Make-up use and Its Impact on Self-Esteem Among Senior High School Learners

at Dauin National High School

A Quantitative Research Proposal

Submitted to the
School Research Committee
Dauin National High School

Camanzo, Jeffrey
Tabiona, Keith Ryan
Tubang, Mark
Bellena, Hanna Rose
Delmo, Shaira
Padilla, Liezyl Ann
Seldora, Rafunzel N.

Grade 12 ABM
Dauin National High School
Senior High School
July 2025

CHAPTER 1
 THE PROBLEM AND ITS SCOPE

Introduction

In today's day and age most of the teenager always care on how they look,

and for some, using makeup is a big part of their daily life. Makeup is not just used to

look pretty it can also help people feel better about themselves and express who they

are. It gives them a way to show their personality, creativity, and style. For some,

makeup can be a form of art, while for others, it helps them feel more ready and

confident to face the day.

According to Ma, Youyou. (2024) makeup has increasingly become an

important factor affecting self-identity and social interaction among college students.

With the popularity of social media and the rise of the beauty industry, more and more

young people are using makeup to shape their social image and express their

personalities. Wearing makeup also help cover things that might make them feel

insecure, just like pimples, scars or acne which affect their mood and how they

interact with others. When teenagers feel good about how they look, it can help them

feel more confident in class, with friends, or in public. However, it’s also important to

understand how the usage of make-up affects student self-esteem over time whether it

builds real confidence or just hides their insecurities.

This study aims to explore the impact of makeup use on the self-esteem of

senior high school learners using a quantitative research approach. It will seek to

measure how frequently makeup is used, the reasons behind its use, how these factors

statistically relate to levels of self-esteem and identify the relationship between make

up use and self esteem of the learners. The result of this study may offer valuable

insights into how the usage of make-up affects ones’ self-esteem.

Theoretical Background of the Study

Social Comparison Theory by Leon Festinger (1954)

Social comparison theory is a psychological concept that posits that

individuals assess their own worth and abilities by comparing themselves to others.

This theory, introduced by Leon Festinger in 1954, emphasizes that people often

evaluate their qualities, such as appearance, body weight, and socio-economic status,

against those of their peers. The phrase “keeping up with the Joneses” illustrates this

idea, where individuals strive to match their neighbors in terms of material wealth and

overall appearance. Social comparison can be upward, where individuals look to more

successful peers for motivation, or downward, where they compare themselves to

those they perceive as less successful to feel better about their own situation.

The impact of social comparison is significant, especially among children and

adolescents who often gauge their self-worth against the standards set by their peers

and the media. This can lead to negative outcomes, such as body dissatisfaction and

an increased risk of eating disorders, as young people grapple with unrealistic beauty

ideals often portrayed in magazines and on social media. Understanding social

comparison theory can provide insights into human behavior, self-esteem, and the

psychological effects of societal pressures, highlighting the need for awareness and

sensitivity regarding these comparisons in diverse context.

Makeup use among learners can be seen as a response to social comparison

where they compare themselves to individuals whom they find attractive. Thus,

making them eager to match with these beauty standards learners may use makeup as

a tool to enhance their appearance and boost their self confidence.

By applying social comparison theory, this study seeks to understand whether

comparing to someone and using makeup affects learner self-esteem.

Theoretical Framework

Figure 1. The theoretical framework based on Leon Festinger’s Social Comparison

Theory in 1954

Related Review of Literature

Overview of make-up

According to Fann & Workman (2015) Make-up is femininity made tangible.

Make-up can mean a lot of different things to a lot of different women. For many,
make-up is a way to invoke one’s self. In this day and age, female students uses make

-up to shields their faces from natural and man-made elements such as the wind, sun,

and pollutants while enhancing their innate features. Female students of this day have

come to rely upon their cosmetics to the point where some will not leave their own

homes without at kast foundation on. Their dependence upon these products has made

people to think continuously about the conversion of make-up to be an essential need

for women. If used in moderation, make-up can be a morale boost to every girl who

chooses to wear it. It might give her the added confidence to talk to someone she

admires, or prompt her to be more outgoing and photogente.

Makeup has a rich and ancient history dating back over 6,000 years, with its

earliest known use in ancient Egypt. There, cosmetics were more than just beauty

enhancers-they were symbols of wealth, spiritual significance, and social status. Both

men and women used products like kohl for eyeliner, rouge for cheeks, white powders

to lighten skin, and green malachite eye shadow, which held religious meaning

connected to the gods Horus and Re. Far from being purely aesthetic, makeup in

ancient Egypt was believed to appeal to the gods, blending personal adornment with

cultural and spiritual expression.

Studies have shown that the positive effect of make up on self-esteem and

self-perception is not only found among young and middle age women but is also

confirmed by elderly women aged 60-96 years (Samson et al 2010).

Popularity of Make-up (World)

According to Statista (2023) the Beauty & Personal Care market worldwide is

projected to generate a revenue of US$677.19bn in 2025. The market is expected to

grow at an annual rate of 3.37% (CAGR 2025-2030). The largest segment in this
market is Personal Care, which is estimated to have a market volume of US$293.08bn

in 2025. When comparing the global market, United States leads in revenue

generation with US$105bn in 2025. In terms of per person revenues, in the world is

expected to generate US$86.68 in 2025. Furthermore, online sales are projected to

contribute 38.4% of the total revenue in the Beauty & Personal Care market by 2025.

Despite the global recession, the beauty and personal care market in the United States

continues to thrive with a strong focus on organic and natural products.

According to Tatum, M., & Tatum, M. (2022), a study by Taylor Nelson Sofres

(TNS) found that 72% of UK women aged 17 to 74 regularly use cosmetics, with

usage patterns differing by age. While most European countries see a decline in

makeup use as women age, UK women show increased usage again after age 55. Girls

as young as 11 are already familiar with makeup, and 80% of women aged 17–24 use

cosmetics. Products like lipstick, mascara, and foundation are popular, but preferences

vary across age groups. Younger women often use makeup to look more mature, while

older women use it to maintain a youthful appearance. The growing demand for anti-

aging products and trendy cosmetics for teens shows how beauty habits shift with age.

According to Anon (2016), Japan leads the way as a beauty veteran, with the

highest per capital spending on skin care and beauty products as well as the highest

sales figures. Taking second spot narrowly ahead of the US is China, which is

expected to drive 40 percent of the absolute growth in skin care products in 2016. Not

only is demand in Asia growing, driven by a burgeoning middle class, Asia is now

also the source of innovations spurring new demand. Although Asian consumers have

traditionally favored Western cosmetics, Asia-led trends like the eye-raising snail
cream have taken the cosmetic industry by storm and are increasingly popular in the

West.

Popularity of Make-up (Philippines)

The use of makeup in the Philippines has grown steadily in recent years.

According to Statista (2024), about 45% of Filipino consumers purchase cosmetics—

including makeup, skincare, and personal care products—at least one to three times

per month. Among these, 61% of women use decorative makeup, compared to only

11% of men, showing a strong gender disparity in usage. Filipino consumers are also

price-conscious, with affordability being the top consideration when purchasing

beauty products (Picodi, 2023).

Makeup is particularly popular among teenagers and young adults, especially

females aged 18–24. This age group forms the largest segment of beauty product

consumers in the country (Csmall, 2020). Social media platforms like TikTok and

Instagram heavily influence teen beauty trends, making them more likely to

experiment with cosmetics. Affordable local brands such as Careline, Ever Bilena,

and GRWM Cosmetics are especially favored by this demographic (Reddit, 2024).

Teens often use makeup for self-expression, trend-following, and enhancing self-

confidence. Among adult women (25 years and older), makeup use remains

widespread but tends to be more refined. Many adult consumers prefer quality and

skincare-infused makeup products from both local and international brands such as

Happy Skin, BLK, and NARS (Reddit, 2024). While their purchase frequency may be

lower compared to teens, adults are more likely to invest in higher-end products and

focus on ingredients, skin benefits, and long-term effects. Some also prioritize

minimalist or professional looks suitable for work and formal settings.

Famous beauty influencers (Philippines). According to the data from

[Link] by Sue Howe, a Fashion Stylist. Here are the Top Beauty Influencers

in the Philippines:

[Link] Curtist(@annecurtissmith): 57.2M followers

One of the most iconic figures to grace Filipino popular culture is Anne Curtis,

recognised as the Philippines’ multimedia superstar. Since the early 2000s, Anne’s

magnetic presence has dazzled Philippine showbiz. She has worn several hats over

her impressive career of over 20 years, including actor, model, TV personality,

philanthropist, singer, and businesswoman. She has been featured on the covers of

several esteemed publications, most recently Australia’s Good Weekend, thanks to her

fruitful career in the Philippines’ entertainment sector. AThe Impact of the Filipino-

Australian Curtis goes much beyond the cinematography. She has been an influential

figure in fashion as a businesswoman and entrepreneur of many popular local

cosmetics and fashion brands. Anne Curtis’s cosmetics brand, BLK Cosmetics,

characterised by its classic, evergreen, and minimalist ethos, mirrors the understated

elegance celebrated by Philippine beauty influencers, complemented by her

entrepreneurial ventures like the sportswear line Recess with Isabel Daza and the

childrenswear brand Tili Dahli with Solenn Heussaff.

2 Heart Evangelista (@iamhearte): 31.6M followers

Personifying the very definition of grace, Heart Evangelista stands tall and

proud among Philippine beauty influences. Evangelista has left an everlasting

impression on audiences worldwide as a multitalented personality — a renowned

actress, host, visual artist, best-selling author, fashion and beauty icon, and a

successful businesswoman. Tatler, GMA, Preview, the Manila Times, and Vogue have

all featured Heart’s stunning good looks and insightful fashion commentary. Her

travels have taken her to major fashion capitals like Milan and Paris, leaving a large

worldwide legacy; nevertheless, Heart never loses touch with her Filipino heritage

and continues to promote the special charm and beauty of the Filipino people, even

though she has stayed in many other countries. Her various experiences shape her

inclusive and powerful view of beauty. With this view, she aims to inspire her ever-

growing Philippine audience.

By sharing her story and encouraging people to be confident in who they are,

Heart Evangelista remains at the front of beauty advances and is now the newly

designated ambassador for Ultherapy by the renowned beauty clinic Aivee. Her social

media showcases her endorsement deals with high-end labels like Gucci, Dior, Prada,

and Bally, demonstrating her exquisite taste and influence in the world of high-end

beauty and fashion. Heart Evangelista is a symbolic beauty influencer to many

Filipinos because she personifies everything captivating about the Philippines.

[Link] Gray (@catriona_gray): 27.3M followers

Catriona Grey is a global superstar among beauty influencers in the

Philippines, not only for her flawless beauty and elegance but also for her success as

the first beauty queen on this list, winning the Miss Universe 2018 title. Recently,

Catriona rocked the global stage again as the pageant’s host in 2023, flexing her

makeup skills. She is an example to aspiring beauty queens and cosmetics fans alike,

and her move highlighted her confidence in the talents she [Link] herself

as an authority in the beauty industry, Catriona uses her platform to teach her admirers
how to look as radiant and elegant as she does. She has solidified her position as a

beauty influencer by sharing her skincare regimens and makeup skills, giving her

followers the confidence to discover their beauty potential.

She stresses the need for a well-selected skincare routine to get a radiant,

healthy complexion and promotes a comprehensive approach to beauty. Her extensive

skincare fundamentals videos and partnerships with well-known products and services

from reputable Philippine brands such as Belo demonstrate her dedication to fostering

inner beauty.

Impact of Make-up use on Self-esteem

According to Brinegar & Weddle (2021), and Etcoff et al. (2004), makeup can

have several positive effects such as helping people express themselves, boosting their

confidence, and hiding insecurities. For example, a student might use colorful eyeliner

to show creativity, wear concealer to feel more confident during class, or apply

foundation to cover acne. According to Festinger (1954), and the American

Psychological Association (2022), makeup can also have negative effects when

influenced by outside pressures. These include feeling pressured by social media

trends to wear makeup daily, comparing oneself to unrealistic beauty standards, or

feeling unattractive without makeup.

According to Choma & Prusaczyk (2020) and Mulhern et al. (2003), having a

healthy relationship with makeup means using it in moderation and maintaining self-

acceptance. This could mean feeling confident even without makeup or treating

makeup as a fun tool rather than a necessity.

Related Studies
Foreign Studies

Makeup use has been found to be significantly influenced with learners’ self-

esteem. The frequency and purpose of makeup application were discovered to be key

factors in enhancing personal confidence and social performance.

The Influence of Makeup on Individual Self-Identity: An Exploratory

Study. According to Ma, Y. (2024) that makeup has increasingly become an important

factor affecting self-identity and social interaction among college students. With the

popularity of social media and the rise of the beauty industry, more and more young

people are using makeup to shape their social image and express their personalities.

Based on the correlation analysis between college students’ makeup frequency and

personal identity construction, this study finds that makeup does significantly affect

students’ self-identity and social interaction. The results showed that an increased

frequency of makeup was positively associated with increased confidence and social

attractiveness reported by students. In addition, makeup, as a cultural practice, reflects

social and cultural standards and also provides a platform for individuals to display

and reshape their self-image.

The Use of Makeup as a Method of Boosting Confidence in Women: A

Quantitative Study. Makeup is an aesthetic technique of using various cosmetic

products, usually colored and is applied on the face to promote facial features while

also correcting, downgrading and even covering up natural or acquired imperfections.

Archaeological evidences reveal that the application of makeup, is not a modern

practice. It has been an integral part of humankind and has played an important role in

almost every society in all major ancient civilizations. It dates back several thousands

of years where women as well as men, used to paint their faces and bodies for various
reasons, such as: religious, recreational, aesthetic, social, survival, even attracting the

opposite sex. Although over the years, the reasons, the ways of use and the styles have

undergone dramatic changes, the use of makeup has been widespread for centuries.

From ancient times until today in the evolution of human, regardless of age,

appearance and social status, he wanted to appear more beautiful, younger or

different. Through various elements and traits, he was trying to identify the model of

beauty and constantly sought new.

The purpose of this research is to clarify the reasons why women use makeup

and to determine whether women prefer themselves with or without makeup. The

findings of this research strongly show that women of all ages have a boost

confidence when they are wearing makeup while when they’re not using make up feel

less confidence, beautiful and not so much satisfied with their-selves. Working

women for example based on the findings, tent to use more often make up than

women that do not work. Based on the Results when people where asked „why they

use make up‟, allages responded very positively to options “To cover Flaws” and “To

boost confidence”. While the slight positive rate was given from age 50 to 65 +, to

options “because I feel unattractive without it” and “To fit in”. This shows us that the

reasons why women wear makeup varies and that using make up plays a vital role in

women life and how they perceive themselves. (Antoniadou, S. et., al 2024)

Local Studies

Cosmetic Product Usage and Self-Confidence among HUMSS Students of

Bayambang. A study by Lanzuela, J.G et al. (2019) stated that in today‟s generation

most of the teenagers are users of cosmetic products especially women, some are

using cosmetic products to boost their self-confidence while others used cosmetic
products to hide or cover their flaws. The aim of this study was to look for the

significant relationship between cosmetic product usage and level of self-confidence

among HUMSS (Humanities and Social Sciences) students of Bayambang National

High School. The researchers used checklist questionnaire as the main data gathering

tool for this study. Frequency scale was used in order to determine how often the

students use cosmetic products in different situations. Value scale was also used to

measure the level of self-confidence of the students when they are using cosmetic

products. Descriptive statistics and correlation was used with the help of Pearson R

and Spearman Rho Correlation to determine the significant relationship between

cosmetic product usage and the level of self-confidence of the students. The results

found that the frequency of using cosmetic products and level of self confidence has a

moderately strong correlation having a Pearson R value of 0.68. This only supports

the study of Davis (2013) and Silverio's (2010) that women tend to become more

confident when they are using cosmetic products. However, for reasons of using

cosmetic products and level of self-confidence the results shows that there is a weak

correlation between the variables, it also supports the claims of Aquino J., Balanyos

L., Botardo M., Mandanas K., Monte L. and Ordas E. (2017) that personal reasons of

choosing what cosmetics to wear lies on their own decision, based from the results, it

doesn‟t correlate with the given reasons as stated in the study of Aquino, J. [Link]

(2017). Women have a capacity to wear cosmetics to gain self-confidence, however,

choosing when and why to wear cosmetics doesn‟t dictate if it can give self

confidence to its users. Therefore the researchers conclude that cosmetic products can

increase self-confidence when using it without considering the reasons of why it was

used because it depends on their own decision and cannot be dictated by other factors.
Ultimately, this study can help minority students to gain self-confidence by using

cosmetic products appropriate on their age and situations.

Conceptual Framework of the Study

Makeup Usage Self-esteem

Independent Variable Dependent

Variable

Figure 2. Conceptual Framework of the Study

Conceptual Background of the Study

This study uses the IV-DV model which is Independent and Dependent

Variable model. On the left side, the independent variable is makeup use. Makeup

usage, which means it is the factor being studied. On the right side, self-esteem is the

dependent variable, which is the possible result or effect of using makeup. The arrow

shows the connection between the two, suggesting that using makeup may help

improve how a person feels about themselves.

Statement of the Problem

This study aims to explore make-up use and its impact on f self-esteem

among Senior High School learners at Dauin National High School.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the female respondents in terms of:

[Link]

2. What are the reasons why Senior High School female learners use make-up

products?

a. To gain self-confidence

b. To hide or cover flaws

c. Influenced by social media

d. To follow trends

e. Fear of being bullied

f. To receive praise or compliments

[Link] many times do female Senior High School learners apply makeup products in

a day?

a. Once a day

b. Twice a day

c. Three times a day or more

[Link] are the makeup products they usually use?

a. Foundation

b. Lipstick
c. Lip Tint

e. Face powder

f. mascara

g. Blush

h. Eyeliner

i. Concealer

5. To what extent does the Senior High School female learners experience level of self

esteem through make-up use?

6. Is there a significant relationship between make-up use and the self-esteem of the

female learners?

Statement of Null Hypothesis

H o1 : There is no significant relationship between the make-up use and the self-

esteem of senior high school learners at Dauin National High School.

Statement of Alternative Hypothesis

H a1: There is a significant relationship between the make-up use and the self-esteem

of senior high school learners at Dauin National High School.

Significance of the Study

 The significance of this study is to provide sufficient information about the

impact of learner’s makeup usage to their self-esteem of Dauin National High School.

The results of this study will be beneficial to the following:

STUDENTS. The result of this study will help students to understand or to know the

effect of putting make up to their self-esteem. It might also help them to know how

make up usage impacts their social interaction and their self-esteem.

TEACHER. Through this study, teachers can inform the learners about what is the

effect of putting make up to their over-all confidence or self-esteem. They can also

make a guide lesson regarding the effects of make-up and can support learners where

they feel supported and valued.

PARENTS. This study can offer insights to the parents of why their children wear

makeup and how it affects their confidence. This also help them talk openly with their

children and support them in making sound decision regarding to their appearance.

FUTURE RESEARCHER. Future researchers can refer to this study in order to

come up with new ideas related to makeup use and self-esteem. They can compare

their results to this study and learn ways to better educate students on using makeup.

This study can act as a good guide to those who wish to further research about the

impact of make-up use on learners’ self-esteem.

Scope and Limitations of the Study

Scope

This study focuses on makeup use and its impact on self-esteem among Senior

High School learners at Dauin National High School. The respondents of this study
include the Senior High School learners (Grade 11 & 12) from the school from all

strands such as Accountancy, Business, and Management (ABM), Humanities and

Social Sciences (HUMSS) Bread and Pastry Production (BPP), Computer Systems

Servicing (CSS), and Tourism Promotion Services (TPS). Data will be collected

through questionnaires distributed to 91 selected female selected senior high school

learners during the school year 2025–2026. The data gathering will be conducted

personally by the researchers.

Limitations

This study will be limited to 91 Female Senior High School students only at

Dauin National High School, excluding students from junior high. Given that this

research will only focus on Makeup use and Its impact on Self-esteem among Senior

High School students, their status will not be considered in this study. This research

will study how the female Senior High students in Dauin National High School uses

makeup for the enhancement of their self-esteem. Additionally, data collection will be

restricted to the current academic year.

Research Methodology

Research Design

In this study, the researchers used the descriptive-correlational research design

to study the variables and the relationships between them. Research investigations that

seek to present static images of circumstances and determine the link between various

factors employ descriptive-correlational design (McBurney & White, 2009). It is

descriptive research design because it looks on how often learners uses make-up, the
reason behind its use and the level of self-esteem. It is correlational because it studies

the relationship between two variables, which in this study are the make-up use and

self-esteem.

Research Environment

This study was conducted at Dauin National High School, a Senior High

School located in Poblacion II, Dauin, Negros Oriental. The school was chosen

because it provides access to female students who are suitable participants for the

research on makeup usage and self-esteem. Data will be collected within the school

setting to ensure a comfortable area for the respondents.

Research Respondents

The respondents of the study were Senior High School Grade 11 and Grade 12

learners’ at Dauin National High School. A sample population from Grade 11 and

Grade 12 learners’ served as a respondents of this study who are using make-up

affecting their self-esteem. A total of 266 female Grade 11 and Grade 12 learners in

Dauin National High School were enrolled in this grade level. Out of the entire

population, there were 91 respondents who took part in the study using the purposive

sampling method. It

STRAND YEAR RESPONDENTS PERCENTAGE

LEVEL (N) (%)

Academic Track 11
 ABM 9 10

HUMSS A 6 7

B 5 5

C 2 3

TVL Track

BPP 7 8

CSS 5 5

TPS 5 5

Academic Track 12

ABM 12 13

HUMSS A 11 12

B 4 4

C 11 12

TVL Track

BPP 2 3

CSS 5 5

TPS 7 8

TOTAL 91 100

Research Instruments

In this study, the research instrument to be used is questionnaires specifically

survey questionnaires to gather the data. The questionnaires consist of three parts:

first is the demographic profile or the respondents such as age. Second, the

standardized question and lastly, the fifteen (15) items, all of which are to be
answered using the Likert scale. A Likert scale is a rating system used to quantify

attitudes, behaviors, and views. Following a statement or a question. Respondents

select the choice that most accurately reflects their feelings towards the statement or

topic.

Research Procedure
Before distributing the survey questionnaires to the selected Senior High

School Learners at Dauin National High School, the researchers submitted an

approval letter to the Teacher-In-Charge of the senior high school department. After

constructing the survey questionnaires and approval of the Teacher in Charge (TIC) to

conduct the research, the researchers then started to float the printed survey

questionnaires for the learners to accomplish. The questionnaires will be distributed to

the female senior high school students who meet the criteria of the topic at Dauin

National High School.

The researchers would then emphasize that their identities will remain

anonymous and hidden as per taking into consideration of research ethics.

Once the data is gathered, the researchers would examine the information, and

tables and charts would be most likely to be constructed to better analyze and

understand the results.

Statistical Treatment of Data

Percentage, Weighted Arithmetic Mean, and Pearson Moment Correlation

Coefficient were utilized for the numerical analysis of the responses, to draw
comparisons from the respondents’ responses, and to reach the right analysis and

interpretation of the data.

The following steps are taken to statistically treat the data:

Percentage. The percentage was used to show the number of learners in each

group (such as by age or reasons for using makeup and duration of their use) out of

the total.

Formula:

parts
Percentage = whole ×100

Where:

part = frequency of students in a category

whole = total number of students

Weighted Arithmetic Mean. To assess the extent of make-up use and the

level of self-esteem based on respondents’ answers to the Likert scale items.

Formula:

μ=
∑x
n

Where:

μ=¿ mean

x = sum of all values

n = number of data values

 Pearson Product-Moment Correlation Coefficient. To determine whether

there is a significant relationship between makeup use and self-esteem among senior

high school students.

Formula:

n ( ∑ xy ) −( ∑ x )( ∑ y )
r =¿
√¿¿

Where:

n = number of respondents (sample size)

∑ xy = sum of the products of paired scores

∑ x = sum of x scores

∑ y=¿ ¿ sum of y scores

∑ x 2 = sum of squared x scores

∑ y 2 = sum of squared y scores

Ethical Considerations

In conducting the study entitled make-up use and its impact on self-esteem

among senior high school learners at Dauin national high school, ethics are given

consideration to protect the rights and welfare of the participants. Before conducting

the survey, the researchers asked permission from the Senior High School Teacher-In-

Charge, Mrs. Floramae T. Sioco, to distribute the questionnaires. During the

distribution, a letter to the respondents was attached to the survey questionnaires to

ensure that they know what they are answering and for what the purposes are for

conducting the research. The respondents are informed also that their identities will be

kept confidential, as well as their responses, and will only be used for the research

study. The research's methodology and design are also subject to ethical

considerations. Studies need to be rigorously scientific, utilizing the right sample

strategies, data collection procedures, and statistical analysis. In order to provide

accurate and trustworthy results, research should be planned to reduce biases and

prevent manipulation. Data should be handled and stored appropriately by

researchers, who should also ensure its accuracy, security, and appropriate sharing. In

addition to taking participant interests and privacy laws into account, they should

adhere to ethical standards for data storage, protection, and dissemination.

CHAPTER II

Presentation, Analysis, and Interpretation of Data

In this chapter, the results of the study are presented and discussed. The data

gathered in tabular and textual forms. For better understanding of the findings, the

tables are arranged according to the order of the statements of the problem.

Profile of the Learners

This section presents the demographic profile of the learners. It includes tables

and interpretations of the distribution of the learners’ age.

Age Profile
 The age profile of the learners is one factor to be considered in this study. The

data for this profile are considered in order to establish whether or not it has

something to do with the performance.

Table 2. Age profile of the learners

Age Frequency Percentage (%)

15 3 3

16 40 44

17 41 45

18 7 8

Total 91 100

Table 2 above shows the age profile of the learners where it is revealed that

most of the respondents are at the age of 17 with the total number of 41 (45%),

followed by learners at the age of 16 with the total number of 40 (44%), then learners

at the age of 18 with the total number of 7 (8%), and lastly learners at the age of 15

with the total number of 3(3%).

Reasons on using make-up products

Table 3. Reasons on why learners use make-up products

Reasons Frequency Percentage

 To gain self-confidence 72 52.55

Influenced by social media 14 10.22

Fear of being bullied 9 6.57

To hide or cover my flaws 25 18.25

To follow trends 7 5.11

To receive praise or 10 7.30

compliments by others

Total 137 100.00

The data in Table 3 shows that the most common reason learners use makeup

is to gain self-confidence, with over half (52.55%) of the respondents selecting this

option. Other significant reasons include hiding their flaws (18.25%) and being

influenced by social media (10.22%). While some learners use makeup to avoid being

bullied (6.57%), and to receive praise or compliments by others (7.30%), following

trends is a less common motivation (5.11%).

Make-up usage of make-up products

This section presents the data on how often learners use make-up products. It

includes the frequency and percentage distribution of make-up usage among the

respondents.

Table 4. Learners’ make-up usage

Make-up usage Frequency Percentage (%)

Once a day 64 70
 22

Two times a day 5 24

Three times a day or more 91 6

TOTAL 100

The data in Table 4 indicates the learners’ frequency of make-up use. The

majority of respondents (64), representing 70%, answered using make-up once a day.

While 22 respondents (24%) stated that they applied make-up twice a day, and only a

small portion, 5 respondents (6%), reported using make-up three times or more per

day.

Type of make-up products

This section presents the types of make-up products commonly used by the

learners. It includes the frequency and percentage distribution of the products they

prefer.

Table 5. Type of make-up products learners use

Type Frequency Percentage

Foundation 26 8.52

Lipstick 55 18.03

Lip tint 40 13.12

Face powder 62 20.35

 Mascara 40 13.12

Blush 55 18.03

Eyeliner 11 3.60

Concealer 12 3.93

Highlighter 1 0.32

Sunscreen 1 0.32

Eyeshadow 1 0.32

Lip balm 1 0.32

Total 305 100.00

The table 5 presents the types of make-up products commonly used by

learners, along with their corresponding frequencies and percentages. Among the

different make-up items, face powder is the most frequently used product with 62

users (20.35%), followed by lipstick and blush with 55 users (18.03%), and mascara

and lip tint with 40 users (13.12%). Foundation and concealer are also moderately

used, with 26 (8.52%) and 12 (3.93%) users respectively. On the other hand, products

such as eyeliner (3.60) are less commonly used. The least used make-up items are

highlighter, sunscreen, eyeshadow, and lip balm, each with only 1 user (0.23%).

Learners Level of Self-esteem

Table 6
Learners’ level of self-esteem

Statements wx̄ Learners VD Equivalent

1. Wearing makeup makes me feel 4.26 SA VH

more confident.
2. Make-up use has improved my A H
self-esteem. 4.16

3. I feel more attractive when I wear 3.74 A H

make-up.
4. I enjoy experimenting with 4.05 A H
different make-up looks.
5. Make-up use boosts my confidence A H
in social situations. 4.10

6. I feel more accepted by my peers A H

when I wear make-up. 3.41
7. Make-up use has positively 3.69 A H
affected my mood.
3.85
8. I believe make-up enhances my A H
natural features.
9. Make-up helps me express my 3.83 A H
personality.
10. I feel that wearing make-up makes A H
4.00
my day start more positively.
11. Make-up makes me more willing A H
to take photos with friends. 3.79
12. I feel less attractive without make- 3.08 N N
up.
13. Wearing make-up makes me feel A H
more feminine. 3.82

14. Wearing make-up makes me feel 3.08 N N

more respected by others.
15. Make-up use gives me the courage 3.38 A H
to interact with new people.

Average
3.74 A H
Legend: Scale Verbal Description Equivalent
4.21-5.00 Strongly Agree (SA) Very High (VH)
3.41-4.20 Agree (A) High (H)
2.61-3.40 Neutral (N) Neutral (N)
1.81-2.60 Disagree (D) Low (L)
1.00-1.80 Strongly Disagree (SD) Very Low (VL)

Table 6 presents the level of self-esteem among the learners in relation to their

use of make-up. The results show that the computed weighted means range from 3.08

to 4.26, with an overall average mean of 3.74, which is verbally described as Agree

(A)and equivalent to a High (H) level of self-esteem. This indicates that, in general,

the learners possess a high level of self-esteem influenced by their use of make-up.

Table 7. Relationship between Make-up Use and female learners’ Self-esteem.

Variables Computed Tabular P-value Remarks

r r
 Make-up Use

and 0.303843 0.2172 0.0034 Accept H a /¿

Self-esteem Significant

Table 7 presents the relationship between make-up use and the self-esteem of

the learners. In this table, it is reflected that the computed r value (0.303843) is greater

than the tabular r value (0.21772) at a 0.05 level of significance. Furthermore, the

obtained p-value of (0.0034) is less than 0.05, which indicates that the relationship is

statistically significant. This finding leads to the rejection of the null hypothesis and

the acceptance of the alternative hypothesis. This means that there is a significant

relationship between make-up use and the self-esteem of female learners.

CHAPTER III

Summary of Findings, Conclusions, and Recommendations

 This chapter includes restatement of the problem, summary of findings,

conclusions and recommendations of the researchers.

Restatement of the Problem

This study aims to explore make-up use and its impact on f self-esteem among

Senior High School learners at Dauin National High School.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the female respondents in terms of:

[Link]

2. What are the reasons why Senior High School female learners use make-up

products?

a. To gain self-confidence

b. To hide or cover flaws

c. Influenced by social media

d. To follow trends

e. Fear of being bullied

f. To receive praise or compliments

[Link] many times do female Senior High School learners apply makeup products in

a day?

a. Once a day

b. Twice a day

c. Three times a day or more

[Link] are the makeup products they usually use?

a. Foundation

b. Lipstick

c. Lip Tint

d. Face powder

e. Mascara

f. Blush

g. Eyeliner

h. Concealer

5. To what extent does the Senior High School female learners experience level of

self-esteem through make-up use?

6. Is there a significant relationship between make-up use and the self-esteem of the

female learners?

Restatement of Null Hypothesis

Ho_1: There is no significant relationship between the make-up use and the self-

esteem of senior high school learners at Dauin National High School.

Restatement of Alternative Hypothesis

Ha_1: There is a significant relationship between the make-up use and the self-esteem

of senior high school learners at Dauin National High School.

Summary of the Findings

The following are the summary of the findings gathered based from the data collected

and are arranged according to the order of the problem statement.

[Link] of the Learners

Age Profile

The data revealed that most of the learners who participated in this study were

17 years old, with a total of 41 learners (45%). This was followed by those aged 16

years old, comprising 40 learners (44%) of the total respondents. Meanwhile, 7

learners (8%) were 18 years old, and the least were 15 years old with 3 learners (3%)

[Link] on using make-up products.

Reasons

The data revealed that the most common reason learners use make-up products

is to gain self-confidence, with 72 respondents (52.55%) selecting this as their

primary reason. This indicates that more than half of the participants associate make-

up use with boosting their confidence and self-esteem. Other reasons include to hide

or cover flaws, which was cited by 25 learners (18.25%), and influence from social

media, mentioned by 14 learners (10.22%). Meanwhile, 10 respondents (7.30%)

reported that they use make-up to receive praise or compliments from others, 9

learners (6.57%) also answered fear of being bullied, and the least number of

respondents, 7 learners (5.11%), stated to follow trends.