CHAPTER III

Research Methodology
This chapter presents the methodology of the study. It wraps the research setting,
the research respondent, the research design, the research instrument used, and the
data gathering procedure.

Locale of the study

The study will be conducted in one of the University in Iligan City coming from a
first year to fourth year students who take up mathematics content courses who are
currently enrolled second semester during S.Y 2019-2020. The respondents were
selected through random sampling.

Research respondent
The respondents of the study were the subject of the study were first year to
fourth year college students who take up mathematics content courses who are
currently enrolled second semester during S.Y 2019-2020. The respondents were
selected through random sampling.

Research Design
The research design will be explanatory sequential mixed method. The study
starts with a quantitative survey to characterize Teaching Style and Emotion Regulation.
Then from the result, the researchers will validate or confirm the quantitative results by
an interview of selected participants to triangulate and to verify the survey results.
Through this, the researchers can produce a recommendation towards establishing the
relationship of Teaching Style and Emotion Regulation.
Research instrument

In this study, there are three (3) parts of survey questionnaires are use
and these are the following:

 The first instrument is develop by Shihab Jimaa(2013) The Developed

form of Students’ Evaluation of Teaching Effectiveness. The benefits of
this tool was have Obtaining student feedback on their learning process,
critical thinking, and independent learning means that instructors can
monitor their teaching process, and improve upon any areas that need
improving or help further explore techniques to increase student learning.
However, it should not be a sole measure of the level of teaching. Despite
that students’ rating is not the best gauge of learning and it should not be
considered as the sole measure of effective teaching. To test the
Reliability and Validity of this instrument, the researchers will use
Explanatory Sequential Mixed Method.

 Second instrument is adopted by Ronnel B. King (2010) S-AEQ-F (Short

Version of the Academic Emotions Questionnaire for Filipinos)
Questionnaire (Modified Version) it is a self-report instrument developed to
measure the emotions of students in academic situations. Descriptive and
Reliability Coefficient of S-AEQ-F obtained from King (2010). The
Cronbach’s Alpha recorded to have 0.61 as the lowest and 0.88 as the
highest.
 The third instrument is developed by Richardson and Suinn (1972)
Abbreviated Mathematics Anxiety Rating Scale (A-Mars) Questionnaire. It
is an instrument to measure the level of math anxiety of a student. The
Internal Reliability= 0.96 and the Test Reliability=0.90 and the Validity=
0.92.
Data gathering Procedure

Phase 1
Quantitative Survey

Data Data Analyze Interpret

Distribution Collection Data Data

Phase 2
Quantitative Survey

Analyze Interpret
Interview Data Data

The data will be gathered into three parts:

In generating items for the SETE Questionnaire, the researchers adopted a

questionnaire from Shihab Jimaa(2013), in order to ensure its validity and reliability the
researchers will be going to use the explanatory sequential mixed method, were we will
let the students answer the questions that the researchers adopted and will collect and
analyze the data they present, after that we will conduct an interview base on the
outcomes of the data gathered on the first step, finally the researchers interpret to what
extend and in what ways the qualitative results explain and add insight into the
quantitative result and what overall is learn in response to the studies purpose.
However, the content validated items statement for the SETE Questionnaire were
correlated with results of Emotion regulation and Mathematics Anxiety in mathematics
using Pearson Correlation Analysis on the basis of the responses by the respondents.
 APPENDIX A

THE DEVELOPED FORM OF STUDENTS’ EVALUATION OF TEACHING

EFFECTIVENESS
College:________________
Department:_________________
Course:______________________
sa → strongly agree a → agree n → neutral d → disagree
sd → strongly disagree n/a → not applicable

Please tick one box only against each statement. Sa A N D Sd n/a

LEARNING
1. I benefited a great deal from the course content and
understood the subject material of this course
2. I have found the course intellectually challenging and
stimulating
3. My interest in the subject has increased as a
consequence of this course
4. I believe I have attained the learning outcomes of the
course
5. The laboratory work/assignments helped me attain the
learning outcomes of the course
6. The laboratory work/assignments helped me attain the
learning outcomes of the course
7. The course notes and text book helped me attain the
learning outcomes.
ENTHUSIASM
8. Instructor spoke clearly and was enthusiastic about
teaching the course
9. Instructor’s style of presentation held my interest
during class
10. Instructor encouraged questions in the class
11. Instructor support critical thinking and independent
learning
12. Instructor explained and helped in solving the tutorial
questions.
13. Instructor asks questions that tap higher level thinking
14. Instructor recognized which students did not
understand and reviewed as needed
ORGANIZATION
15. Instructor gave lectures which facilitated taking notes
16. Instructor’s explanations were clear
17. Instructor’s materials were well prepared and carefully
explained
18. Instructor was available for help during his/her office
 hours
18. Instructors started and ended their lectures / tutorial on
time
GROUP INTERACTION
19. Students were encouraged to participate in class
discussions
20. Students were encouraged to share their ideas and
knowledge with others
21. Students encouraged to work in groups
INDIVIDUAL RAPPORT
22. Instructor handled student discipline fairly
23. Instructor sufficiently available to students during office
hours or after class
24. Instructor had a sincere interest in individual students
25. Instructor appeared to be genuinely concerned about
students and their success in class
BREADTH
26. Instructor covered all the course syllabus in the time
available
27. Instructor discussed all the objectives and learning
outcomes and what expected from students at the
start of the course
28. Instructor adequately discussed current developments
in the field
EXAMINATIONS
29. Examinations papers were clearly written and tested
course content as stressed by the instructor
30. Methods of evaluating student work were fair and
appropriate
31. Feedback on examinations / tests was timely and
valuable
ASSIGNMENTS
32. Assignments, quizzes, and homework were adequate
and contributed to appreciation and understanding
of subjects
33. Types of assignments were formative and further
enhanced the learning outcomes of the course
OVERALL
34. As an overall rating, I would say I am very satisfied
with the instructor
35. As an overall rating, I would say I am very satisfied
with the outcomes of this course
 APPENDIX B

S-AEQ-F (Short Version of the Academic Emotions Questionnaire for Filipinos)

Questionnaire (Modified Version)

The following statements talk about your emotions towards mathematics.

Remember there are no right or wrong answers; just answer as accurately as possible.
Use the scale below to answer the questions. If you think the statement is very true of
you, write 6; if statement is not at all true of you, write 1. If the statement is more or less
true of you, find the number between 1 and 6 that best describes you. Write your
assessment beside the number.

Not very true of me 1 2 3 4 5 6 Very true of me

____1. When I solve a difficult problem in math, my heart beats with pride.
____2. I don’t want anybody to know when I haven’t been able to understand
something.
____3. I feel optimistic that I will make good progress in studying math.
____4. I get tense and nervous while studying in math.
____5. I feel so hopeless that I can’t give my studies with my full efforts.
____6. I think I can be proud of my accomplishment in math.
____7. When I can’t keep up with my studies it makes me feel fearful.
____8. Because I’m bored I have no desire to learn in math.
____9. I enjoy acquiring new knowledge in math.
____10. I feel ashamed because I am not as good as others in math.
____11. I have an optimistic view towards math.
____13. Math is dull and monotonous.
____14. I look forward to studying math.
____15. I get angry when I have to study math.
____16. Studying mathematics makes me irritated.
 APPENDIX C
ABBREVIATED MATHEMATICS ANXIETY RATING SCALE (A-MARS)
QUESTIONNAIRE
Please indicate the level of your anxiety in the following situations. Please choose ONE
box on each line.
Not at A little A fair Muc Very
all amount h much
1. Studying for a math test
2. Taking math section of the
college entrance exam
3. Taking an exam (quiz) in a math
course
4. Taking an exam (final) in a math
course
5. . Picking up math textbook to
begin working on a homework
assignment
6. Being given homework
assignments of many difficult
problems that are due the next
class meeting.
7. Thinking about an upcoming
math test 1 week before
8. . Thinking about an upcoming
math test 1 day before.
9. Thinking about an upcoming
math test 1 hour before.
10 Realizing you have to take a
. certain number of math classes
to fulfill requirements.
11 Picking up math textbook to
. begin a difficult reading
assignment
12 Receiving your final math grade
. in the mail
13 Opening a math or stat book and
. seeing a page full of problems
14 Getting ready to study for a math
. test.
15 Being given a “pop” quiz in a
. math class
16 Reading a cash register receipt
. after your purchase.
17 Being given a set of numerical
. problems involving addition to
solve on paper.
18 Being given a set of subtraction
. problems to solve
19 Being given a set of
. multiplication problems to solve
20 Being given a set of division
. problems to solve.
21 Buying a math textbook
.
22 Watching a teacher work on an
. algebraic equation on the
blackboard
23 Signing up for a math course
.
24 Listening to another student
. explain a math formula.
25 Listening to another student
. explain a math formula.
 APPENDIX D

October 10, 2019

Dear Ronnel B. King,

Greetings!

            We, the fourth year Bsed- Math students are currently doing our study
entitled “Emotion Regulation Strategies in Reducing Anxiety in Math Subject and
its correlation to their Academic Rating “

            In this connection, we would like to seek your permission to use your
mathematics Emotion Regulation Questionnaire that you have used in your dissertation
entitled “S-AEQ-F (Short Version of the Academic Emotions Questionnaire for
Filipinos) Questionnaire (Modified Version)”

            Thanks and we are hoping for your approval.

Sincerely Yours,
Researchers:
Jaili Mae V. Jagus
Saharah Pundug
Macjohn Tapay
 APPENDIX E

October 10, 2019

Dear Shibab Jimaa,

Greetings!

            We, the fourth year Bsed- Math students are currently doing our study
entitled “Emotion Regulation Strategies in Reducing Anxiety in Math Subject and
its correlation to their Academic Rating “

            In this connection, we would like to seek your permission to use your
mathematics teaching style Questionnaire that you have used in your dissertation
entitled “THE DEVELOPED FORM OF STUDENTS’ EVALUATION OF TEACHING
EFFECTIVENESS”

            Thanks and we are hoping for your approval.

Sincerely Yours,
Researchers:
Jaili Mae V. Jagus
Saharah Pundug
Macjohn Tapay
 APPENDIX F

October 10, 2019

Dear Richardson and Suinn,

Greetings!

We, the fourth year Bsed- Math students are currently doing our study entitled
“Emotion Regulation Strategies in Reducing Anxiety in Math Subject and its
correlation to their Academic Rating “

In this connection, we would like to seek your permission to use your

mathematics Mathematics Anxiety Questionnaire that you have used in your
dissertation entitled “ABBREVIATED MATHEMATICS ANXIETY RATING SCALE (A-
MARS) QUESTIONNAIRE”

Thanks and we are hoping for your approval.

Sincerely Yours,
Researchers:

Jaili Mae V. Jagus

Saharah C. Pundug
MacJohn Tapay