Appendix 1.

Survey questionnaire on mathematics self-efficacy

Directions: Please indicate how confident you are to successfully perform each of the
following tasks without using a calculator by writing the number that
corresponds to your answer.

5 – Very Highly Confident 3 – Moderately Confident

4 – Highly Confident 2 – Less Confident
1 – Not Confident

PLEASE DO NOT ATTEMPT TO SOLVE THESE PROBLEMS.

1. On a certain map, 7/8 inch represents 200 miles. How 5 4 3 2 1

far apart are two towns whose distance apart on the
map is 3½ inches?

2. Perform the indicated operation: 4/5 ÷1/4 – 1/2 + 2/3 = _____ 5 4 3 2 1

3. Three out of every 6 students in fourth grade take the bus to

school. If there are 40 fourth graders, how many take the bus? 5 4 3 2 1

4. Your heart beats 15 times in 10 seconds. How many times does 5 4 3 2 1

It beat in 60 seconds?

5. Fifteen boys and twenty girls attended in a birthday party. 5 4 3 2 1

What is the ratio of girls to the number of guests?

6. Raphael went to the Banaue Rice Terraces to see the beautiful 5 4 3 2 1

Stairways to the sky. After driving 4/5 of the distance to
Banaue, Rafael had a flat tire. If the distance from Manila to Banaue
Is 342 kilometers, how far had he traveled when he got a flat tire?

7. One of Mr. Buena’s sons, Jethro, jogs a total of 2/3 of a 5 4 3 2 1

Kilometer for two days while his older brother, Gerald, jogs
8/12 of a kilometer. Did they jog the same distance?

8. Adam has eaten 1/3 of a pack of brownies. If Adam ate two 5 4 3 2 1

brownies, how many brownies were contained in each pack?

9. James has 10 marbles. One of them is blue, three fifth are green, 5 4 3 2 1
and one tenth are red. What color is most of the marbles?

10. What fraction of the letters in the word MATHEMATICS are 5 4 3 2 1

vowels?
11. Find a fraction with denominator 8, which is between 5 4 3 2 1
¼ and 5/16.

12. How would you draw a picture to show 8/6 slices of pizza? 5 4 3 2 1

13. 1/6 of ¼ is equivalent to what fraction? 5 4 3 2 1

14. 4 is what fractional part of 20? 5 4 3 2 1

15. Adam will help planting in their yard. He said he will plant 5 4 3 2 1
Six seedlings and this is 1/3 of what the rest of the family will
plant. How many seedlings will Adam’s family plant in their yard?
Appendix 2. Survey questionnaire on attitude toward mathematics

Directions: you are to express on a five point-scale the extent of agreement on every
statement. The five points are:

5 – Strongly Agree (SA) 3 – Undecided (U)

4 – Agree (A) 2 – Disagree (D)
1 – Strongly Disagree (SD)
Write the number which best indicates how closely you agree or disagree
with the statement AS IT CONCERNS YOU. Please do not write
anything on the questionnaire.
SA A U D SD

1. I am sure that I can learn math. 5 4 3 2 1

2. My teachers have been interested in my 5 4 3 2 1
progress in math.
3. Knowing mathematics will help me earn a living. 5 4 3 2 1
4. I don’t think I could do advance math. 5 4 3 2 1
5. Math will not be important to me in my life’s 5 4 3 2 1
work.
6. Males are not naturally better than females in math. 5 4 3 2 1
7. Getting a teacher to take me seriously in math is 5 4 3 2 1
a problem.
8. Math is hard for me. 5 4 3 2 1
9. It’s hard to believe a female could be a 5 4 3 2 1
genius in mathematics.
10. I’ll need mathematics for my future. 5 4 3 2 1
11. When a woman has to solve a math problem, 5 4 3 2 1
she should ask a man for help.
12. I am sure of myself when I do math. 5 4 3 2 1
13. I don’t expect to use such math when I 5 4 3 2 1
get out of school.
14. I would talk to my math teachers about 5 4 3 2 1
a career that uses math.
15. Women can do just as well as men in math. 5 4 3 2 1
16. It’s hard to get math teachers to respect me. 5 4 3 2 1
17. Math is a worthwhile necessary subject. 5 4 3 2 1
18. I would have more faith in the answer for a 5 4 3 2 1
math problem solved by a man than a woman.
19. I am not the type to do well in math. 5 4 3 2 1
20. My teachers have encouraged me to study 5 4 3 2 1
more math.
21. Taking math is a waste of time. 5 4 3 2 1
22. I have a hard time getting teachers to talk 5 4 3 2 1
seriously with me about math.
23. Math has been my worst subject. 5 4 3 2 1
24. Women who enjoy studying math are 5 4 3 2 1
a little strange.
25. I think I could handle more difficult math. 5 4 3 2 1
26. My teachers think advanced math will be a 5 4 3 2 1
waste of time for me.
27. I will use mathematics in many ways as an adult. 5 4 3 2 1
28. Females are as good as males in geometry. 5 4 3 2 1
29. I see mathematics as something I won’t use very 5 4 3 2 1
often when I get out of high school.
30. I feel that math teachers ignore me when I try to 5 4 3 2 1
talk about something serious.
31. Women certainly are smart enough to do well 5 4 3 2 1
in math.
32. Most subject I can handle OK, but I just can’t do 5 4 3 2 1
a good job with math.
33. I can get good grades in math. 5 4 3 2 1
34. I’ll need a good understanding of math for my 5 4 3 2 1
future work.
35. My teachers want me to take all the math I can. 5 4 3 2 1
36. I would expect a woman mathematician to be a 5 4 3 2 1
forceful type of person.
37. I know I can do well in math. 5 4 3 2 1
38. Studying math is just as good for women 5 4 3 2 1
as for men.
39. Doing well in math is not important for my future. 5 4 3 2 1
40. My teachers would not take me seriously if I told 5 4 3 2 1
them I was interested in a career in math.
41. I am sure I could do advanced work in math. 5 4 3 2 1
42. Math is not important for my life. 5 4 3 2 1
43. I’m no good in math. 5 4 3 2 1
44. I study math because I know how useful it is. 5 4 3 2 1
45. Math teachers have made me feel I have the 5 4 3 2 1
ability to go on in mathematics.
46. I would trust a female just as much as I would 5 4 3 2 1
trust a male to solve math problems.
47. My teachers think I’m the kind of person 5 4 3 2 1
who could do well in math.
Appendix 3. Survey questionnaire on mathematics anxiety

Directions: Below are series of statements about mathematics. There are no right or
wrong answers to these statements, please think about each statement by itself and
answer with the number of the response that truly applies to you and not what you would
like to be true. While some of these statements may seem repetitious, take your time, try
to be as honest as possible, and indicate the degree to which each statement applies to
you whether you:

(5) – Strongly Agree (3) – Uncertain or unsure

(4) – Agree (2) – Disagree
(1) – Strongly Disagree

Please check the corresponding numbers

1. I avoid mathematics courses (1) (2) (3) (4) (5)

2. Taking a math test is a frightening experience for me. (1) (2) (3) (4) (5)
3. I do my math homework alone. (1) (2) (3) (4) (5)
4. My mind seems to go blank during math test. (1) (2) (3) (4) (5)
5. I make low scores on my math assignments. (1) (2) (3) (4) (5)
6. I make low scores on most of math tests. (1) (2) (3) (4) (5)
7. I am afraid to submit my math test or assignments. (1) ( 2) (3) (4) (5)
8. Math formulas are difficult to remember during tests. (1) (2) (3) (4) (5)
9. I learn math by solving problems. (1) (2) (3) (4) (5)
10. I enjoy mathematics. (1) (2) (3) (4) (5)
11. I like seeing the steps I used to arrive at my solutions.(1) (2) (3) (4) (5)
12. I am nervous about mathematics. (1) (2) (3) (4) (5)
13. I feel confident in my ability to solve math problems. (1) (2) (3) (4) (5)
14. I am no good at solving math problems. (1) (2) (3) (4) (5)
15. I have a special dislikes for mathematics. (1) (2) (3) (4) (5)
16. I enjoy showing others how to solve math problems. (1) (2) (3) (4) (5)
17. I depend on my tutors for help in math. (1) (2) (3) (4) (5)
18. I don’t want my math tests or assignments to be evaluated.(1) (2) (3) (4) (5)
19. Mathematics is an exciting course. (1) (2) (3) (4) (5)
20. Most of my course is math related. (1) (2) (3) (4) (5)
21. I feel a lot of pressure taking a math subject. (1) (2) (3) (4) (5)
22. I generally cram a lot of information before a math test.(1) (2) (3) (4) (5)
23. It is difficult for me to understand math instructions. (1) (2) (3) (4) (5)
24. Mathematics comes easy for me. (1) (2) (3) (4) (5)
25. Mathematics is a boring subject. (1) (2) (3) (4) (5)
26. I feel a lot of stress taking a math test. (1) (2) (3) (4) (5)
27. Mathematics is one of my favorite subjects. (1) (2) (3) (4) (5)
28. I am fond of mathematics logic. (1) (2) (3) (4) (5)
29. Learning and understanding math can be fun. (1) (2) (3) (4) (5)
30. I always do well on math exams. (1) (2) (3) (4) (5)
31. My peers seem to understand me better than the teacher.(1) (2) (3) (4) (5)
32. I blame myself for my poor performance in mathematics.(1) (2) (3) (4) (5)
33. It is difficult for me to grasp math concepts. (1) (2) (3) (4) (5)
34. I like answering math questions in class. (1) (2) (3) (4) (5)
35. I volunteer myself to solve math problem on the board.(1) (2) (3) (4) (5)
36. Mathematics is one of my worst subjects. (1) (2) (3) (4) (5)
37. Mathematics is a great challenge for me. (1) (2) (3) (4) (5)
38. It is a joy to transform word problems into math (1) (2) (3) (4) (5)
expressions.
39. It takes e a while to solve math problem. (1) (2) (3) (4) (5)
40. Doing workbook exercises help improve my math scores.(1) (2) (3) (4) (5)
Appendix 4. Problem solving ability questionnaire

Instruction: Below are word problems in three Stems: Stem A, Stem B, and Stem C.
Each Stem has fifteen (15) questions designed to measure your level of problem
solving ability. Please read the questions carefully and encircle the letter of you
correct answer.

Stem A (for items 1 – 12): The width of a rectangular lot is x – 4 and its area is x²
- 16. Find the length of the rectangular lot?

1. What are given in the problem?

a. width of the rectangular lot. c. width and length of the
rectangular lot
b. length of the rectangular lot. d. width and area of the rectangular lot

2. Is there enough information to solve for the unknown of the problem in Stem A?
a. Yes, the information is enough to solve for the length of the rectangular lot.
b. Yes, the information is enough to solve for the width of the rectangular lot.
c. No, the information is not enough to solve for the length of the rectangular lot.
d. No, the information is not enough to solve for the width of the rectangular lot.

3. Which of the following illustrations describes the problem in Stem A?

a. A=x²-16 W= x -4 c. A= ? W = x -4

L= ? L= x²-16

b. A=x²-16 W= ? d. A= x -4 W = x² - 16

L= x – 4 L=?

4. What is the correct formula which can be applied to the problem in Stem A?
a. 2L + 2W = A c. L x W = A
b. L + 2W = A d. 2L x 2W = A

5. Which of the following mathematical expressions best represents the problem in

Stem A?
a. (L)(x² - 16) = x - 4 c. (L)(x - 4) = x² - 16
b. (x² - 16)(x – 4) = L d. (2L)(x – 4) = x² - 16
 6. Which strategy is correct in solving for the length of the rectangular lot?
a. Find the factors of the area of the rectangle.
b. Find the sum of the length and width of the rectangle.
c. Find the sum of twice the length and twice the width of the rectangle.
d. Find the product of the area and the width of the rectangle.

7. Which of the following are factors of x² - 16?

a. (x + 4)(x – 4) c. (x + 8)(x - 8)
b. (x + 4)(x + 4) d. (x - 4)(x – 4)

8. What is the length of the rectangular lot?

a. x + 4 c. x² - 4
b. x – 4 d. x² + 4
9. Which dimensions below describes the rectangular lot in Stem A?
a. L= x + 4 W= x + 4 A = x² - 16 c. L= x – 16 W= x + 4 A = x² - 4
b. L= x + 4 W= x – 4 A = x² - 16 d. L= x + 16 W= x – 4 A= x²- 4

10. What mathematical equation will you use in checking your answer in Stem A?
a. (x + 4)(x+4) = x² - 16 c. (x + 16)(x – 4) = x² - 4
b. (x – 16)(x + 4) = x² - 4 d. (x – 4)(x + 4) = x² - 16

11. If the width of the rectangular lot is x – 3 and the area is x² - 9, what is its length?
a. x – 3 c. x+3
b. x + 9 d. x–9

12. If the area of the rectangular lot is x² – 4 and the width is x - 2, what is its length?
a. x – 2 c. x+2
b. x + 4 d. x–4

Stem B (13 – 24): The bigger number is 3 more than the smaller number. Their
product is equal to negative two ( -2 ). Find the values of the
smaller number.

13. What are the given in the problem?

a. The two numbers are 3 more than the other numbers. Their product is equal to
-2.
b. The bigger number is 3 more than the smaller number. Their product is equal
to -2.
c. The product of the two numbers is equal to -2.
 d. The number is equal to -2.

14. Which of the following expression best represents the smaller number?
a. x c. x+3
b. 3x d. x–3

15. Which among the choices below is the mathematical expression of the bigger
number in the statement “the bigger number is 3 more than the smaller
number?
a. x – 3 c. x+3
b. 3x d. x /3

16. What equation fits the problem in Stem B?

a. x² + 3 = -2 c. x² + x = -2
b. x² - 3 = -2 d. x² + 3x = -2

17. Which among the choices below is the standard form of the quadratic equation
that represents the problem in Stem B?

a. x² + 3 + 2 = 0 c. x² + x + 2 = 0
b. x² - 3 + 2 = 0 d. x² + 3x + 2 = 0

18. Suppose the quadratic equation is x² + 5x + 6 = 0. What should be the first step in
solving the values of x?
a. Divide the equation by x c. Multiply x to the equation
b. Factor the equation d. Subtract x from the equation

19. Which of the following is equal to x² + 3x + 2?

a. (x + 1) (x + 2) c. x (x + 2)
b. (x + 2) (x – 2) d. 2x (x + 2)

20. Aside from x + 2 what is the other factor of the expression x² + 3x + 2?

a. x – 2 c. x+1
b. x d. 2x

21. What is the value of the bigger number if the smaller number is -2?
a. 0 c. 2
b. 1 d. 3
 22. Why is it that we factor the quadratic equation in solving for the values of x?
a. Because that is the only solution to find the values of x.
b. Because that is the easiest method among the many methods in finding the
value of x.
c. So that it would be easy for us to subtract x from the equation.
d. So that the value of x will not change.

23. What value or values of x satisfies the quadratic equation x² + 5x + 6?

a. -2 only c. 2 and 3
b. -3 only d. -2 and -3

24. If the quadratic equation is x² + x= 0, what are the value or values of x?

a. 1 only c. -1 only
b. 0 and -1 d. 0 and 1

Stem C ( 25- 35): Vernel’s age is one half (1/2) of Warren’s age. The sum of their
ages is 21. How old is Warren?

25. What is asked in the problem?

a. age of Warren c. ½ the age of Warren
b. age of Vernel d. the sum of the ages of Vernel and Warren

26. Who is older, Vernel or Warren?

a. Vernel c. Warren and Vernel are on the same age.
b. Warren d. not yet determined

27. What is the sum of the ages of Vernel and Warren?

a. 7 c. 21
b. 14 d. 42

28. What information is needed to solve the problem in Stem C?

a. Age of Vernel, age of Warren and the sum of their ages
b. Vernel’s age
c. The sum of their ages
d. The older fellow, Vernel or Warren
29. Which of the following mathematical expressions best fits the problem in Stem
C?
a. 2x + 2 = 21 c. 2x/2 = 21
x
b. 2x – 1 = 21 d. x . + x = 21
3x 2
30. Suppose variable x represents Warren’s age. What is the sum if ½ of x is added to
x?
a. x c. 2x
b. 1 ½ x d. 2½x

31. How old is Warren?

a. 8 years old c. 12 years old
b. 10 years old d. 14 years old

32. How old is Vernel?

a. 4 years old c. 6 years old
b. 5 years old d. 7 years old

33. Which of the following rational algebraic expressions is equal to x . + x = 21?

2
a. 3x . = 21 c. 3x + 2 = 21
2 2
b. 2x . = 21 or x = 21 d. 2x . + 2 = 21
2 3

34. Which of the arguments below solves the problem in Stem C differently?
a. (21÷ 3) x 2 = 14, the age of Warren is 14 years old, and 7 is ½ of 14. So, the
age of Vernel is 7 years old, and the sum of their ages is 21.
b. 21 ÷ 3 = 7. So, the age of Warren is 7 years old.
c. 21 ÷ 2 = 10.5, so, the age of Vernel is 10.5 years old.
d. 20 ÷ 2 = 10, Vernel’s age is 10 years old. Because Warren is older than
Vernel, then 10 + 1 = 11 years old, the age of Warren.

35. Suppose Vernel’s age is 1/3 of Warren’s age. The sum of their ages is 40. How
old is Vernel?
a. 8 years old c. 10 years old
b. 9 years old d. 11 years old