For PNC - The Impact of Self-efficacy Towards Acquisition of Knowledge and Skills Among Inmates of New Bilibid Prison, Muntinlupa City

Pamantasan ng Cabuyao Katapatan Subdivision, Banay - Banay, Cabuyao, Laguna

COLLEGE OF ARTS AND SCIENCES

THE IMPACT OF SELF-EFFICACY TOWARDS ACQUISITION

OF KNOWLEDGE AND SKILLS AMONG INMATES

OF NEW BILIBID PRISON, MUNTINLUPA CITY

A Thesis Presented to the Faculty of

College of Arts and Sciences

Pamantasan ng Cabuyao

Cabuyao City, Laguna

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Psychology

Completo, Grace B.

Maron, Ivana Kyra M.

Velasco, Jennifer O.

March 2013



CERTIFICATION - AND - APPROVAL SHEET

This thesis entitled: THE IMPACT OF SELF-EFFICACY TOWARDS

ACQUISITION OF KNOWLEDGE AND SKILLS AMONG INMATES OF NEW

BILIBID PRISON, MUNTINLUPA CITY, prepared and submitted by: Grace B.

Completo, Ivana Kyra M. Maron, and Jennifer O. Velasco in partial fulfillment of the

requirements for the degree of Bachelor of Science in Psychology has been examined and

recommended for acceptance and approval for oral examination.

MR. FERDINAND V. MENDOZA

Research Adviser

________________________________________________________________________

ORAL EXAMINATION COMMITTEE

Approved by the panelists on the 6th day of March, 2013 at the Oral Examination

with the grade of ________.

PROF. EDGARDO C. SALAZAR

Chairman

DR. VICENTE M. CASTILLO PROF. ARIEL P. TUAZON

Member Member

Accepted and approved in partial fulfillment of the requirements for the Degree of

Bachelor of Science in Psychology.

PROF. MARILOU R. TAYAO

Dean, College of Arts and Sciences



CERTIFICATE OF ORIGINALITY

We hereby declare that the submission of this thesis entitled The Impact of Self-

Efficacy towards Acquisition of Knowledge and Skills among Inmates of New Bilibid

Prison, Muntinlupa City is our own work and that is to the best of our knowledge and

belief. It contains no material previously published or written substantial extent has been

accepted for the award of any other degree or diploma of a university.

We also declare that the content of this thesis is the product of our work, even

though we may have received assistance from others in style presentation and language

expression.

The Researchers:

GRACE B. COMPLETO

IVANA KYRA M. MARON

JENNIFER O. VELASCO



CERTIFICATE OF RECOMMENDATION

This thesis is hereby recommended for oral examination in partial fulfillment of

the requirements of the degree, Bachelor of Science in Psychology.

THE IMPACT OF SELF-EFFICACY TOWARDS ACQUISITION OF

KNOWLEDGE AND SKILLS AMONG INMATES OF NEW BILIBID PRISON,

MUNTINLUPA CITY

The Researchers:

GRACE B. COMPLETO

IVANA KYRA M. MARON

JENNIFER O. VELASCO



EDITORS CERTIFICATION

This is to certify that this undergraduate thesis entitled THE IMPACT OF

SELF-EFFICACY TOWARDS ACQUISITION OF KNOWLEDGE AND SKILLS

AMONG INMATES OF NEW BILIBID PRISON, MUNTINLUPA CITY, prepared

and submitted by Grace B. Completo, Ivana Kyra M. Maronand Jennifer O. Velasco,

has been edited by the undersigned.

PROF. RINALYNN L. BORITO

Language Editor



STATISTICIANS CERTIFICATE

This is to certify that this thesis entitled, THE IMPACT OF SELF-

EFFICACY TOWARDS ACQUISTION OF KNOWLEDGE AND SKILLS

AMONG INMATES OF NEW BILIBID PRISON, MUNTINLUPA CITY, prepared

and submitted by Grace B. Completo, Ivana Kyra M. Maron, and Jennifer O. Velasco,

has been statistically reviewed by the undersigned.

MS. TARAH A. NAVARRO

Statistician



ACKNOWLEDGMENT

This research paper would not have been possible without the help and

supervision of several individuals who contributed and extended their valuable support in

the preparation and completion of this study. With enormous appreciation and

thankfulness, the researchers wish to acknowledge all those who made this study

successful.

Prof. Araceli S. Bustamante, Research Facilitator, for her continued advisory,

support, and supervision throughout the process of the research study;

Prof. Ferdinand V. Mendoza, for his guidance and unwavering support,

persistent advice, priceless insights and genuine patience to the researchers even during

times of short notice;

Vice President of Academic Affairs Dr. Vicente M. Castillo, Prof. Edgardo C.

Salazar and Prof. Ariel P. Tuazon, Panelists, for sharing their knowledge and skills in

improving this research study;

Prof. Rinalynn L. Borito, Language Editor, for rendering her services in the

proofreading and editing of this research;



Dr. Eriberto D. Tangcangco, Pastor E. Dacanay, Ms. Lariza V. Martin, Ms.

Lynn Haen and Mrs. Rose R. Mendoza, their validators, for sharing their time and

expertise in the validation of the research instrument;

Dr. Resurrecion S. Morales, Ph., D., the Chief of Training and Education

Division of New Bilibid Prison, and other NBP personnel, for their hospitality and for

their valuable support to the researchers, in all the activities, from conception to

completion of this research;

Ms. Tarah A. Navarro of Canossa School of Sta. Rosa, Statistician, in providing

the professional expertise in the statistics of this research;

Prof. Marilou Rimas Tayao, Dean-College of Arts and Sciences, whose support,

encouragement and guidance from the initial to the final stage enabled the researchers to

gain deeper understanding of their future profession;

The respondents, the selected inmates of Medium Security Compound of New

Bilibid Prison Muntinlupa City, for their trust and unselfishly spending their time

throughout the survey;

To all accommodating librarians and library personnel of Ateneo De Manila

University, and Pamantasan ng Cabuyao Library;



To all 4th

Year BS Psychology students Batch 2012-2013, and their friends, for

their moral support and words of encouragement;

To the Completo, Maron and Velasco families, for providing the researchers the

much needed financial and moral support, especially during the times of pressure and

hopelessness, our sincerest thanks for the prayers and for the encouragements;

And most important of all, to God Almighty, thank you very much for blessing

the researchers with strength and knowledge to overcome and successfully finish this

research study. Lord we offer this to you.

-The Researchers -



DEDICATION

The price of success is hard work, dedication, and determination that whether we win

or lose, we have applied the best of ourselves to the task at hand.

- Vince Lombardi

This research work is wholeheartedly dedicated to the following persons who served as

our inspirations and motivations:

To our beloved family and friends for their unconditional love, encouragement and

support which made this research possible.

To the Department of Psychology, College of Arts and Sciences, for all those wonderful

learning experiences and knowledge imparted.

Above all, to Almighty God for giving us the strength, knowledge and wisdom

for this study.

- Grace, Ivana, & Jennifer



Table of Contents

Certification and Approval Sheet ....................................................................................... i

Certificate of Originality .................................................................................................. .. ii

Certificate of Recommendation ........................................................................................ iii

Editors Certification ........................................................................................................ iv Statisticians Certificate ..................................................................................................... v Acknowledgment .............................................................................................................. vi

Dedication ......................................................................................................................... ix

Table of Contents ........................................................................................................... .... x

Abstract ............................................................................................................................ xii

Chapter I. THE PROBLEM AND ITS BACKGROUND

Introduction ........................................................................................................... 1

Background of the Study ....................................................................................... 3

Theoretical Framework ......................................................................................... 6

Conceptual Framework ........................................................................................ 10

Statement of the Problem ..................................................................................... 11

Research Hypothesis ............................................................................................ 12

Significance of the Study ..................................................................................... 12

Scope and Limitations of the Study ..................................................................... 14

Definition of Terms ..............................................................................................15

Chapter II. REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature ................................................................................................ 19

Local Literature .................................................................................................... 22

Foreign Studies .................................................................................................... 24

Local Studies ....................................................................................................... 27

Synthesis .............................................................................................................. 28

Chapter III.RESEARCH METHODOLOGY

Research Design ................................................................................................... 32

Research Locale ................................................................................................... 32

Population of the Study ........................................................................................ 33

Sampling Design .................................................................................................. 33

Data Gathering Tool ............................................................................................ 34

Validation of Instrument ...................................................................................... 36

Data Gathering Procedure .................................................................................... 36

Methods of Data Analysis .................................................................................... 38



Chapter IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table Presentation, Interpretation and Analysis .................................................. 40

Chapter V: SUMMARY, CONCLUSIONS& RECOMMENDATIONS

Summary of the Study ......................................................................................... 64

Summary of Findings ........................................................................................... 65

Conclusions .......................................................................................................... 66

Recommendations ................................................................................................ 67

BIBLIOGRAPHY........................................................................................................... 69

APPENDICES

Appendix A: Specific Recommendation ............................................................. 71

Appendix B: Letter of Approval ......................................................................... 98

Appendix C: Instrument ..................................................................................... 100

Appendix D: Curriculum Vitae .......................................................................... 105

LIST OF TABLES

Table

A Population of Selected Inmates Using Systematic Stratified Random Sampling 34

1 Self-efficacy of the Respondents in Terms of Thinking Processes ..................... 41 2 Self-efficacy of the Respondents in Terms of Motivational Processes ............... 43 3 Self-efficacy of the Respondents in Terms of Emotional Processes ................... 45 4 Self-efficacy of the Respondents in Terms of Selection Processes ..................... 48 5 Summary Table for the Level of Self-efficacy .................................................... 50

6 Acquisition of Knowledge and Skills of the Respondents in Termsof

Declarative Knowledge ........................................................................................ 53

7 Acquisition of Knowledge and Skills of the Respondents in Termsof

Knowledge Compilation ...................................................................................... 55

8 Acquisition of Knowledge and Skills of the Respondents in Terms of

Procedural Knowledge ......................................................................................... 57

9 Summary Table for the Level of Acquisition of Knowledge and Skills .............. 59

10 Test of Significant Relationship between Self-efficacy and Acquisition of

Knowledge and Skills among the Respondents ................................................... 61

LIST OF FIGURES

Figure 1 Conceptual Framework ............................................................................ 10



ABSTRACT

The impact of self-efficacy towards acquisition of knowledge and skills among

inmates of New Bilibid Prison, Muntinlupa City is the focus of this study. The

researchers used Systematic Stratified Random Sampling in the selection of 124

respondents. A self-made questionnaire was used by the researchers to determine the

level of self- efficacy of the respondents in terms of thinking, motivational, emotional,

and selection processes. On the other hand, acquisition of knowledge and skills was

measured in terms of declarative knowledge, knowledge compilation and procedural

knowledge. After the assessment test, the data were tabulated, analyzed, and interpreted.

Statistical treatments applied in the study include: Simple Mean to determine the level of

self-efficacy and acquisition of knowledge and skills among inmates in terms of the

abovementioned aspects; and Pearson r product moment correlation coefficient to

determine the degree of relationship between the variables. The average mean of self-

efficacy of the respondents is 4.29 which is interpreted as high. Likewise, the average

mean of acquisition of knowledge and skills of the respondents is 4.10 which is also

interpreted as high. The pearson r value of the variables is 0.678 which is greater than

the critical r-value of 0.178. The null hypothesis was then rejected and therefore, self-

efficacy has a significant relationship towards acquisition of knowledge and skills among

inmates of New Bilibid Prison, Muntinlupa City.



Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

A person can identify goals he wants to accomplish, situations he would like

change, and dreams he would like to achieve. Putting these plans into action may not be

that quite simple. Yet, no matter how difficult these may be, somehow people manage to

accomplish them. What could be the underlying reasons for such phenomena? What do

the modern psychologists offer as answers? Could it be that what they have been

proposing that an individual's self-efficacy could play a major role in realizing ones

goals, tasks, and challenges in life?

Prominent psychologist of our times, Albert Bandura has defined self-efficacy as

"a person's belief in his ability to succeed in specific situations (Wookfolk, 2009). An

individual's sense of self-efficacy can play a major role on how he approaches goals,

tasks, and challenges. Self-efficacy thus becomes the center of this social cognitive

theory which emphasizes the role of observational learning & social experience in the

development of personality.

Furthermore, it has been theorized by Bandura that people with strong sense of

self-efficacy seemingly appear to have the staying power to endure the obstacles and

setbacks that characterize difficult undertakings. They are those who believe that they can



perform well in a specific task and more likely to view difficult tasks as something to be

mastered rather than about with those people inside penitentiaries?

In penitentiaries abroad like those in the United States Federal Bureau of Prison,

and in Malaysia as well, self-efficacy is currently being experimented and tested as the

core theory behind drug and inmates rehabilitation program (Ibrahim et.al., 2011). For

instance, St. Jude Retreats, one of Americas Rehabilitation Centers, uses self-efficacy for

their rehabilitation program (Brown, n.d). This is primarily because good sense of self-

efficacy seems to promote human accomplishment and positive well-being even if the life

behind prison bars is strewn with difficulties. They are full of impediments, adversities,

setbacks, frustrations, and inequities. This situation renders them helpless, even hopeless,

and makes it almost an insurmountable challenge for them to realize their capabilities.

Inmates must have a robust sense of personal efficacy to sustain the perseverant effort

needed to survive behind prison. In pursuits replete with difficulties, they either forsake

the situation they were in, abort their efforts prematurely when difficulties arise or

become cynical about the prospects of effecting significant changes in their situation in

their lives. Whenever opportunities are made accessible to them, there lie those

possibilities that can change the way they perceive themselves and even change their life

perception. Opportunities, however, are not in themselves solution to their problem. What

they do with those opportunities becomes a measure of their capabilities (De Vera, 2005).



This research, however, aims to answer questions that may be opposed to what

most individuals think about imprisonment. It thus aims to determine if people who are in

difficult circumstances and socially cast out people behind bars such as the inmates of

New Bilibid Prison have self-efficacy or learned beliefs. And, do the NBP inmates have

the capacity to acquire new knowledge and skills in relation with Albert Bandura's

Theory of Self-efficacy?

These are some questions the researchers dare to answer in this study. The study

was conducted among Inmates of the Medium Security Compound of NBP. The

researchers derived great inspiration from the television documentary Patrol ng Pilipino

entitled "Paaralang De Rehas" (ABS-CBN, July 27, 2012). The said documentary film

featured the inmates studying and graduated inside the penitentiary. Thus, stirring deeply

the researchers interest on this study are the words of the reporter Ryan Chua in the said

documentary, to quote: "Bukod sa natututo, nagbabago pa ang pananaw sa buhay."

(Aside from learning, it causes a change in outlook in life).

Background of the Study

Banduras key contention on the role of self-efficacy in human functioning is that

peoples level of motivation, affective states, and actions are based more on what they

believe than what is objectively true (Pajares, 2008). For this reason, studies on self-

efficacy show how people behave can often be better predicted by the beliefs they hold

about their capabilities rather than by what they are actually capable of accomplishing.



The reason could be because these self-efficacy perceptions help determine what

individuals do with the knowledge and skills they have. This may help explain why

peoples behaviors are sometimes disjoined from their actual capabilities and why their

behavior may differ widely even when they have similar knowledge and skills. Could this

be true?

Belief and reality are seldom perfectly matched, and individuals are typically

guided by their beliefs when they engage to the world. As a consequence, peoples

accomplishments are generally better predicted by their self-efficacy beliefs than by their

previous attainments, knowledge, or skills. This has been further affirmed by Fitton

(2008), who asserted that no amount of confidence or self-appreciation can produce

success when knowledge and skills are absent.

Self-efficacy beliefs can enhance human accomplishment in many ways. They

influence the choices people make and the courses of action they pursue. Individuals tend

to select tasks and activities in which they feel competent and confident and avoid those

which they feel otherwise. Unless people believe that their actions will have the desired

outcome, they have little incentive to engage in those actions. And whatever factors that

influence behavior, they are rooted in the core belief that one has the capability to

accomplish that behavior. But, could it really be applicable or hold true among socially

cast out people such as the inmates of NBP?



This is one of the questions that stirred the interest of the researchers after

viewing numerous documentary films about the Philippines National Penitentiary. The

researchers find it necessary and worthwhile to contribute additional knowledge, data,

and insights to the society for a better understanding of the life behind prison bars. Thus,

hoping in its own little way, to enlighten the minds of the people and reduce the prejudice

towards inmates of New Bilibid Prison, Muntinlupa City.

The researchers also learned during their immersion at NBP that a component of

the NBP Rehabilitation system is the offering of training and education programs aimed

at helping the inmates acquire knowledge and skills that would be useful in their life once

they are released from the prison. This is accompanied by the strong beliefs that

educating the inmates will give them the right frame of mind to think of improving

themselves, that they are good person capable of doing and accomplishing good for

others and the society. Couple this with acquiring skills that could help them make a

living. These help them thus for a better integration in the society such that they would

not again commit any crime or offense that would send them back to jail.

Underlying the said program however is the essential transformation that could

happen when an inmate is given opportunity that what he believes he is still capable of

doing good at and hoping that there still lies a better future ahead out of prison life, are

recognized and supported by the institution to make it happen. It is in these dynamics that



behavioral transformation in particular and prison rehabilitation and correction in general

operate and materialized.

Thus, in the interest of social psychology, the researchers upon learning of self-

efficacy being the core principle of NBPs rehabilitation program find it worthwhile to

study if there is a causal relationship between the inmates learned beliefs in their

capabilities and the reason for them to acquire different knowledge and skills.

Theoretical Framework

This research study was anchored and supported mainly by the following two (2)

theories: Banduras Theory of Self-efficacy and Andersons Adaptive Character of

Thought (ACT) Theory. Such theories served as the theoretical foundations concerning

self-efficacy and acquisition of knowledge and skills which are the two main variables of

this study.

Bandura also defined self-efficacy as "people's judgments of their capabilities to

organize and execute courses of action required to attain designated types of

performances" (Santrock, 2008). He argued that of all the thoughts that affect human

functioning, self-efficacy beliefs provide the foundation for human motivation, well-

being, and personal accomplishment and this serves as the core of social cognitive theory.

This is because unless people believe that their actions can produce the outcomes they

desire, they have little incentive to act or to persevere in the face of difficulties. Much

empirical evidences now support Bandura's contention that self-efficacy beliefs touch



virtually every aspect of people's lives - whether they think productively, self-

debilitating, pessimistically or optimistically; how well they motivate themselves and

persevere in the face of adversities; their vulnerability to stress and depression, and the

life choices they make.

Furthermore, as Bandura asserted, self-efficacy determines how people feel, think,

motivate themselves and behave. Such beliefs produce these diverse effects through four

major processes. They include cognitive, motivational, affective and selection processes

(Ormrod, 2008).

Cognitive Processes is the thinking processes involved in the acquisition,

organization and use of information. It takes a variety of form. Much human behavior,

being purposive, is regulated by forethought embodying valued goals. Personal goal

setting is influenced by self-appraisal of capabilities. Those who have a high sense of

efficacy visualize scenarios that provide positive guides and supports for performances

while those who doubt their efficacy, visualize failure scenarios and dwell on many

things that can go wrong.

Motivational Processes is the activation to action. Level of motivation is reflected

in choice of courses of action, and in the intensity and persistence of effort. People who

regard themselves as highly efficacious attribute their failures to insufficient efforts and

those regard themselves as inefficacious attribute their failures to low ability.



Affective Processes is the processes regulating emotional states and the processes

of elicitation of emotional reactions. It is the peoples belief in their coping abilities.

Those people who believe that they can exercise control over threats do not conjure up

disturbing thought patterns. But those who believe they cannot manage threats experience

high anxiety arousal. They usually dwell on their coping deficiency. They even magnify

the severity of possible threats and worry about things that rarely happen.

Lastly, Selection Processes is the processes influencing the types of activities and

environments people choose to get into. People with low sense of self-efficacy avoid

activities and situations they believe that exceed their capabilities. But people with high

sense of self-efficacy readily undertake challenging activities and select situations they

judge themselves as capable of handling.

On the other hand, Altmann (2011) cited a 1982 study of Anderson which

sketches a quantitative formulation of Fitts and Posners Stage Theory of skill

acquisition. In his model of Adaptive Character of Thought (ACT), learning occurs in

three stages: 1) declarative knowledge, 2) knowledge compilation, and 3) procedural

knowledge.

In Stage 1, the declarative knowledge, the learner produces a crude approximation

of the skill by using general-purpose problem solving strategies to interpret facts about

the skill. Performance is slow, error prone, and working memory load is high because

facts about the skill (e.g., the correct sequence of movements) must be actively rehearsed.



Stage 2 is characterized by speedup, more seamless performance, and dropout of

verbal mediation. As Anderson explained, during this phase, declarative facts about the

skill are converted into procedural knowledge through knowledge compilation (as cited

in Anderson, 2009). Two mechanisms underlie knowledge compilation: composition and

proceduralization. Composition collapses successive productions into single productions,

and produces speedup and more seamless performance. The extent to which composition

can occur is determined by the capacity of working memory because the conditions

specified in a production must be represented in working memory. Through

proceduralization, declarative facts are instantiated in productions, thereby eliminating

the need to represent declarative information in working memory. Proceduralization is

responsible for the dropout of verbal mediation.

In the final stage, procedural knowledge, the search of alternate solution paths

becomes more selective. It is a collection of productions, or if-then statements that

specify a cognitive condition and an action that will be performed if that condition is met.

Generalization, discrimination, and strengthening are the three learning mechanisms

responsible for procedural knowledge (Anderson, 2008).

The above theoretical conceptions were the bases of the aspects of the variables to

be measured in this study. Hence, the aspects are not just an afterthought of the

researchers but verily widely accepted terms that helped define and measure the levels of

self-efficacy and acquisition of knowledge and skills of the respondents.



Conceptual Framework

The figure below illustrates the conceptual framework of the study in an attempt

to provide a brief and simple illustration of how the study was conducted on the basis of

the Input from the targeted participants; the Processes involved in the study; and, the

Output of this research work.

INPUT PROCESS OUTPUT

Figure 1. Conceptual Paradigm of the Impact of Self-efficacy towards Acquisition of

Knowledge and Skills among Inmates of New Bilibid Prison, Muntinlupa

Degree of

Relationship

between Self-

efficacy and

Acquisition of

Knowledge and

Skills

Enhancement

Program

Data Analysis

Collection and

Organization of Data

through Self-Made

Questionnaire

measuring Self-

Efficacy and

Acquisition of

Knowledge and Skills

Inmates enrolled in

the Educational

Program of Medium

Security Compound of

New Bilibid Prison,

Muntinlupa City

Self-Efficacy

*Thinking Processes * Motivational Processes

* Emotional Processes

* Selection Processes

Acquisition of

Knowledge and

Skills

* Declarative Knowledge * Knowledge Compilation

* Procedural Knowledge

FEEDBACK



The input was the data gathered from the respondents composed of selected

inmates of New Bilibid Prison, Muntinlupa City. The process of data collection involved

was using a self-made questionnaire to measure inmates level of self-efficacy and

acquisition of knowledge and skills. It was then analyzed through the use of different

appropriate statistical tools. The output was the degree of relationship between self-

efficacy and acquisition of knowledge and skills. From the generated results and through

statistical inferences, the researchers were able to derive the significant findings,

conclusions, practical contribution, and recommendation for readers and future

researchers.

Statement of the Problem

This study aimed to find out the degree of relationship between self-efficacy and

acquisition of knowledge and skills among inmates of NBP. To achieve this objective, the

following questions were formulated.

1.0 What is the level of self-efficacy of the NBP inmates in terms of:

1.1 thinking process aspect;

1.2 motivational process aspect;

1.3 emotional process aspect; and

1.4 selection process aspect?



2.0 What is the level of acquisition of knowledge and skills among NBP inmates in terms

of:

2.1 declarative knowledge;

2.2 knowledge compilation; and

2.3 procedural knowledge?

3.0 Is there any significant relationship between self-efficacy and acquisition of

knowledge and skills among NBP inmates?

Research Hypothesis

Ho. There is no significant relationship between self-efficacy and acquisition of

knowledge and skills among inmates of New Bilibid Prison, Muntinlupa City.

Significance of the Study

This study entitled The Impact of Self-efficacy towards Acquisition of

Knowledge and Skills among Inmates of New Bilibid Prison, Muntinlupa City aims to

bring benefits specifically to the following:

To the Inmates. As the main beneficiaries, this study hopes to help them by

providing additional insights and information regarding self-efficacy and how it could

affect their acquisition of knowledge and skills in the formal education or courses they

are taking inside New Bilibid Prison. Likewise, it also aims to help reduce misconception

and prejudice towards them.



To the NBP Authorities. They are the one responsible for the task of

rehabilitation treatment of the NBP inmates. The results of the study may give

constructive inputs to them for the improvement of the existing rehabilitation program for

inmates with self-efficacy theory in its core.

To the Government. The findings this study yields hopes to help the government

to recognize and understand the needs of one of the marginalized sector of the society

specifically the inmates of NBP and thus continue to further support and uphold effective

rehabilitation programs of NBP; promote and duplicate them in other regional

penitentiaries.

To the Society. This study aims to provide them a glimpse of the world of

inmates inside NBP so as to better understand and broaden the acceptance of reformed

inmates that is going back to the folds of society.

To the Community within NBP. This study hopes to benefit the community

within NBP by increasing their appreciation of the rehabilitation program present in their

locale.

To the Academe. This study hopes to bring challenge to the academic institutions

on the significant role of education in the reformation of offenders and how they could

help support the educational programs of the national and regional penitentiaries.



To the Students. This study hopes to give them insight on the importance of self-

efficacy in accomplishing ones goals as well as serving as additional reference to study

the theory of Bandura in a localized setting.

To the future Researchers. This study hopes to be of great help as a background,

source of information, and a basis for conducting another research.

Scope and Limitation of the Study

This research was limited to the aspects of the variables of the study. It was

conducted to determine the degree of relationship between self-efficacy and acquisition

of knowledge and skills among inmates of New Bilibid Prison, Muntinlupa City.

The respondents of the study were selected inmates currently enrolled in the

educational program of NBP Medium Security Compound. Enrollees from all levels and

educational courses were chosen as the target population of the study except for the

inmates enrolled in Alternative Learning System due to informal mode of teaching and

irregularity of schedule.

As of this date, there are about 6,000 inmates in Camp Sampaguita. Based on

NBP records, out of this general population, there are 755 inmates who are currently

enrolled in the educational program which is the target population of the research. The

accessible population however is 619 inmates only after excluding 136 inmates enrolled

in Alternative Learning System (ALS). Inmates enrolled under ALS have been



considered inaccessible for research due to its informal mode of teaching and irregularity

of schedule or programs (modular).However, the actual sample of the study was 124

inmates or 20% of the target population.

Selected inmates were given self-made questionnaire designed to measure their

self-efficacy and acquisition of knowledge and skills. Such self-made questionnaire was

used in the study to measure the aspects of the variables involve in this research namely:

thinking, motivational, emotional, and selection processes for self-efficacy; and

declarative, knowledge compilation, and procedural knowledge for acquisition of

knowledge and skills. Such aspects were adapted from Banduras Theory of Self-efficacy

and Andersons Adaptive Character of Thought Theory. The computed results of the

scores were used to determine the degree of relationship between variables.

This study was conducted for the school year 2012 2013. Such timeframe was

enough to conduct this research and to arrive at conclusions and recommendations within

or before the end of the said school year.

Definition of Terms

The following terms are conceptually and operationally defined as used and

treated in this study.

Acquisition of knowledge and skills. It pertains generally to the act or action of

acquiring new information and abilities. Specifically, it refers to that goal of



inmates to acquire new knowledge and skills by enrolling themselves in

educational program of NBP. In this study, stages of acquisition of knowledge

and skills include declarative knowledge, knowledge compilation, and procedural

knowledge.

Declarative Knowledge. According to Anderson, it is a crude approximation of the skill

by using general-purpose problem solving strategies to interpret facts about the

skill. In this stage, an individual can only put into words the knowledge and skills

that has been acquired.

Educational Program. It is a program for providing education which is primarily

concerned not only to eradicate illiteracy but also to enhance the immediate

rehabilitation of inmates towards an integrated learning experience that may be

useful upon their release to the free society as based in the Bureau of Correction

Manual.

Emotional Processes. As stated by Albert Bandura, it is the processes regulating

emotional states and elicitation of emotional reactions. It refers to peoples coping

abilities in a certain situation.

Inmates. It is a person confined or kept in an institution such as in a prison or

penitentiary as defined in the Websters New Universal Dictionary and Thesaurus.



Knowledge Compilation. Anderson defined this stage as the conversion of declarative

knowledge into procedural knowledge. It is producing an output by following a

step-by-step procedure.

Motivational Processes. In this study, it refers to activation to action. It is reflected in

choice of courses of action, and in the intensity and persistence of effort.

New Bilibid Prison. It refers to a public institution in which offenders against the law are

confined for detention or for punishments, discipline, and reformation and in

which they are generally compelled to serve their prison term; a prison in which

convicts are held for commission of major crimes. It is the location of the target

area of this study.

Procedural Knowledge. In this study, it refers to the notion of the self as fully capable of

producing an output based on what has been learned. It is the final phase after

declarative knowledge and knowledge compilation has been accomplished.

Selection Processes. As defined by Albert Bandura, it is the processes influencing the

types of activities and environments people choose to get into. It enables people to

create beneficial environments and to exercise some control over those they

encounter day in and day out.

Self-efficacy. It is defined by Albert Bandura and referred to in this study as the belief in

one's capabilities to organize and execute the courses of action required to manage



prospective situation. It will be measured through four aspects namely: thinking

processes, motivational processes, emotional processes, and selection processes.

Thinking Processes. Bandura defined thinking processes as the acquisition, organization

and use of information. It enables people to predict events and to develop ways to

control those events that affect their lives.



Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents review of related literature and studies of foreign and local

concepts taken from books, journals, magazines, unpublished thesis works and internet

sources. These provide the researchers a better insight in the development of the study.

Foreign Literature

Albert Banduras Self-Efficacy Theory first appeared in 1982 in his book Self-

Efficacy: Mechanism in Human Agency. It was in this study that he presented and

defined it as the perceived beliefs about ones capabilities that contribute significantly to

human motivation and attainment of goals (Ormrod, 2008). He also postulated that self-

efficacy affect human functioning through four major processes which is the cognitive,

affective, motivational, and selection processes.

Indeed, could a strong sense of self-efficacy be socially valued pursuits in

conducive to human attainment and well-being which brings the individual to acquire

knowledge and skills? In this case, Bandura stated upon that self-efficacy beliefs do not

simply develop from incantations of capability or by simply verbally expressing that a

person can do things. Instead, it has been said by Bandura that they are but the products

of a complex process of self-persuasion that rely in the cognitive processing of four



diverse sources of efficacy formation. Thus, it could be said then that self-efficacy can

predict their subsequent capability to perform certain tasks or succeed in given activities.

From there on, it was then hypothesized that self-efficacy develops either

inactively (mastery experiences), vicariously (vicarious experience), persuasively (social

persuasion), and affectively (physiological state). And further studies even claimed that it

could also be considered that as part of human thought process, higher goals raised the

level of performance attainment for different tasks (Reese, 2009). Similarly, some

researchers even went further into explaining this phenomenon by way

of symbolic structure of acquisition of knowledge and skills is a production system and

the subsymbolic structure is represented by a set of massively parallel. The subsymbolic

equations control many of the symbolic processes that include the cognition processes

(Pratte, 2008).

Thus, in effect, as mentioned in recent research on self-efficacy, it is said that

people can affect change in themselves and their situation through their own efforts since

judgments and actions are partly self-determined. Once an individual has passed through

the action stage of personal change, long-term maintenance becomes the challenge (Child

et.al., 2010).Nevertheless, given that learning is associated to different changes to

external cues, actions are an essential component of interactive skills. Different results

suggest that existing models of skill acquisition may need to be extended to include some



forms of reinforcement learning that does not require the gradual declarative-to-

procedural progression.

Furthermore it also shows that self-efficacy is a universal construct applicable to

different cultures, that cross-cultural studies were conducted across 25 countries. One of

this study was made by Scherbaum in 2008 widened the scope of specific self-efficacy

usually being measured on particular tasks. These social cognitive constructs linked to

General Self-Efficacy were goal intentions, implantation, intentions, outcome

expectancies, self-regulation, and domain specific self-efficacy. Other variables tested

also supported previous studies, such as high positive affect, low negative affect, more

life satisfaction as well as motivation to acquire new knowledge and skills.

Although much of related literature supported the relationship of self-efficacy and

performance, there were contradictory findings on the bi-directionality of the

relationship. Since individuals self-efficacy judgments about their abilities are in

reference to a specific task or goal, having a high self-efficacy in a specific area or

domain does not necessarily mean that the person would have high self-efficacy in a

different domain (Ronning, 2009).

Close examinations on the implications of Social Cognitive Theory shows

findings that performance was positively related to subsequent self-efficacy. Yet, the

opposite was not supported (Richard, 2008). Thus, self-efficacy led to increase in

performance and vice-versa. This reinforcing nature of self-efficacy on performance



explained that people having high self-efficacy on performance could be the reason why

people with high self-efficacy choose to undergo more work challenges, persevere more

in their decisions and thus, achieve more. Likewise, performance also influenced self-

efficacy beliefs that with more performance accomplishments individuals gained

confidence in their capabilities, thereby also increasing self-efficacy (Blackstone, 2010).

Local Literature

According to Capara (2008), self-regulated learning efficacy raises academic,

goals and aspirations, personal standards for the quality of work considered to be

acceptable, and beliefs in ones capabilities for academic achievement after one control

for instructional level, prior to academic performance and relevant aptitude. In general

experiences, success build robust self-efficacy beliefs whereas failures undermine them

especially if these failures happen before a sense of self-efficacy is firmly established.

Success however, should be qualified. To a large extent, self-efficacy is said to depend on

how struggling learners interpret success and the degree to which they take credit for it.

Consistent with motivational models, it was examined by the predictive

relationships of self-efficacy, task value and achievement of final grades. The discussion

was focused on those circumstances that are related to help-seeking behavior by

highlighting the important role that self-efficacy plays in students academic help-seeking

behavior, task value and achievement (Villavicencio, 2011). The concept of skill

development and task achievement, suggests that the combination requires a transition



from multitasking to cognitive processes concurrency. In the study, the procedure

demonstrates that as notes are being read on the staff, motor movements are planned and

executed, while the reading process is progressing beyond what is currently played. Thus,

concluding that sight-reading efficiency demands the coordination of psycho-motor

speed, early acquired expertise, mental speed, and the ability for auditory imagery

(Reyes, 2008).

Additionally, having a strong sense of self-efficacy remain an individual to be

task oriented in the face of pressing situational demands, failures and setbacks that have

significant personal and social repercussions. Once established, enhanced self-efficacy

tends to generalize other situations, in activities that are similar to those in which self-

efficacy was enhanced (Duval, 2009).

The interactive skill acquisition, utilization of external cues can be learned by

reinforcement learning that occurs in parallel to the slow declarative-to-procedural

process. In fact, some studies show that the acquisition of interactive skills involving

actions that are cued by external information is possible even with a demanding

secondary task without concurrent awareness of the information. It is therefore possible

that the reinforcement learning process that we identified reflects a primitive form of

learning that is sufficient to learn the associations between external cues and actions

without verbal mediation (Logan, 2011).



Similarly, Silvia (2011) asserts that the same level of performance success may

raise, leave unaffected, or lower perceived self-efficacy depending on how various

personal and situational contributions are interpreted and weighted. This means providing

a true civic main course, made up of values, knowledge, practices and behaviors can

increase self-efficacy. The purpose is to encourage the effective and constructive

participation in social activities.

Likewise, fundamentally, the placement of Skill Acquisition for self-reliant leads

to sound productivity in the society and that note, skills are appropriate towards the

contribution and development of both individual and the nation at large. These include

attitude of government, acquisition process, infrastructure and equipment and student

interest (Peace, 2009).

Foreign Studies

Since Bandura first introduced the construct of self-efficacy in 1982, researchers

have been very successful in demonstrating that individuals' self-efficacy beliefs

powerfully influence their attainments in diverse fields. In his 1997 book, Self-Efficacy:

The Exercise of Control, Bandura set forth the tenets of his theory of self-efficacy and its

applications to fields as diverse as life-course development, education, health,

psychopathology, athletics, business, and international affairs. In addition, Bandura

reviewed a vast body of research on each of these aspects of agency in diverse

applications of the theory. A search for the term "self-efficacy" in most academic



databases reveals that, by the year 2000, over 2500 articles had been written on this

important psychological construct.

Some researches focused on measuring a generalized self-efficacy aimed at

assessing self-efficacy for purposes of therapeutic evaluation and correlation to self-

concept and self-esteem. Others have maintained that measures of self-efficacy should

either be domain-specific or task-specific. These studies contained that globalized scores

tend to decontextualized the self-efficacy behavior correspondence and transform self-

efficacy into a generalized personality trait rather than a context-specific judgments

(Hoavar, 2009).

According to the studies of Lock, Lee, and Bobko (2011) the powerful effect on

goal level, goal commitment, and task performance, even when ability and past

performance were controlled for are going to execute courses of actions. And thorough

important factor in skill acquisition process is exposed to practical situations where the

skills are displayed. In such case, the individual might face challenges. Challenges

concretize the efforts to acquire theoretical and practical skills. Challenges bring about

rapid development. Rapid development should be based on purposeful plans rather than

chance. Only the plans, which lead to rapid acquisition of relevant skills, bring about

rapid development (Ali et al., 2009).

Societies posed with challenges develop rapidly because it clears the way for the

learning eyes and hands with the desire and urge to success, to perform beyond the



obvious limits which the assistance they receive dictates. So, once an individual has

developed basic modem skills, the wheel would have been set rolling to achieve a

minimum standard of living. It is important to be mindful of the general level of different

skills in an economy so as to achieve a balanced development and high productivity in

skill acquisition. To achieve skill acquisition, there is need to monitor all areas to ensure

that effective linkages exist between attempts to develop theory and practical skills at

various levels (Luing, 2008).

Although research results were mixed on the exact predictive relationship of self-

efficacy and performance, majority of studies support that self-efficacy is both

consequence of past performance as well as determinant of future performance. There are

at least two directions for developing the experimental methodology performance of an

individual.

Some recent studies also presented changes in psychological and socio cultural

intercultural adjustment which examined data collected over time. Two additional

constructs, intercultural adjustment self-efficacy beliefs and self-awareness, also were

studied for their change over the course of a sojourn. Intercultural adjustment self-

efficacy beliefs also were examined for their temporal precedence over intercultural

adjustment. Moreover, intercultural adjustment self-efficacy was tested as a possible

moderator in the relationship between self-awareness and adjustment (Brenner, 2011).



Thus creating a positive self-achievement individual can locate a successfully

domains like learning and memory, problem solving and decision making, language and

communication, perception and attention, cognitive development, or individual

differences. Besides, individual who proactively seek help will increase their acquisition

of knowledge. However, individual autonomy, reputation of the help-giver, and gender

will moderate entrepreneurs to proactively seek help (Pigot, 2011).

Local Studies

Self-efficacy is the extent to which a persons belief that he or she he perform

behaviors that are necessary to bring about a desired outcome. It determines our choices

of activities, our intensity of effort and our persistence in the face of obstacles and

unpleasant experiences, in part by reducing the anxiety that might interfere with engaging

in the activity.

In general, experiences of success build robust self-efficacy beliefs, whereas

failures undermine them especially if these failures happen before a sense of efficacy is

firmly established. Success however should be qualified. To large extent, self-efficacy

depends on how struggling learners interpret success and the degree to which they take

credit for it (Holahan, 2010).

Self-efficacy and self-concept are two mechanisms or personal agencies that

influence adaptive outcomes such as the academic performance. Self-efficacy

demonstrated predictive utility in terms of test performance. In general, to indicate that



indeed, in academic situations, even among diverse groups, there exists a fusion of

confidence and competence (Dela Rosa, 2010).

Self-regulation, self-efficacy and metacognition can predict achievement goal

orientations. These studies contend that globalized self-efficacy scores tend to correspond

to various issue whether measures of self-efficacy that it should be general or specific,

owing to the fact that Banduras theory implies the self-efficacy expectations vary to

peoples experiences (Magno, 2008).

Mastery of goal is significantly related to all self-regulation subscales and self-

efficacy. The contribution of self-efficacy on performance orientation is significantly

moderated by different individuals. Self-efficacy and self-regulation strategies such as

self-consequencing, organizing, and environmental structuring are important

characteristics of mastery-oriented students (Andaya, 2009).

Synthesis

The related literatures and studies cited in this study reflects the different effects,

impacts, and results regarding the self-efficacy towards acquiring knowledge and skills.

Self-efficacy has generated research in areas as diverse as medicine, athletics, media

studies, business, social and political change, psychology, psychiatry, and education. In

psychology, it has been the focus of studies on clinical problems such as phobias,

depression, social skills, assertiveness, smoking behavior, and moral development. Self-



efficacy has been especially prominent in studies of educational constructs such as

academic achievement, attributions of success and failure, goal setting, social

comparisons, memory, problem solving, career development, and teaching and teacher

education. In general, researchers have established that self-efficacy beliefs and behavior

changes and outcomes are highly correlated and that self-efficacy is an excellent

predictor of behavior. The depth of this support prompted some researchers to conclude

that, particularly in psychology and education, self-efficacy has proven to be a more

consistent predictor of behavioral outcomes than have any other motivational constructs.

Clearly, it is not simply a matter of how capable one is, but of how capable one believes

oneself to be.

The contribution of self-efficacy on performance is significantly shown by Resse

(2009), Reyes & Bayan (2008), Pratte (2008), Villavicencio (2011), and Child & Fujioka

(2010) in which they explain the concept of skill development with motivational models

is being predictive to relationship of self-efficacy. Through external actions wherein

interactive skills are being developed, setting higher goals might raise the level of

performance attainment for different tasks. At the same time Logan (2011), Ali et al.

(2009), Luing (2008), Pigot (2011), Peace (2009), and Marder (2009), demonstrate that

the external cues can be learned by reinforcing self-efficacy. Fundamentally, placement

of this skills lead to sound productivity in the society towards the contribution and

development of both individual and nation at large.



Similarly, studies of Omrod (2008), Capara (2008), Hoavar (2009), Brenner

(2011), Holahan (2010), Scherbaum (2008) and Magno (2008) also show that self-

efficacy is the perceived belief of ones capabilities that an individual is necessary to

perform or bring about a desired outcome, thus concerning to individuals performance.

In connection with this, self-awareness, intercultural adjustment self-efficacy beliefs,

self-regulation and metacognition contend that, localized self-efficacy scores tend to

correspond to various issue whether measures of self-efficacy is general or specific.

Furthermore, Richard (2008), Blackstone (2010), Duval (2009), dela Rosa (2010),

Andaya (2009), Lock et al. (2011), and Silvia (2011) relatively explain that self-efficacy

led to increase in performance especially engaging to strong sense of self-efficacy. And

having this, it can remain individual task oriented in the face of setbacks that it may raise

academic goals, aspirations and personal standards for the quality of work considered to

be acceptable.

On the contrary, Ronning (2009) contradicts the findings of self-efficacy through

acquiring knowledge and skills. He explains that having a high self-efficacy in a specific

area or domain does not necessarily mean that the person would have high self-efficacy

in a different domain.

For more than two decades, the tenets of the self-efficacy, component of social

cognitive theory have been widely tested in varied disciplines and setting. And through

the above literatures, it helps the researchers to give a clearer and broader understanding



about the two variables. It also introduces the thoughts that self-efficacy can lead to

perform a task which is similar to the acquisition of knowledge and skills.

In the Philippines, study of Self-efficacy has always been focused in a classroom

setting. But in other countries, it has already been tested not only in a classroom setting

but particularly, with inmates rehabilitation program. Since self-efficacy has already

been in existence with the studies in other countries rehabilitation program, the

researchers believed that it is also worth to be tested in a localized setting.

It has also been found out that there is a gap between findings of studies of self-

efficacy. This made the researchers even more interesting with the topic while seeing the

need for further study. This study aim to find out if self-efficacy is correlated with

inmates acquisition of knowledge and skills.



Chapter III

RESEARCH METHODOLOGY

This chapter presents the discussion of the method, approach, and specific

research design that the researchers employ in this study. Respondents of the study were

also discussed here as well as the instrument and data analysis used by the researchers.

Research Design

Descriptive Correlational design was used in this study. Included in this design

are conducting interviews and giving series of questionnaires to the respondents. The

researchers used such design in order to describe and determine the levels and

consequently the degree of relationship between self-efficacy and acquisition of

knowledge and skills among NBP inmates.

Research Locale

This study was conducted at the National Bureau of Penitentiary, also known as

New Bilibid Prison (NBP). It is one of the countrys main and largest penitentiaries

managed by the Bureau of Corrections (BuCor). Established in 1941, the countrys

national penitentiary is located in a 624 hectare government reservation land along Brgy.

Poblacion, Muntinlupa City. It is approximately 30kilometers away from Cabuyao City,

Laguna.



The NBP compound incarcerates prisoners in three (3) highly contained

compounds namely: Minimum Security Compound, Medium Security Compound, and

Maximum Security Compound. It was in the Medium Security Compound or more

commonly known as Camp Sampaguita that the researchers specifically conduct its study

and select its target participants.

Population of the Study

The actual sample of the study was 124inmates or 20% of the target population.

However, since sequential approach was employed during the administration of the

questionnaire in regards of the acquisition of knowledge and skills, only 119 inmates was

left as the actual number of respondents. Four (4) respondents failed during the first stage

of acquisition of knowledge and skills and one (1) respondent failed with the second

stage.

Sampling Design

The researchers used Systematic Stratified Random Sampling in the selection of

the participants. Such technique was used since subgroups of the population vary

dramatically in size in the accessible population. After using such technique, the number

of participants from each subgroup was represented equally based on their proportionate

ratio in the population. The table below illustrates the population of the study and the

technique used in the selection of the number of participants from each level.



Table A

Population of Selected Inmates Using Systematic Stratified Random Sampling

Level Population

(N)

Percentage

%

No. of

Participants

from the

Population

(n) College (UPHSD) 178 28.76 36 High School (MNHS) 207 33.44 41 Elementary (IESA) 68 10.99 14

Vocational Courses Consumer Electronic Course (CEC) 13 2.10 3

Auto Diesel Mechanic Course (ADMC) 13 2.10 3 Practical Electricity Course (PEC) 15 2.42 3

Refrigeration Air-conditioning Course (RAC) 13 2.10 3 Tailoring & Haberdushery Course (THC) 12 1.93 2

Shoemaking & Leather Craft Course (SMLC) 12 1.93 2 General Building Construction Course (GBC) 17 2.75 3

Furniture & Cabinet Making Course (FCMC) 17 2.75 3

Figurine Making/Lamination Course (FMLC) 13 2.10 3 School of Fine Arts (SOFA) 41 6.62 8

TOTAL 619 100% 124

Data Gathering Tool

The researchers utilized a self-made questionnaire for the collection of data. Items

in the questionnaires used for data gathering consisted of statements designed and

developed to measure the participants self-efficacy and acquisition of knowledge and

skills in terms of the aspects specified earlier in the research problem. Schwarsers

Generalized Self-efficacy Scale which was initially established in 1979, Banduras

Teacher Self-efficacy Scale developed and used in 1999, and Umay Information Literacy



Self-efficacy Scale made in 2006, were used as a guide for the researchers in the

formulation, construction and development of questionnaire.

The questionnaire was made to measure the respondents level of self-efficacy in

terms of thinking, motivational, emotional, and selection processes. On the other hand,

acquisition of knowledge and skills was measured in terms of declarative, knowledge

compilation, and procedural knowledge.

The researchers used a 5 Point Likert Type Rating Scale in the Questionnaire

where:

Description of Scale Assigned Number

Strongly Agree 5

Agree 4

Neither Agree nor Disagree 3

Disagree 2

Strongly Disagree 1

The following rating scale was used to serve as reference for the verbal

interpretation of the computed weighted mean of the variables:



Range of Scale Interpretation

4.50 5.00 - Very High

3.50 4.49 - High

2.50 3.49 - Average

1.50 2.49 - Low

1.00 1.49 - Very Low

Validation of Instrument

The constructed questionnaire had undergone validation of five (5) professionals

composed by professionals in the field of psychology, research, statistics and language

editing. The researchers also tested its reliability through item analysis wherein

questionnaires are pre-tested and results were analyzed through one of the Split-half

method namely U-L Index Method.

Data Gathering Procedure

To gather information necessary for this study, the researchers accessed a vast

collection of books, journals, articles, theses, and other pertinent informative materials

from Ateneo De Manilas Old and New Rizal Library and NBP Medium Security

Compound Library. Aside from the said institutions, the researchers also utilized the

library of Pamantasan ng Cabuyao to look for additional information about the variables



of the study. The researchers also searched on the World Wide Web for more information

relevant to the research.

After gathering pertinent information for the study, the researchers submitted a

letter to the NBP authorities soliciting the approval and institutional cooperation for the

research activities as early as July 2012.Approval was given and the researchers were

endorsed and accommodated by the Education and Training Division of the NBP

Medium Security Compound under Dr. Resureccion Morales, Ph.D. Access to valuable

data needed for research like the population of students enrolled in the educational

program, courses offered, time to conduct interviews and administer questionnaire to

respondents and other research activities were accorded to the researchers. Prior to the

research proper however, the researchers assessed the risk and benefit of conducting the

research in the said site before they immersed or spend reasonable time at NBP and with

the respondents-inmates.

For this study, data were gathered through the use of interview guide approach

and self-made questionnaire. Open-ended information was gathered by the researchers

through interviews and observation with the participants. Other personnel in the research

locale were also interviewed. It was exploratory and was used to gain a deeper

understanding of the variables the researchers study.

On the other hand, closed-ended information regarding inmates level of self-

efficacy and level of inmates acquisition of knowledge and skills was collected through



the use of self-made questionnaire. Sequential approach was employed during the

administration of questionnaire in measuring the respondents acquisition of knowledge

and skills. Its results were then analyzed to determine the degree of relationship between

variables and to produce findings and conclusions of the hypothesis tested in this study.

Methods of Data Analysis

The following statistical tools were used in analysis of the data gathered.

To determine the level of self-efficacy and acquisition of knowledge and skills

among inmates, the formula used were Simple Mean. This formula got the average

responses of the participants in terms of the aspects of variables used by the researchers.

Formula: w

where: Xw = weighted mean

fx = the summation of frequency

n = total number of population

On the other hand, Pearson r product moment correlation coefficient was used to

determine the degree of relationship between self-efficacy and acquisition of knowledge

and skills among NBP inmates.



Formula:

where: N = total number of population

x = summation of X or variable X

y = summation of Y or variable Y

xy = summation of X and Y or variable X and Y

x2 = summation of squared variable X

y2 = summation of squared variable Y

Interpretations for computed correlation coefficient are the following:

Coefficient of Correlation Interpretation

1.00 Perfect Correlation

0.81- 0.99 Very High Correlation

0.61- 0.80 Substantial Correlation

0.41 - 0.60 Moderate Correlation

0.21 - 0.40 Low Correlation

0.01 - 0.20 Negligible Correlation

Decision Rule: When the computed r-value is less than the critical r-value at 0.05 level

of significance taken from the Table of Critical Values of Students Statistics, accept the

null hypothesis. Otherwise, reject the null hypothesis.



Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data analysis and interpretation of the results gathered in

the study reflecting the level of self-efficacy and acquisition of knowledge and skills

among the respondents. Also, the relationship of the variables among the inmates of New

Bilibid Prison, Muntinlupa City is also discussed here.

1. Level of Self-efficacy of the Respondents

The first main concern of the study is to determine the level of self-efficacy of the

respondents in terms of the following:

1.1 thinking process aspect,

1.2 motivational process aspect;

1.3 emotional process aspect, and

1.4 selection process aspect.

A survey was conducted by the researchers for this purpose. The

respondents were given a self-made questionnaire designed to measure their self-

efficacy in terms of the aspects stated above. The complete data gathered through

the said questionnaire are shown in the following tables:



Table 1

Self-efficacy of Inmates in New Bilibid Prison, Muntinlupa City

in Terms of Thinking Process Aspect

Indicator Assigned Number

Mean Verbal

5 4 3 2 1 Interpretation 15. Kaya kong alamin kung anu-ano

ang aking mga potensyal.

(I am capable of knowing or

discerning my potentials.)

34 52 31 2 0 3.99 High

6. Kaya kong gawin ang ibat-ibang bagay ayon sa aking abilidad.

(I can do different things

appropriate to my own abilities.)

50 45 19 4 1 4.17 High

18. Kaya kong gampanan ang

mahihirap na gawain.

(I can perform difficult task.)

31 48 35 3 2 3.87 High

19. Kaya kong mapagtagumpayan ang

aking mga plano sa buhay.

(I can successfully accomplish my

goals in life.)

56 39 23 1 0 4.26 High

9. Alam ko na kaya kong gumawa ng

mga bagay na kapaki-pakinabang. (I know that I can accomplish things

that are worthy and useful.)

75 38 6 0 0 4.58 Very High

Average Mean 4.17 High

Legend:


4.50 5.00 - Very High 3.50 4.49 - High 2.50 3.49 - Average 1.50 2.49 - Low 1.00 1.49 - Very Low

Table 1 describes the level of inmates self-efficacy in terms of thinking

processes. The over-all mean response for this aspect is 4. 17and which is interpreted

as High. Out of five items in this aspect, one item got Very High and the other items

fell to majority as High.



Item no. 9 - I know that I can accomplish things that are worthy and useful got

the highest mean of4.58 which is interpreted as Very High. On the other hand, the

remaining items yield mean scores within the High interpretation range. The lowest

item in this aspect is I can perform difficult task with the mean of 3.87. Over-all the

items reflect the inmates high level of self-efficacy belief in terms of thinking processes.

Considering that inmates are thinking most of the time on how to face difficult

life situation consequence of being incarcerated, having a strong sense of self-efficacy

cognitively remains among them even in the face of pressing situational demands,

failures and setbacks that have significant personal and social repercussions.

The above mentioned finding supports Banduras statement that self-efficacy

beliefs do not simply develop from incantations of capability but are the products of a

complex process of self-persuasion that rely in the cognitive processing of four diverse

sources of efficacy formation. And as part of human thought process, higher goals raised

the level of performance attainment for different tasks (Reese, 2009).



Table 2

Self-efficacy of Inmates in New Bilibid Prison, Muntinlupa City

in Terms of Motivational Process Aspect

Indicator Assigned Number Mean Verbal

5 4 3 2 1 Interpretation

3. Ang kumpiyansa ko sa sarili kong kakayanan ay nagbibigay lakas sa

akin para magawa ang isang bagay.

(My confidence in what Im capable of doing gives me the strength to

accomplish a task or goal.)

81 25 10 3 0 4.55 Very High

20. Likas sa akin ang humanap ng

paraan para lalo kong mapaigi ang

sarili kong kakayanan.

(I think its natural for or inherent in me to look for ways to improve

and enhance my capabilities.)

56 54 8 1 0 4.39 High

13. Hindi ako tumitigil na makahanap

kaagad ng mga solusyon ukol sa

aking problema. (I am always determined to

immediately find solutions to my

problems.)

49 43 23 2 2 4.13 High

11. Hindi ako sumusuko sa isang

bagay hanggat hindi ko ito natatapos.

(I am persevering and determined in

accomplishing task up to its

completion.)

40 57 19 1 2 4.11 High

2.Gusto ko pang matuto ng ibang

bagay dahil naniniwala ako sa sarili

kong kakayanan.

(I would like to learn a lot of things because I believe I have the

capacity to do so.)

94 22 2 1 0 4.76 Very High

Average Mean 4.39 High

Legend:


4.50 5.00 - Very High 3.50 4.49 - High 2.50 3.49 - Average 1.50 2.49 - Low 1.00 1.49 - Very Low



As shown in the table 2 above, the level of self-efficacy of inmates in terms of

motivational processes aspect has an average mean of 4.39which is considered as

High. This table also presents results of specific items, where two items yield Very

High scale while the remaining three items have High scales. The lowest mean is

4.11 with the indicator of I am persevering and determined in accomplishing a task up

to its completion which still served as High. And item number two I would like to

learn a lot of things because I believe I have

Documents

For PNC - The Impact of Self-efficacy Towards Acquisition of Knowledge and Skills Among Inmates of New Bilibid Prison, Muntinlupa City