INFLUENCEOFSTUDENTSSELF-ESTEEMONCLASSROOMPARTICIPATIONOF BIOLOGYSTUDENTSINSENIORSECONDARYSCHOOLIN GOMBEMETROPOLIS
Abstract
ABSTRACT
This study examined the relationship between self-esteem and classroom
participation among seniorsecondarystudents in Biologylessons.The main
objectivewastodeterminehowstudents’perceptionoftheirself-worthinfluences
theirengagementinclassroom activities.Atotalof371studentsparticipatedinthe
study,responding to a structured questionnaire divided into Self-Esteem and
Classroom Participation scales.Data were analyzed using frequency counts,
percentages,mean,T-testscores,andstandarddeviationstoassessthelevelsof
self-esteem andparticipationamongtherespondents.Findingsrevealedthatthe
majorityofstudentspossesshighself-esteem,demonstratingsatisfactionwith
themselves,recognitionoftheirabilities,andapositiveattitudetowardlearning.
Similarly,studentsexhibited high classroom participation,activelyengaging in
discussions,answeringquestions,andcontributingtogroupactivities.However,a
subsetofstudentsshowedmoderatetolowself-esteem andlimitedparticipation,
primarilyduetoshyness,lackofconfidence,orfearofmakingmistakes.Thestudy
furtherindicated a positive relationship between self-esteem and classroom
participation,highlightingthatstudentswithhigherself-esteem aremorelikelyto
engageactivelyinlearningactivities.Basedonthesefindings,thestudyrecommends
thatteachers,counselors,and schooladministrators implementstrategies to
enhance self-esteem,fosterconfidence,and create a supportive classroom
environmentthatencourages allstudents to participate.Such measures are
essentialforimprovingacademicperformance,socialskills,andoverallstudent
development.
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