QUANTITATIVE RESEARCH
METHODOLOGY (HMEF5093)
Assignment 2
A Research Proposal to a Quantitative Research
Sobeeha Abdul Latheef
S1400131
Academic Achievement, Gender & Socioeconomic Status: Their Relation to
Students Self Esteem
Introduction
Extensive research on the concept of self-esteem has recognised the important role of high
self- esteem for people of all ages. The development of human abilities and skills are
increased through high self- esteem. Self-esteem can be defined as the assessment of ones
own self. This self-assessment maybe either positive or negative. It specifies the degree to
which an individual believes himself or herself to be competent in different roles of life.
(Naderi, Abdullah, Aizan, Sharir, & Kumar, 2009).
The relationship between self-esteem and academic achievement have received much
attention as self-esteem has been recognized as an important factor for students in their
academic achievement (Zhi, 2014). Studies conducted to investigate the relationship between
self-esteem and academic achievement found that high self-esteem increases academic
achievement. However, some researchers have also found there is no significant influence
between self-esteem and academic achievement (Naderi, et.al, 2009).
A number of studies have investigated the relationship between self-esteem and gender. It is
believed that there is a direct association between the self-esteem and gender. These studies
indicate there is a significant difference in self-esteem between males and females. Once
again there are researches conducted that showed that there is no gender differences in
students' level of self-esteem (Rafei, 2008).
Research shows that socioeconomic status of students has a clear influence on their
development of self-esteem. These studies suggest that socioeconomic status to be
significantly related to self-esteem. In general, students with higher socioeconomic status
have a higher self-esteem than those form a lower socioeconomic status (Wood, 2010).
The purpose of this research is to study the relationship between students level of self-esteem
and their academic achievement. The study also aims to investigate the relationship between
students level of self-esteem and gender and its relation with their socioeconomic status.
Research questions and Hypotheses
Based on the objectives of the study described in the introduction, the following research
questions will be addressed in the study.
1. What is the relationship between students level of self-esteem and their academic
achievement?
2. What is the effect of students gender and their socioeconomic status on their level of
self-esteem?
Based on the research questions and literature review, the research is to be directed by the
following null hypotheses and alternate hypotheses.
Null hypotheses
1. The correlation between students level of self-esteem and their academic
achievement is negative and not significant.
2. The correlation between students level of self-esteem and their socioeconomic status
is negative and not significant.
3. The correlation between students level of self-esteem and their gender is negative and
not significant.
Alternate Hypotheses
1. There is a positive and significant correlation between students level of self-esteem
and their academic achievement.
2. There is a positive and significant correlation between students level of self-esteem
and their socioeconomic status.
3. There is a positive and significant correlation between students level of self-esteem
and their gender.
Methodology
Research design
The research design used for this study is an explanatory correlational design. In explanatory
correlational design the relationship between two or more variables are investigated and the
extent to which the variables are related is investigated. Only one sample will be used and
variables will not be manipulated. Correlational statistical test will determine the strength of
the relationship and the direction of the correlation (Correlational Research, n.d.).
In this study a single sample of 15-17 year old students studying in five different schools will
be used. The correlation between their self-esteem in relation to their academic achievement,
gender and socioeconomic status will be investigated.
Population and Sample
The target population of the study is all 15-17 year old students in government secondary
schools of the capital city of Republic of Maldives, Male. This target population will be
narrowed down to 15-17 year old students in five government secondary schools in Male.
These five schools will be systemically selected to ensure similarity between this accessible
population and the target population. These five schools selected consists of one all girls
school, one all boys school and three co-ed schools.
The accessible population consists of all 15-17 year old students in these five schools. From
this accessible population, students those who are living with one or both of the parents will
be identified. Since socioeconomic status is a variable that is investigated in this study,
identification of students living with parents and guardians or caretakers is important. If this
factor is not taken into account it may decrease the external validity of the study as the
socioeconomic status of the guardian or care taker may not be the same as the student.
The sample for the study will be obtained from the students identified as living with their
parents. An appropriate sample size will be calculated from this population using 95%
confidence level and a confidence interval of +/- 5.
The sample will be selected using a simple random method. The students name will be
ordered in alphabetical order and every third name will be selected from this list to be
included in the study.
Instrumentation
A self-esteem scale will be used to determine students level of self-esteem (appendix 1). It
consists of 20 items scored on a four-point Likert scale from Strongly disagree (1) to
Strongly agree (4). The highest self-esteem score for the scale is 80 and the lowest is 20.
The scale has equal number of positive and negative items.
Two commonly used self-esteem scales are used for the development of the scale used in the
study. Ten items of the Rosenberg self-esteem scale and another 10 items form the
Coppersmith Self Esteem Inventory. The items are used as it is or is slightly modified form
the original item. The validity and the reliability of both these scales are high. (Thomas & Dr
Raj, 1982). To establish the reliability and the validity of the scale adopted for this study, the
instrument will be pre tested using a small group of students and the Cronbachs alpha was
will be measured.
A Questionnaire consisting of 12 items is used to measure the socioeconomic status of the
students (appendix 2). The highest score that could be obtained for the questionnaire is 53
and the lowest score is 3. The items used in the questionnaire is adopted from the
questionnaire used by Aggarwal, Bhasin, Sharma, Chhabra, Aggarwal, & Rajouraalso (2005)
in their study titled A New Instrument (Scale) for Measuring the Socioeconomic Status of a
Family :Preliminary Study. Once again the socioeconomic status questionnaire that will be
used in this study will be tested for its reliability and validity.
Their academic achievement will be measured using the subject average marks of their last
school examinations.
Research Procedure
The participants will be given the self-esteem scale to measure the level of their self-esteems.
The parents of the participants will be asked to complete the questionnaire on socioeconomic
status.
Participants will be categorized into two groups, on the basis of their score on the self-esteem
scale. Participants with self-esteem scores ranging from 20 to 40 will be considered as having
5
low levels of self-esteem and those with self-esteem scores ranging from 41- 80 will be
considered as high levels of self-esteem.
Participants will be categorized into another two groups, related to their subject average
marks. Participants with subject average marks ranging from 0 to 50 will be considered as
low academic achievers and those who have subject average marks ranging from 51- 100 will
be considered high academic achievers.
Participants will also be categorized depending on their gender. Males for one group and
females for the other group.
Another category where the participants will be divided is on the basis of their socioeconomic
status. From the scores obtained from the socioeconomic status questionnaire, participants
will be divided into students with high socioeconomic status and students with low
socioeconomic status. The high socioeconomic status group has a score ranging from 53-26
and the low socioeconomic status group has a score ranging from 25-3.
Framework of data analysis
The data obtained from the investigation will be analysed using two statistical techniques:
Pearsons and a t-test. Pearsons correlation is used to measure the linear relationship between
two set of data (Statistics How To, n.d.). An independent t-test is used to measure the
significant difference between the means of two unrelated groups (Statistics Tutorial, n.d.).
The extent of relation between self-esteem and academic achievement, gender and
socioeconomic will be obtained by using Pearson r. The significance of the correlation coefficient will be determined. The value of the coefficient will indicate whether there is
negative or positive correlation between students level of self-esteem and their academic
achievement, gender and their socioeconomic status (Statistics How To, n.d.).
Two extreme groups of the participants will be formed on the basis of subject average marks,
gender and socioeconomic scores. Significant difference between the high academic
achievers group and the low academic achievers group will be calculated for the variable selfesteem using an independent t-test. The significant difference between the males and females
and low socioeconomic group and high socioeconomic group will also be calculated using
the same technique. The results of the t-tests will show if there is a significant difference
between the self-esteem levels of these extreme groups. (Statistics Tutorial, n.d.).
References
Aggarwal, O.P., Bhasin, S.K., Sharma, A.K., Chhabra, P., Aggarwal, K., & Rajoura, O.P.
(2005). A New Instrument (Scale) for Measuring the Socioeconomic Status of a Family:
Preliminary Study. Indian Journal of Community Medicine. Retrieved from
http://medind.nic.in/iaj/t05/i4/iajt05i4p111.pdf
Correlational Research. (n.d.). Retrieved December 15, 2014 from
https://www.aea267.k12.ia.us/system/assets/uploads/files/1470/correlationalresearch.pdf
Naderi, H., Abdullah, R., Aizan, H.T., Sharir, J., & Kumar, V. (2009). Self Esteem, Gender
and Academic Achievement of Undergraduate Students. American Journal of Scientific
Research. Retrieved from http://www.eurojournals.com/ajsr.htm
Rafei, S. E. (2008). The Relationship between Self-Esteem and Gender, Grade Level and
Academic Achievement, in Secondary Schools Classes in Lebanon. Retrieved from
https://lra.le.ac.uk/bitstream/2381/7583/1/2%203The%20Relationship%20between%20Self
%5B1%5D.pdf
Rosenberg Self-Esteem Scale. (n.d.) Retrieved December 2, 2014 from
www.yorku.ca/rokada/psyctest/rosenbrg.pdf
Statistics How To. (n.d.). Retrieved December 15, 2014 from
http://www.statisticshowto.com/what-is-the-pearson-correlation-coefficient/
Statistics Tutorial. (n.d.). Retrieved December 15, 2014 from
http://www.gla.ac.uk/sums/users/narjis/stroke/indept1.html
Thomas, I., & Dr Raj H.S.S (1982). Self-Esteem and Academic Achievement: A Study on:
Ninth Grade Students. JOURNAL OF THE INSTITUTE OF EDUCATIONAL RESEARCH.
Retrieved from). https://www.academia.edu/6231834/Self
esteem_and_Academic_Achievement_A_study_on_Ninth_Grade_Students
Wood, M.(2010). Social Class and Self-Esteem. Academia.edu. Retrieved from
https://www.academia.edu/1511865/Social_Class_and_Self_Esteem
Zhi, A.C.H. (2014). Understanding Our Students: Does High Self-Esteem Produce Good
Academic Achievement among Undergraduate. IMPACT: IJRHAL. Retrieved from
www.impactjournals.us
Appendix 1 (Self- Esteem Scale)
The scale is a 20 item Likert scale with items answered on a four point scale - from strongly
agree to strongly disagree.
Instructions: Below is a list of statements dealing with your general feelings
about yourself. If you strongly agree, circle SA. If you agree with the
statement, circle A. If you disagree, circle D. If you strongly disagree, circle
SD.
1*
There are lot of things about myself I would
change if I could.
SA
SD
SD
2*
I give in easily.
SA
SD
On the whole, I am satisfied with myself.
SA
SD
4*
I am often sorry for the things I do.
SA
SD
5*
At times, I think I am no good at all.
SA
SD
I feel that I have a number of good qualities.
SA
SD
SA
SD
SA
SD
7
8
I am able to do things as well as most other
people.
I feel comfortable to share my opinions to
others
9*
I feel I do not have much to be proud of.
SA
SD
10
I can make my own decisions and stick to it
SA
SD
11
*
I certainly feel useless at times.
SA
SD
12
I feel that Im a person of worth, at least on an
equal plane with others.
SA
SD
13
I can understand myself.
SA
SD
14
*
I wish I could have more respect for myself.
SA
SD
15
People usually listen to and accept my ideas
SA
SD
16
*
All in all, I am inclined to feel that I am a
failure.
SA
SD
17
I am popular with people of my own age.
SA
SD
18
*
I do not like to be around people
SA
SD
19
I take a positive attitude toward myself.
SA
SD
20
*
I feel that people cannot depend on me
SA
SD
Scoring: SA=3, A=2, D=1, SD=0. Items with an asterisk are reverse scored, that is, SA=0,
A=1, D=2, SD=3.
Appendix 2 (Items used in Questionnaire to Measure Socioeconomic Status)
Q 1. Monthly per capita income from all sources (total monthly income /no. of family
members)
1. >50000
2. 20000-49999
3. 10000-19999
4. 5000-9999
5. 2500-4999
6. 1000-2499
6
5
4
3
2
1
Q 2. Education of either husband or wife who is more educated among them
1. Professional qualification with technical degrees or
diplomas e.g. Doctor, Eng. CA, MBA, etc.
2. Post-graduation (non-technical incl. Ph.D.)
3. Graduation from secondary school
4. Primary pass
5. Just literate but no schooling
6. Illiterate
5
4
3
2
1
0
Q 3. Occupation of husband, otherwise wife.
1. Service in central/State/Public undertakings or
Owner of a company employing >20 persons or self
employed professional Doctors, CAs, Eng. Etc.
2. Service in Private sector or independent business
employing 2-20 persons
3. Service at shops, home, transport, own cultivation
of land
4. Self employed e.g. shops, petty business
with income >5000
5. Self employed with income <5000
(labourer, house wife)
6. None of the family member is employed
5
4
3
2
1
0
Q 4. Family possessions (presence of each item given below
will carry score of .1.)
9
1. Refrigerator
3. Radio/Transistor/Music system
5. Washing Machine
7. Mobile phone
9. Sanitary latrine
2. TV
4. AC
6. Telephone
8. Credit card
10
Q 5. Living in a type of house
1. Own house with 5 or more rooms
2. Own house with 3-4 rooms
3. Rented/Govt. house with 5 or more rooms
4. Own house with 1-2 rooms
5. Rented/Govt. house with 3-4 rooms
6. Rented/Govt. house with 1-2 rooms
6
5
4
3
2
1
Q 6. Possession of a vehicle or equivalent
1. 2 or more cars
2. 1 Car
3. 1 or more motor cycles
4. None of the above
3
2
1
0
Q. 7 No. of earning members in the family (Nuclear/Joint)
1. 3 or more members earning and income pooled
2. 2 or both husband and wife earning
3. Only 1 family member earning
4. No earning member
3
2
1
0
Q 8. No. of children head of the family has/had
1. 1
2. 2
3. 3
4. 4
5. 5
6. >6
5
4
3
2
1
0
Q 9. Facility of some essentials in the family
1. Both tap water supply and electricity
2. Only one of above two is present
3. None is present
2
1
0
11
Q10. Education of children (in relation to head of the family)
Note: Exclude under 5 children for this item. A child applicable
here is one who is 5 years or above.
1. All children going/ever gone to school/college
2. >50% children ever gone/going to school/college
3. < 50% children ever gone/going to school/college
4. No child ever gone/going to school/college
3
2
1
0
Q. 11. Members of family gone abroad in last three years
(official or personal)
1. Whole family
2. Only husband and wife
3. Only 1 family member
4. None
3
2
1
0
Q 12. Employment of a domestic servant at home
1. Employed >2 full time servants on salary for domestic
work
2. Employed only 1 full time servant on salary for
domestic work
4. Employed 1-2 part time servants on salary for
domestic work
5. Employed no servants for domestic work
3
2
1
0
12
