Liceo de Cagayan University

Senior High School Department

RNP Blvd. Kauswagan, Cagayan de Oro City
S.Y. 2019-2020

Grade 11 – EAPP
Second Major Performance Task
Name: Karl Wyndyll M. Lamban SCORE
Date: 10/21/2019 Content (40) ________
Grade& Section: GRADE 11- STEM 4 Structure and
Organization (40) _________

Team Collaboration (20)_________

TOTAL: ________

CONCEPT PAPER ON THE PROPOSED RESEARCH STUDY (QUALITATIVE)

I. PROPOSED RESEARCH TITLE

Academic Emotions and Self-Efficacy Impacting Sense of Math Class Belonging in SHS Students
of Liceo de Cagayan University

II. STATEMENT OF THE PROBLEM

The purpose of this study was to determine the impact of college students’ academic emotions and
self-efficacy on their sense of belonging in a math classroom. The results from this study can be used
to improve the sense of belonging in classrooms.

III. PRELIMINARY LITERATURE REVIEW

The theories and research provide valuable information in terms of what studies should look at and
possible implications for the results. Academic emotions, academic self-efficacy, and sense of
belonging are each an important part of a student’s success within the school system, hence the need
for more research on their relationship. Each of the variables individually results in better academic
achievement; a common goal for most students, teachers, and parents. This has been found almost
every time a study has examined these variables. Research on this topic is lacking, along with
implications for educators. This research is necessary for teachers and professors to understand how
they might be able to further improve their student’s academics, experiences, and feelings toward
schooling.

This research study looked to confirm the findings on academic self-efficacy and sense of
belonging and academic emotions and sense of belonging. Math can be very difficult for some, so it is
important to understand ways to help those who are not proficient in math succeed, regardless of the
difficulties they may face. There are hopes that this study will facilitate more research on these
 variables in all different subjects in order to find ways to help with the betterment of students as an
individual and as a student in their particular community.

IV. GOAL STATEMENT

This study aims to help the topic gain more attention and encourage more research. It also aims to
greatly improve strategies for increasing positive emotions, along with student’s self-efficacy and sense
of belonging in the classroom. The enhancing in these psychological variables may lead to individual or
overall improvement in student’s academic achievement in mathematics subjects.

V. RESEARCH QUESTIONS

1. Do academic emotions influence sense of belonging in math classroom?

2. Does self-efficacy influence sense of class belonging in a math classroom?

VI. AN ABRIDGED METHODOLOGY

This study was conducted at Liceo de Cagayan University, Cagayan de Oro City, Philippines.
Sample was comprised of 100 SHS students who were recruited in the RNP Campus of various math
classes in S.Y.: 2019-2020. The respondents were selected randomly from the SHS STEM Strand
students of the Liceo de Cagayan University – RNP Campus.
Academic emotions questionnaire (AEQ). The AEQ is a 30-item Likert scale assessing class-
related emotions pertaining to enjoyment, hope, pride, anxiety, shame, hopelessness, and boredom.
These scales are in turn grouped into four emotion component subscales: affective, cognitive,
motivational, and physiological. Items described feelings that a student may experience before, during,
and after class. Response options ranged from 1 (strongly agree) to 5 (strongly disagree) (Pekrun et
al., 2011). The AEQ has been reported to have good internal and external validity (Pekrun et al., 2011).
Each student within those SHS math classes were interviewed in the study. In the interview the
researcher explained the purpose of the study as well as privacy and confidentiality of data to be
collected from the participants. Participants were be informed that participation in the study was
completely anonymous, and that will not affect their math grades. The collected data were accessed by
the researcher and stored on a secured computer for data analysis.
VII. TIMELINE
Objective Schedule

Phase I: Introduction November

Identifying the Problem 2nd week

Searching for Possible Solutions 3rd week

Collection for Recent Solutions 4th week

Filling the Gaps and Creation of Introduction 5th week

 Phase II: Review of Related Literature December

Collection for Backups 1st week

Synthesizing Backups and Linking it to the Study 2nd week

Phase III: Methodology January

Develop the Instrumentation Plan 1st week

Forming Questionnaire 2nd week

Interview and Survey Proper: Collection of Data 4th week

Phase IV: Results and Discussion, Abstract Making February

Analysing the Data 1st week

Record Results 2nd week

Discussion, and Summary for The Abstract 3rd week

VIII. REFERENCES

1. Henrich, A., Sloughter, J. M., Anderson, J., & Bahuaud, E. (2016). Addressing Negative Math
Attitudes With Service-Learning. Primus, 26(8), 788-802.
2. Høigaard, R., Kovač, V. B., Øverby, N. C., & Haugen, T. (2015). Academic self-efficacy mediates
the effects of school psychological climate on academic achievement. School Psychology
Quarterly, 30(1), 64-74.
3. Lam, U. F., Chen, W., Zhang, J., & Liang, T. (2015). It feels good to learn where I belong: School
belonging, academic emotions, and academic achievement in adolescents. School Psychology
International, 36(4), 393-409.
4. Meyers, L. S., Gamst, G., & Guarino. A. J. (2017). Applied multivariate research: Designs and
interpretation (3rd ed.). Los Angeles, CA: SAGE Publications.
5. Prasad, R. (2014). Classroom experiences that predict sense of belonging and academic
performance within the community college math classroom (Order No. 3670611). Available from
ProQuest Dissertations & Theses Global. (1650640509).
6. Yavorsky, K. A. (2017). Academic Emotions And Self-Efficacy Impacting Sense Of Math Class
Belonging In College Students. Available from ProQuest Dissertations & Theses Global.
(10283339).