Self-Description and Academic Performance Relation

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Josephine Caridad S. Borje Bretel B. Dolipas Jennifer Lyn S. Ramos


The study aimed to determine the relationship between the fol­lowing self description factors: mathematics; verbal; academic; problem solving; physical ability; physical appearance; same sex peer relations; opposite sex peer relations; parent relations; spiritual values/religion; honesty/trustworthiness; emotional stability, and general esteem to aca­demic performance in mathematics and physics of students enrolled in Bachelor of Science in Information Technology (BSIT) and Bachelor of Science in Applied Statistics (BSAS) courses.

The result of the research could be used to improve the perform­ance of students in mathematics and physics. From the result, self de­scription factor significantly affecting academic performance could be the basis/bases of the procedures/techniques to be used in teaching the said fields and increase the academic performance of students in mathemat­ics and physics.

Results indicate that the overall self description was found to correlate with mathematical achievement of BSIT students although sta­tistically not significantly correlated. For BSAS students, there were no significant relationship of the different self concept areas to mathematical achievement The overall self description of BSAS students also has no significant relationship with achievement in mathematics.

The finding also shows that the self description on mathematical ability, problem solving ability, and on same sex peer relations, were sig­nificantly correlated with the BSIT student’s achievement in mathematics. The table also shows that the overall student’s self description positively correlated with their achievement in mathematics.

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