The Five Pillars of Self-Discipline and its Relationship to Students' Academic Performance

Abstract

Nowadays, students tend to perform poorly if not fail due to chronic tardiness, cutting of classes, refusal to do assigned tasks, failure to submit outputs like the project, and other activities. Not only that these students do not perform well in class, but these same students also do not show respect for authority in and outside the school. These can be outsourced from inadequate development of the moral character of the students. Self-discipline is one of the most important and useful skills everyone should possess. This skill is essential in every area of life, and though most people acknowledge its importance, very few do something to strengthen. In this study, the factor that affects learning outcome and performance of a learner is obviously lack of self-discipline. Lack of self-discipline is a source of low self-esteem of a learner becomes poor; it may be the cause of deterioration in studies. This is a descriptive study making use of an adapted survey. The study was conducted in three national high schools in Laguna. Slovin’s formula was used to identify the respondents of the study, while the computed total population of the respondents was 260. The instrument used underwent content validation as well as reliability test using the Cronbach’s Alpha. Also, the Pearson product-moment correlation was utilized to determine whether there is a significant relationship between the Five-Pillars of Self-disciplines and Students’ Academic Performance. The study showed that in terms of Academic performance it depicts that the academic performance of Grade 10 students are “ Satisfactory” on the other hand, based on the findings some of the indicators Acceptance, Hard work and Industry have a significant relationship towards students’ academic performance thus the null hypothesis is rejected and the two remaining indicators such as will power and persistence were found out no significant correlation with academic performance the null hypothesis that any of these dimensions has no significant relationship with academic performance was sustained. The researcher recommends the School/teachers to maximize the student’s potentials to enhance the self-discipline and improve academic performance, lessen failed and dropout students, motivate the students, to increase students’ interest towards their studies, careful monitoring needs to be adopted, and students’ concerned should be referred to immediate guidance and counseling.