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Published in
Academic Frontiers
A Correlational Study on Self-Esteem, Non-verbal Intelligence, and Literacy Level of ALS Senior High School Learners
ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(8), 33-42, ISSN: 3082-4400, 2025.
Recommended Citation:
Fegarido, J. E., Espejo, C. K. A. B., & Bajao, E. D. (2025). A Correlational Study on Self-Esteem, Non-verbal Intelligence, and Literacy Level of ALS Senior High School Learners. ACADEMIC FRONTIERS Multidisciplinary e-Publication, 1(8), 33–42. https://doi.org/10.5281/zenodo.17897179
Author(s)
Fegarido, Jerick E., Espejo, Casandra Kaye Amor B., Bajao, Eddy D.
Abstract
ALS Senior High School learners face academic and psychosocial challenges that affect their learning outcomes. Thus, this study examined Self-Esteem, Non-verbal Intelligence, and Literacy Levels using a descriptive-correlational design. Results showed that learners generally possessed positive self-esteem and average non-verbal intelligence, but struggled significantly in literacy, with most learners reaching the frustration level in both Filipino and English reading comprehension. Correlation analysis revealed no significant relationship between self-esteem and non-verbal intelligence or literacy levels. It is recommended that holistic interventions combining academic and psychosocial support be implemented to better address the needs of ALS learners and enhance their academic success and personal development. Based on the findings, the “Project LIFT: Literacy Integration for Future Thinkers” program was developed to improve reading skills, cognitive abilities, and emotional resilience through targeted academic activities and peer support.
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