SELF-ESTEEM LEVEL AND ACADEMIC PERFORMANCE OF THE HUMANITIES AND SOCIAL SCIENCES STUDENTS

Summary

This video discusses a research study on the self-esteem and academic performance of humanities and social sciences students during distance learning. The group presents their research problem, methodology, and findings. Key results indicate that while many students had positive self-esteem, some struggled with feelings of inadequacy during the pandemic. Academic performance was generally strong, with most students achieving high grades. The conclusion emphasizes that online learning had a positive impact on students' performance. The researchers recommend expanding future studies to include a broader participant base and advise teachers to show patience and understanding toward students during online classes.

Takeaways

• 😀 The presentation focuses on the self-esteem and academic performance of Humanities and Social Sciences students during distance learning.
• 📝 The group encountered absentee members, so only two presenters, Keith and the speaker, presented the research findings.
• 🔍 The research addresses three main questions: self-esteem levels, academic performance, and the relationship between the two during distance learning.
• 📊 Out of 50 respondents, 38% were males and 62% were females, with 52% being grade 11 students and 48% grade 12 students.
• 📈 Most students had a positive self-esteem level, with 60% satisfied with themselves, though some expressed feelings of inadequacy.
• 😟 Some students reported feeling they were not good enough or appreciated, with factors like schoolwork and personal struggles during the pandemic influencing their self-esteem.
• 😊 On the positive side, many students believed they had good qualities and were able to perform as well as others.
• 📉 Some students admitted feeling useless or like failures during distance learning, highlighting mental health challenges.
• 🎓 Academic performance remained strong, with 30% of students achieving a general average of 91-95 in the first semester of 2021-2022.
• 💡 The conclusion revealed that distance learning had a generally positive impact on students' self-esteem and academic performance, and recommendations were made for future researchers and teachers to expand the study and show more empathy toward students.

Q & A

What is the primary research problem addressed in the presentation?

The primary research problem focuses on determining the self-esteem level and academic performance of Humanities and Social Sciences (HUMSS) students during distance learning, and exploring if there is a significant relationship between these two factors.

How many respondents participated in the survey, and what was the gender distribution?

A total of 50 respondents participated in the survey. 38% (19 respondents) were male, and 62% (31 respondents) were female.

What percentage of respondents were from Grade 11 and Grade 12?

52% of the respondents (26 students) were from Grade 11, and 48% (24 students) were from Grade 12.

What was the general trend in the students' self-esteem during distance learning based on the survey responses?

Most students reported having a positive self-esteem during distance learning. For example, 60% of students agreed that they were satisfied with themselves, and 66% believed they had good qualities.

What did some students express when asked about their feelings of inadequacy?

Some students expressed feelings of inadequacy, with reasons such as feeling unappreciated, not being satisfied with their schoolwork, or feeling unworthy due to the challenges brought by the pandemic.

What were the results for the question, 'At times I think I am not good at all'?

48% of the students agreed with the statement, 24% strongly agreed, 24% disagreed, and 4% strongly disagreed. This suggests that a significant portion of students felt uncertain about their abilities during distance learning.

How did the academic performance of the students compare during distance learning?

The academic performance of the students during distance learning was generally good. 30% of students had a general average between 91-95, 22% had an average between 86-90, and 22% had an average between 81-85.

What did the researchers conclude about the relationship between self-esteem and academic performance?

The researchers concluded that students generally maintained high self-esteem and good academic performance during distance learning. Many students felt positively about themselves and their academic achievements despite the challenges posed by the pandemic.

What recommendations did the researchers provide for future studies?

The researchers recommended expanding the target participants beyond Humanities and Social Sciences students to validate the findings. They also suggested that teachers be patient and understanding with students who may struggle with confidence during class.

What did the students express about their desire for more self-respect?

48% of the students strongly agreed, and 38% agreed that they wished they had more respect for themselves, indicating that while many students had positive attitudes, there was still a desire for greater self-respect.