Chapter V: Summary of Findings, Conclusions, and Recommendations
This chapter presents a summary of the key findings from the research on
the relationship between self-efficacy and academic performance among
Grade 12 TVL students at Pigcawayan National High School. It then draws
conclusions based on the data analysis and offers recommendations for
educators, policymakers, and future research.
Summary of Findings
1. Demographic Profile: The study involved 50 Grade 12 TVL students, with a
majority (72%) being male and a smaller proportion (28%) being female. The
majority of participants (52%) were aged 15-17 years old, with the remaining
students falling in the 18-20 and 21 and above age groups.
2. Self-Efficacy: The study assessed self-efficacy through two dimensions:
- Belief in Personal Ability: The overall mean rating was 2.57, indicating a
moderate level of self-efficacy. This suggests that students generally believe
in their ability to learn and achieve goals, but this belief is not consistently
strong.
- Belief that Ability Grows with Effort: The overall mean rating was 2.36,
indicating a low level of self-efficacy. This suggests that students may not
fully believe in the power of hard work and persistence to improve their
academic abilities.
3. Academic Performance: The overall mean rating for academic
performance was 3.27, also indicating a moderate level. This suggests that
students generally perceive themselves as performing moderately well in
their studies.
4. Relationship between Self-Efficacy and Academic Performance: A Pearson’s
product-moment correlation analysis was conducted to examine the
relationship between self-efficacy and academic performance. The results
revealed a significant positive correlation (r = .67, p < .01), indicating that
higher levels of self-efficacy are associated with better academic
performance.
Conclusions
- Self-Efficacy Matters: The findings strongly support the notion that self-
efficacy plays a crucial role in academic performance. Students who believe
in their abilities and believe that their abilities can grow with effort tend to
perform better academically.
- Room for Improvement: While the students in this study demonstrated
moderate levels of self-efficacy and academic performance, the lower scores
in the “Belief that Ability Grows with Effort” dimension highlight a critical
area for intervention. Educators need to focus on fostering a growth mindset
among students, emphasizing the importance of hard work and persistence
in achieving academic success.
- TVL Context: The study provides valuable insights into the relationship
between self-efficacy and academic performance within the TVL context. This
information can inform the development of tailored interventions and
support systems to enhance self-efficacy and academic outcomes specifically
for TVL students.
Recommendations
- Promote Growth Mindset: Educators should actively promote a growth
mindset among TVL students. This can be achieved through:
- Positive Feedback: Providing constructive and encouraging feedback that
focuses on effort and progress.
- Mastery Experiences: Creating opportunities for students to experience
success through challenging tasks and projects.
- Collaborative Learning: Fostering a supportive and collaborative learning
environment where students can learn from each other and celebrate each
other’s successes.
- Address Perceived Limitations: Educators should address the students’
lower scores in the “Belief that Ability Grows with Effort” dimension by:
- Emphasizing Effort: Clearly communicating that hard work and persistence
are key to academic success.
- Growth Mindset Activities: Incorporating activities that emphasize the
malleability of abilities and the power of effort.
- Targeted Interventions: Develop and implement targeted interventions to
enhance self-efficacy and academic performance among TVL students. These
interventions could include:
- Skill-Building Workshops: Workshops focused on study skills, time
management, and goal setting.
- Mentoring Programs: Pairing students with mentors who can provide
guidance and support.
- Career Exploration Activities: Activities that help students connect their
academic learning to potential career paths.
- Further Research: Further research is needed to explore the following:
- Longitudinal Studies: Conducting longitudinal studies to examine the long-
term impact of self-efficacy on academic achievement and career success.
- Specific Interventions: Evaluating the effectiveness of different
interventions aimed at boosting self-efficacy and academic performance.
- Socioeconomic Factors: Investigating the influence of socioeconomic
factors on self-efficacy and academic outcomes.
This study provides valuable insights into the relationship between self-
efficacy and academic performance among Grade 12 TVL students. By
implementing the recommendations outlined above, educators and
policymakers can empower these students to believe in their abilities,
develop a growth mindset, and achieve their academic goals.
Based on the image you provided, here’s a reconstruction of the Conclusions
and Recommendations sections:
Conclusions
This study concludes that Senior High School HUMSS students at Pigcawayan
National High School lack adequate knowledge of personal finance. This
finding aligns with other academic research indicating a general lack of
adequate financial literacy globally.
Recommendations
Given these findings, the researchers recommend:
1. Online Courses: Students should have access to online financial courses
offered by financial institutions to build their financial knowledge.
2. Parent-Child Discussions: Parents should dedicate time to discuss financial
issues with their children.
3. Early Financial Literacy: Exposing students to the importance of financial
literacy at a young age will instill financial discipline.
4. Further Research: This study should be expanded to other parts of the
country to assess financial literacy levels among senior high school students
from different perspectives.
