Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements

This study evaluates the level of impact of Integrated Christian Formation Program on student’s self-esteem and academic achievement, specifically at Veritas College of Irosin, in the municipality of Irosin, Sorsogon. This study employed a mixed-method approach to address the sub-problems mentioned above. It utilized survey questionnaires consisting of checklist type, specification questions and a Likert-scale rating format administered to 40 respondents. Additionally, a focus group discussion was conducted to 20 respondents. Survey questionnaires were also given to the team in-charge of the Christian Formation Program and to religious education teachers to further validate and support the findings. From the gathered data, it was found that the level of student participation in Religious Education activities had a general weighted mean value of 3.43 and was described as moderate participation. In Campus Ministry activities, the obtained general weighted mean value was 3.46, which also fell within the moderate level. For Social Action activities, the average mean value was 3.21 and was classified as moderate participation as well. In terms of understanding, the average mean value for Religious Education was 3.58 and was considered moderate, while students’ understanding of Campus Ministry was 3.49 and was likewise described as moderate. The level of students’ understanding of Social Action had a mean value of 3.41 and was classified as moderate understanding. In results the general participation and understanding of Students on Christian Formation Program is in a moderate level.While this level of students’ participation and understanding of the Integrated Christian Formation Program foster self esteem, strengthen identity and purpose, promote academic growth leading to scholastic success, and enhance critical thinking. Moreover, the level of impact of Religious Education on self-esteem had a general weighted mean value of 3.46 and was described as moderate impact, while on academic achievements had general weighted mean of 3.37 was classified as moderate. Regarding the impact of Campus Ministry activities on self-esteem, the obtained general mean value was 3.37, which also fell within the moderate level, while its impact on Academic achievements had a general weighted mean was 3.37 was classified as moderate impact. For Social Action activities on self-esteem, the general weighted mean was 3.43 and classified as moderate impact as well. In terms of its impact on academic achievements, the general weighted mean was 3.38 and was considered moderate. The level of seriousness challenges identified that limit the Christian formation Program’s effectiveness is at a serious level. The suggested refinements highlight inclusive, well-structured, and practical activities to make the program more effective. By promoting interfaith dialogue, integrating activities into the academic calendar and establishing a student council. Strengthening partnerships and resource allocation is essential to ensure sustainability, while the Learning-Reflection-Contextualization action approach bridges the gap between theory and daily life. Policies addressing digital distractions, along with regular professional development for facilitators further enhance focus and quality. Finally, as to the main concern, it was found from the gathered data that the results conclude the positive impact of the Christian Formation Program on Self-esteem and academic achievement is at a moderate level.