack the perceive self-efficacy to make ideal

use of them.

In Europe, advance of human’s knowledge has lead into creation of a

special position of formal education in people’s lives. Despite strong social

motivation to study, low personal motivation was causing problems in the

way of learning and education. Humans used every excuse for their

negligence to the extent that these unacceptable acts became a habit of for

them. While, not doing tasks causes fun and immediate gratification in

people. However, it creates a lot of guilt and anxiety and causes negative

thoughts about themselves that its result was the loss of self-confidence and

self-esteem. However, they couldn’t experience a lifetime of pleasure in the

past and future for destroying a permanent pain. This issue attract the

attention of many educational psychologists that's why most people

postponement their work and delayed their quick tasks especially in matters

related to education that this postpone the action caused many problems for

those whose sometimes irretrievable (Eum & Rice, 2011) .

On the other hand, a study conducted by Onwueglouzie (2004),

showed that approximately 40 % - 60% of students always or often delay in

writing papers, preparing for tests, reading assignments weekly. Abu

Ghazal (2012) reported that the percentage of procrastinators in university

students has reached 25%. Farrari & Ozer (2011) also state that delay

consider the biggest risks facing the academic performance of students in

every academic level. Delay has internal and external negative effects.

Internal negative effects include tension, regret and self-blame. External

negative effects include hinder the vocational and academic progress, the

loss of opportunities, and strained relations. Hence, the students who have

a strong tendency to procrastinate get low scores on the tests and show
weakness in the academic achievement than students who do not

procrastinate (Tuckman, Abry & Smith, 2002; Popoola, 2005).

In the Philippines, it is shown in the result of The International

Mathematics and Science study that where Philippines got the ranked 39th

out of 41 participating international countries according to Mullis as cited

by Cordova and Tan (2018). It indicates that educational system in our

country has a problem in different aspects. Retaining and modest recall are

some simple concerns that we need to address to the development of the

system. Still, in recent results in National Achievement Test, most schools

and institutions did not make it to the passing rate set by the National

Educational Testing and Research Center (NETRC).

In Mabini District, particulary in Pindasan Senior High School,

students who took the NCAE last school year 2014-2015 belongs to the poor

level and 45.11% of them got the lower average based on the result. Thus,

the researcher finds the need to set forth this study. Probing into the context

and real challenges of the level of self-efficacy of Pindasan Senior High

School students is worthy of venture.

Research Objective:

The main concern of this study is to identify the level of self-efficacy

of Pindasan Senior High School students. More specifically, this study will

find an answer to the query below:

1.) What is the level of self-efficacy of Pindasan Senior High School

students in terms of:

1.1 School Endeavors

Hypothesis

There is a low level of self-efficacy among the Pindasan Senior High

School students.

Review of Related Literature

To attain the objectives of this study, the researcher undertook a

review of some related literature and studies with significant bearing on

the students’ self-efficacy.

Bandura define self-efficacy as the confidence of individuals have in

their ability to organize and execute courses of action required to attain

specific performance outcomes (Jot, Usher, & Bressoux, 20011). It is also

concerned with one’s experience which contributes to further judgment’s

and information of what one can do with his or her personal and work

experiences.

In addition, research suggests that students should partake in

“problem solving, creativity, student-directed activities, and independent

research” (Chan, 2011). It has been suggested that when motivation, affect,

thoughts, and achievement are taken into consideration, a strong pursuit of

both mastery and performance goals may be futile, with mastery goals

gaining the upper hand (Dornyei & Ushioda, 2010).

On the other hand, the students may become dissatisfied with the

work that they produce and unwilling to have it represent them

academically. Rice, Ashby, and Gilman conclude that “although possessing

high standards may be considered positive, perceiving higher discrepancy

between one’s perceived standards and performance has been identified as

a core negative aspect of perfectionism associated with higher levels of

depression, anxiety, and lower self-esteem” (as cited in Wang, Chu Chun,

& Rice, 2012). If the students do not earn a perfect score on their graded

work, they may feel as though they are a failure (Wang et al., 2012). This is

more likely to negatively impact a gifted students’ self-efficacy than

previous failures. Underachievement of the student is the probable

outcome of an unchallenging environment (Wang et al., 2012). On the other

hand, if intellectually students are not challenged with their course work,

some students will lose interest to the subject.

Also, it has been found that students who believe in incremental

intelligence exhibit higher self-efficacy, are motivated better, focus within

the realm of metacognition and do not paint themselves to a corner

(Komarraju, Karau, & Schmeck, 2009). In fact, high self-efficacy will cause

students to always have a good behavior and will not show any problematic

personality. Similarly, self-efficacy or optimism (self-confidence) can give a

positive impact in many aspects including students’ academic achievement

(Bresslere et al., 2010).

Whenever students feel the need to coordinate their motivation and

persistence according to the tasks at hand, they seem to adapt the

strategies they choose to the conditions of students with greater self-

efficacy can perform at a higher level because they can cope more

effectively with cognitive demands, a clarification to which the element of

mastery goal orientation may be added, according to Anderson, Boyles, &

Rainie(2012). As students begin relatively in challenging courses, they

recognize the importance of metacognitive skills to supervise and regulate

their efforts (Poropat, 2009).

In Turner, Chandler and Heffer’s study (2009), they considered the

influence of parenting styles, achievement motivation and self-efficacy in

students’ academic achievement .The results indicated that self-efficacy was

a significant predictor of one’s academic achievement. When researchers

targeted self-efficacy within the educational settings, it proved to be

positively connected to student’s persistence (Chemers, Hu, & Garcia, 2011).

Seemingly, motivational message of teacher in particular develop

students self-efficacy. Teachers politely point out the drawbacks of the

students work. Over was helping behavior may have an adverse impacts on

students confidence regarding performance of academic work. Frequent

guidance and help of the teachers may develop students negative attitude

towards capacities and believe to learn and achieve is injured.

Consequently, teachers must provide difficult task to students which

can be achieved with effort and hard work. This is one of the effective

cognitive processes to re-socialize students to achieve goals. It goes without

saying that students whose previous academic results are excellent, teachers

must further enhance high self-efficacy of such students and one effective

techniques is intrinsic motivation.

Theoretical Framework

Self-efficacy, a social cognition construct which refers to a person’s self-

beliefs in his or her ability to perform specific task, has been shown to be a

reliable predictor of both motivation and task performance, and to influence

personal goal setting. According to Bandura’s (1994) description of the

human cognitive self-regulation system, self-efficacy beliefs are the most

central and universal influence on the choices of people make, their goals,

the amount of effort they apply to a task, how long they endure at a task in

the face of failure or difficulty, the amount of stress they experience and the

degree to which they are susceptible to depression

 It described self-efficacy as a person’s judgment of his or her ability

to achieve or accomplish an action and supports the importance of a

determinant for behavioral performance. The beliefs that people with high

self-efficacy hold influence on what they feel and think about others, thus

motivating them to action.

Conceptual Framework

Self-efficacy of Pindasan Senior

High School Students

 School endeavors

Figure1. Conceptual Paradigm

The paradigm reflects the self-efficacy of Pindasan Senior High School

students.

Significance of the Study

The results of the study are beneficial to the following:

 Students: They would directly benefit on what would be the findings

of the study.

Teachers: They will be guided on the professional knowledge

required for helping students develop their high self-efficacy..

Parents: They would be aware about how important students’ self-

efficacy is in achieving their school endeavors.

Other Researchers. This would be an important reference and will

serve as a springboard to the future researchers who wish to conduct studies

to this subject.

Definition of Terms

The following key terms used in the study are herein defined

theoretically and operationally for clarity and easy understanding.

Self-efficacy. It is a belief in ones capabilities to organize and execute

courses of action required to produce given attainments (Bandura, 1997). In

this study, it refers to the degree to which students feel confident, control

ones motivation, organize and execute the ways of action to achieve directed

outcomes.

Chapter 2

METHODOLOGY
 Presented in this chapter are the research design, specifically the

methods and techniques used, the process of choosing the subjects, the data

gathering instrument, and the statistical tools to be employed in the analysis

of data gathered.

Research Design

The researchers will utilize the quantitative design. The quantitative

research design uses variables to measure in order to know, explain and

control the phenomenon. This study shows the self-efficacy of Pindasan

Senior High School student in Pindasan National High School, using

descriptive quantitative design. The quantitative research design uses

variables to measure in order to know, explain and control the phenomenon.

According to Creswell (2014) the research includes the process of collecting,

analyzing, interpreting, writing the results of the study, using a specific

methods exist in both survey and experimental research that transmit in

identifying a sample and population. It explores on the level of self-efficacy

of the students in Pindasan Senior High School. Furthermore, it will assess

the prevailing relationship between self-efficacy and school endeavors of the

students in Pindasan Senior High School.

Research Locale
 Figure2: Map of Pindasan National High School

The study will be conducted in Pindasan National High School. The

respondents will be interviewed in their respected classrooms or any soft

place that the respondents will choose. The researchers will choose place of

the implementation because it will help give the researchers the needed

information from the students of Pindasan National Senior High School

regarding the study and it will be conducted in the first semester of the

academic year 2018-2019.

Population and Sample

The research subject of this study are the Senior High School students of

Pindasan National High School.

As shown in Table 1, the actual numbers of respondents is 138 coming

from the different sections. Beatitude with seventeen (17); Wisdom with

thirty (30); Reverence with forty-two (41); Fortitude with seventeen (17);

Transcendence with seventeen (17); and Empowerment with sixteen (16).

They were selected using stratified random sampling.

Table 1

Distribution of Participants

Section No. of Participants

17
Beatitude
Wisdom 30

Reverence 41

Fortitude 17

Transcendence 17

Empowerment 16

Total: 138
 Table 2

Time Frame

Activities September October November December January

Title Defense/
Approval of
the Research

title
Passing of the
first and  
second draft
Outline
defense 
Approval for
the conduct of
study
Meeting with
grade heads,
distribution
and retrieval
of the
Questionnaires
Analysis of
Data

Final Defense

Research Instrument

In order to assess the Self- efficacy of Pindasan Senior High School

Students , the researchers will embrace a survey questionnaire from Yan

Liang, Patrick W.C Lau, Wendy Y.J Huang, Ralph Maddison, and Tom

Baranowski with 8-item Likert- scale type of questionnaire and it is used to

measure self -efficacy. The questionnaire concerns of self-efficacy of

Pindasan Senior High School Students.

The questionnaire used the Cronbanch’s alpha that computed for each

scale to asses internal consistency which calculated of 0.7 considered

minimally acceptable (Nunnaly,1978). Ratings of the scales were average,

and the scale reliability was assessed by an interclass correlation coefficient.

The scale demonstrating acceptable internal consistency reliability.

There are eight (8) questions item given for the self-efficacy and there

are 5 categories in order to assess the questions 1= none 2=rarely 3= a few

times 4= often 5= very often. The questions were checked by the researcher’s

adviser and went through final checking and validation by the experts in the

field of research for the purpose of content-validity.

Data Collection

The following steps were followed in the conduct of the study:

Seeking Permission to Conduct Study. Permission to conduct the

study will be made by the researchers by asking permission to the School

Head of Pindasan National High School.

 Administration and Retrieval of Questionnaires. After the

validation of questionnaires, the research instruments will be administered

to the respondents and treated the data after it was collected. The researchers

will do the distribution of the questionnaires to the Pindasan Senior High

School students. Appropriate instructions will be accorded to the

respondents on how the questionnaires will be answered by them.

Checking and Collating of Questionnaires. In the actual day of

conduct of study, the researchers will receive the questionnaires. Scores will

be translated into the descriptive equivalent that is used in the instrument.

Statistical Tools

Mean. This will be used by the researchers in determining the level

of self-efficacy of Pindasan Senior High School students who participate in

the different school’s activities.

Parameter Interpretation

To measure the level of status of Self-efficacy of Pindasan Senior High

School Students.

Table 2

Self-efficacy of Pindasan Senior High School Students

Range of Description Interpretation

Means
 4.20-5.00 Very Often This means that the level of Self-
efficacy of students in Pindasan
National High is outstanding.
3.40-4.19 Often This means that the level of Self-
efficacy of students in Pindasan
National High School is very
satisfactory.
2.60-3.39 A few times This means that the level of Self-
efficacy of students in Pindasan
National is satisfactory.
1.80-2.59 Rarely This means that the level of Self-
efficacy of students in Pindasan
National High School is poor.
0-1.79 None This means that the level of Self-
efficacy of students in Pindasan
National High School is very poor.

Ethical Consideration

The researcher must guarantee the respondents that their

individuality will be private and is strongly unknown. The researchers must

also respect at all decision of the respondents whether to join or not they

would not force them to answer the questions. The questions given will be

useful for the respondent’s lives. Furthermore, the researchers must exercise

honesty and faithfulness in reporting about the results of the study, and

must admit the authenticity that the nature will react exclusively to the

respondents. The signature of the authorities of the letter will serve as the

approval of the participants. The researcher also respect whatever the

decision of the respondents.

 It is imperative that ethical issues are considered during the

formulation of the evaluation plan. Ethical considerations during

evaluation include:

 Informed Consent – Informed consent means that the persons

participating in the evaluation is fully informed about the

evaluation being conducted.

 Voluntary participation - Means that participate in the

evaluation free from coercion.

 Do no harm – Harm can be both physical and or psychological

and therefore can be form of stress, pain, anxiety, invasion of

privacy.

 Confidentiality – means that any identifying information is not

made available to or accessed by anyone but the program

coordinator.

 Anonymity – is a stricter form of privacy than confidentiality,

as the identity of the participants remains unknown to the

researcher team.

References

Ali Zarei, A. & Naghdi, F.(2016). Sources of self-efficacy as predictors of

EFL learners’ course performance. Pp. 68-69.
 Retrieved from: http://www.ikiu.ac.ir/public-f
files/profiles/items/d442c6abe63abaab7e0b03ce78825dff.pdf
Bandura, A., & Schunck, D. H. (1981).Cultivating competence, self-
efficacy, and intrinsic interest through proximal self-motivation.
Journal of Personality and Social Psychology, 41. 586-598.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American
Psychologist, 37, 122-147.
Bandura, A. (1986). Social foundations of thought and action: A social
cognitive theory. Englewood Cliffs, NJ: Prentice Hall
Bandura, A. (1994). Self-efficacy In V. S. Ramachaudran (Ed.),
Encyclopedia of human behavior (Vol. 4,pp. 71-81). New York:
Academic Press,(Reprinted in H. Friedman [Ed.], Encyclopedia of
mental health. San Diego: Academic Press, 1998.).
Retrieved from:
https://www.uky.edu/~eushe2/Bandura/BanEncy.html
Bandura, A.(1997) Self-efficacy: Toward a Unifying Theory of Behavioral
Change. Psychological Review, 84(2), 191 – 215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York:
Freeman.
Cuevas, M. V. (2016). Student’s Mathematics Self-Efficacy and Anxiety as
Correlates to Academic Performance.
Retrieve from: http://orcid.org/0000-0001-6764-9662
mmvcuevas@universityofbohol.edu.ph
Farahani, MM. J .(2015) The Relationship amomg Academic Self-
Regulation, Academic Self- Efficacy and Anxiety regarding
Academic Procrastination.
Retrieve from: http://european-
science/eojnss_proc/article/views/4367/2089
Heyne, D., King, N., Tonge, B., Rollings, S., Pritchard, M., Young, D. &
Myerson, N.(1998) The self-efficacy questionnaire for school
situations: Development and Psychometric Evaluation. Behaviour
Change,15,pp31-40
Retrieved from:http://10.1037/0033 – 295x.84.2.191.
Iroegbu, M. N.(2015) Self efficacy and Work performance: A Theoretical
Framework of Albert Bandura’s Model, Review of Findings,
Implications and Directions for Future Research. Psychology and
Behavioral Sciences. Vol., No.4, 2015, pp. 170-173.
Retrieved from: http//:10.11648/j.pbs.20150404.15
Map of Pindasan Retrieved from:
http://www.google.com\search?q=map+of+pindasan+mabini+com
postella+
Pajares, F. (1996). Self-efficacy beliefs and mathematical problem solving of
gifted students. Contemporary Education Psychology,21, 325-344.
Razek, Nasser & Coyner, Sandra C.,(2014) Impact of self-efficacy on Saudi
Students’ Colledge Performance.Counselor Education and Human
Services Faculty Publications. Pp1. Retrieved from:
http://ecommons.udayton.edu/edc_fac_pub/1
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational
Psychologist.26, 207-231.
Schunk, D. H. (1983). Developing children’s self-efficacy and skills: The
roles of social comparative information and goal setting.
Contemporary Educational Psychology. 8, 76-86
APPENDECIS
APPENDIX 1 Letter to the Principal
Republic of the Philippines
Department of Education
Region X1
Division of Compostela Valley
PINDASAN NATIONAL HIGH SCHOOL
Senior High Department
Pindasan, Mabini, Compostela Valley Province
“The Paragon of Exemplary Performance; A Home of Happy Hearts”

MRS. TEODORA P. BARING

Principal II
Pindasan National High School
Pindasan, Mabini, Compostela Valley Province

Sir\Ma’am:

Greetings! I, the undersigned is a General Academic Strand, Senior High Student

of this school presently conducting a study entitled “SELF-EFFICACY OF
PINDASAN SENIOR HIGH SCHOOL STUDENTS, YEAR 2018-2019”as part of
the requirements of Senior High School Research 2 Project.

In this regard, the undersigned request the approval of your good office for the
conduct of the study the on the month of November 2018 to February 2019.

Thank you very much for your favorable approval and endorsement of this
request. God bless you!

Respectfully yours,
Aprilyn F. Bucala
Lord De May C. Palma
Clonee Eve Y. Boiser
Joyce R. Barad
John Paul S. Pepito
Researchers
Approved:

KRISTINE KAYE RANALAN

Research Teacher

Noted:

SABTORA DAWAMI-MUNOZ
Assistant Principal II
APPENDIX 2

A.1 Parent’s Consent Form

Republic of the Philippines

Department of Education
Region X1
Division of Compostela Valley
PINDASAN NATIONAL HIGH SCHOOL
Senior High Department
Pindasan, Mabini, Compostela Valley Province
“The Paragon of Exemplary Performance; A Home of Happy Hearts”

Title of the Study: Self efficacy of Pindasan Senior High School Students

Researher(s): Aprilyn F. Bucala, Lord De May C. Palma, Clonee Eve Y.

Boiser, Joyce R. Barad, &John Paul S. Pepito

Your consent is being required to have your child participate in this study.

Please read the following data carefully before you decide whether or not to
give your permission.

Purpose of the research: The purpose of this study is to help us to determine

the level of self- efficacy of Pindasan Senior High School Students.

Procedure to be followed: During analysis, the respondents will be given a

questionnaire in which it will be answer by them.

Statement of confidentiality: All records are kept confidential and will be

available only to researchers. If the results of this study are published, the
data will be presented in group form and individual respondents will not be
identified.
 APPENDIX 3.
B. Informed Consent for Parents/ Guardian

Republic of the Philippines

Department of Education
Region X1
Division of Compostela Valley
PINDASAN NATIONAL HIGH SCHOOL
Senior High Department
Pindasan, Mabini, Compostela Valley Province
“The Paragon of Exemplary Performance; A Home of Happy Hearts”

Informed consent form for parent’s/ Guardians of Projects

Participants

Project title: SELF-EFFICACY OF PINDASAN SENIOR HIGH

SCHOOL STUDENTS

I agree that my child/person

___________________________________________(full name of
child/person) for whom I am a guardian may take part in the above
research project. The project has been explained to
____________________________________________ and to me, and I have
read the participation Information Sheet, which I may help for my
records.

I understand that agreeing to take part means that I am willing to

allow (principal Investigator) for:

 Be interviewed by the researcher

 Allow the interview to be videotaped / audiotape
 Complete questionnaires asking me about self-efficacy of Pindasan
Senior high School Students
 Make her/himself available for a further interview should that be
required.

Data Protection
This information will be held and processed for the following
procedure(s):

 To identify the level of self-efficacy of pindasan senior high

school students
 To add idea to the existing body of knowledge
 To give emphasis on self-efficacy
 To give answer to doubts and hesitation of society.

I understand that my information

_______________________________ (full name of child/person) provides is
confidential and that no information that could lead to the identification
of any individual will be disclosed in any reports on the project, or to
any other party. No identifiable person data will be published. The
identifiable data will not be shared with any other organization without
respondents’ permission.

I also understand that ____________________________________;s

(full name of child/person) participation is voluntary, that s/he can
choose not to participate in part or all of the project, and that s/he or I can
withdraw at any stage of the project without being penalized or
disadvantaged in any way.

I understand that the confidentiality cannot be guarantee for

information which might be so disclosed in the focus groups/ interviews.

Signature :____________________________Date:_________

Participants Name: _________________________________

Participants age: ________

Parents Guardian Name: ____________________________________

Your relationship to the participants:______________________

Signature of Parent/Guardian: _______________________________

Date: _______

APPENDIX 4
 A.2 Assent Form

Republic of the Philippines

Department of Education
Region X1
Division of Compostela Valley
PINDASAN NATIONAL HIGH SCHOOL
Senior High Department
Pindasan, Mabini, Compostela Valley Province
“The Paragon of Exemplary Performance; A Home of Happy Hearts”

Pindasan National High School

Pindasan, Mabini, Compostela Valley

Title of Research Project: Self -efficacy of Pindasan National High School

Students
Name of Researchers: Aprilyn Bucala, Lord De May Palma, Clonee Eve
Boiser, Joyce Barad, & John Paul Pepito

Your permission is being sought to have your child participate in this study.
Please read the following information carefully before you decide whether
or not give your permission.
 PURPOSE OF THE STUDY: The purpose of this study is to help us to
determine the Self-efficacy of Pindasan Senior High School students.
 PROCEDURE TO BE FOLLOWED: During testing, the respondents
will be given a questionnaire in which it will be answered by them.
 STATEMENT OF CONFIDENTIALITY: All records are kept
confidential and will be available only to researchers. If the results of
this study will be published, the data will be presented in group form
and individual respondents will not be identified.

CONSENT
You are making a decision whether or not participate in research study.
Your signature below indicates that you have decided to participate in the
study after reading all of the information above and you understand the
information in this form, have had any questions answered and have
received a copy of this form you to keep.
Signature ___________________________ Date ___________
Research
Signature ___________________________ Date ___________
Researcher
Signature ___________________________ Date ___________
Researcher
Signature ___________________________ Date ___________
Researcher
Signature ___________________________ Date ___________
Researcher

Republic of the Philippines

Department of Education
Region XI
 Division of Compostela Valley
PINDASAN NATIONAL HIGH SCHOOL
Senior High Department
Pindasan, Mabini, Compostela Valley Province
“The Paragon of Exemplary Performance; A Home of Happy Hearts”

Questionnaire on Self-efficacy of Pindasan Senior High School Students

Name (Optional): ________________________________________________

Grade and Section: ________________________________________________
Age: ________________________________________________
Direction: Answer this questionnaire carefully and honestly. Put a check on
the box below, the numbers are 1, 2,3,4,5 .These are the categories:

This means that the

5 Very Often self-efficacy of
Pindasan Senior High
Students is
experienced at all
times.
This means that the
4 Often Self-efficacy of
Pindasan Senior High
Students is
experienced most of
times.
This means that the
3 A few times Self-efficacy of
Pindasan Senior High
Students is experience
more often.
This means that the
2 Rarely Self-efficacy of
Pindasan Senior High
Students is experience
seldom.
This means that the
1 None Self-efficacy of
Pindasan Senior High
 Students is experience
not at all.

Questionnaire: Self-efficacy

5 4 3 2 1

1. I can be physically
active on most days of
the week.
2. I can ask my parent
or other adult to do
physically active things
with me.
3. I can be physically
active during my free
time on most days even
if I could watch TV or
play (sedentary video
games instead.
4. I can be physically
active on most days
even if it is very hot or
cold outside.
5. I can ask my best
friend to be physically
active with me on most
days.
6. I can be physically
active even at home.
7. I can do active things
because I know how to
do them.
8. I can be physically
active during my free
time on most days no
matter how busy my
day is.
Researcher’s Profile

Name:Aprilyn F. Bucala

Age: 18

Birth Date:April 29,2000

Address:Purok Durian, Pindasan ,Mabini Compostella Valley Province

Educatioanl Background:

Elementary: Pindasan Elementary School

Junior High:Pindasan National High School

Name: Lord De May Palma

Age: 18

Birth Date:May 04,2000

Address: Camp 9 Pindasan Mabini Comval Province

Educational Background

Elementary:Pindasan Elementary School

Junior High: Lagao National High School GSC

Name: Joyce Barad

Age: 18

Birth Date: March 29,2000

Address: Purok Manaklay Baybay Pindasan Mabini Comval Province

Educational Background

Elementary: Pindasan Elementary School

Junior High: Pindasan National High School

Name: John Paul Pepito

Age: 18

Birth Date:October 30,2000

Address:Purok A-2 Baybay Pindasan Mabini Comval Province

Educational Background

Elementary: V. Hizon Elementary School

Junior High: F. Bangoy National High School

Name: Clonee Eve Boiser

Age: 17

Birth Date: July 06,2001

Address: Purok 7 Santol Mampising Mabini Comval Province

Educational Background

Elementary: Pindasan Elementary School

Junior High: Pindasan National High School