29 Alquiza Et Al Final

INFLUENCE OF SELF-CONCEPT ON MATHEMATICS
ACHIEVEMENTS OF BSED MATHEMATICS STUDENTS
An Undergraduate Thesis Presented to
The Faculty of Teacher Education Department
Davao De Oro State College
Montevista, Davao De Oro, 8801
Alquiza, Raygelle Mae M.

Penaranda, Jonard.
Siarot, Shane C.
June 2022
i
INFLUENCE OF SELF-CONCEPT ON MATHEMATICS ACHIEVEMENTS
OF BSED MATHEMATICS STUDENTS
___________________________________________________
An Undergraduate Thesis Presented to the

Faculty of Teacher Education Department
Davao de Oro State College
Montevista, Davao de Oro, 8801
_________________________________________________
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
Major in Mathematics
_________________________________________________
Alquiza, Raygelle Mae M.

Penaranda, Jonard.
Siarot, Shane C.
June 2022
ii
APPROVAL SHEET
This Academic Research entitled “INFLUENCE OF SELF-CONCEPT ON

MATHEMATICS ACHIEVEMENTS OF BSED MATHEMATICS
STUDENTS” of Davao de Oro State College prepared and submitted by Raygelle
Mae M. Alquiza, Jonard Penaranda and Shane C. Siarot in partial fulfillment of the
requirements for the
degree Bachelor of Secondary Education major in Mathematics, has been examined
and
is, hereby, recommended for approval and acceptance.
ABEL E. SADJI, LPT

Adviser
APPROVED by the Panel Examinee with the grade of PASSED.
RIESHIA P. VALE, MAEd

Chairperson
PEDRO P. RAYMUNDE JR., MAEd MICHAEL C. MORRE, MAEd

Member Member
ACCEPTED in partial fulfillment of the requirements for the Degree

Bachelor of Secondary Education - Mathematics
JASMINE ROSE GEVEROLA,MAEd

TED Program Head
iii
ACKNOWLEDGMENT
First and foremost, we would like to thank the Almighty God for giving us
strength, understanding, and knowledge in accomplishing this research study. We
would not have gotten this far without His help.
To our beloved parents, Mr. and Mrs. Alquiza, Mrs. Peñaranda, and Mr.
and Mrs. Siarot, thank you for the unending love and care and the spiritual and
financial support from the very first day of this journey.
We would also like to express our deepest and sincerest gratitude to our
research adviser, Mr. Abel E. Sadji, LPT, for sharing their knowledge and tips about
our research.
To the panelists, Ma'am Reishia P. Vale, LPT, MAEd, Sir Pedro R.
Raymunde Jr., LPT, MAEd, and Sir Michael C. Morre Jr., LPT, MAEd, for
offering their effort, time, considerations, and for all the ideas about how we must
furnish this research study. To our statistician, Sir Abel E. Sadji, LPT, and our
grammarian, Sir Joecel Jan M. Gomez, LPT, thank you for your time and effort in
analyzing the results and checking the grammatical content of our study.
To our friends and classmates who were there cheering us as we embark on this
bumpy journey, thank you for your presence.
Lastly, to our participants, Mathematics teachers, and BSED Mathematics
students across all campuses of DDOSC, thank you so much for your participation.
The Researchers
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ABSTRACT
The study investigates the level of self-concept

of students toward mathematics and their performance
in mathematics of Davao De Oro State College 2nd
year students. Each study hypothesis will be tested at
the 0.05 level of significance, specifically: There is no
significant relationship between "Self-concept and
students' achievement in mathematics among Davao De
Oro State College 2nd year students." Regression
analysis was used to determine the relationship between
the variables, most notably the student's self-concept
toward mathematics and their mathematical
achievement. The findings revealed that there is no
significant relationship between the self-concept of
students in mathematics and their mathematics
achievement. Therefore, self-concept in mathematics
and mathematics achievement has no correlation that
relates to one another.
Keywords: Mathematics Achievement, Mathematics

Self-Concept
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TABLE OF CONTENTS
Cover Page i
Title Page ii
Approval Sheet iii
Acknowledgement iv
Abstract v
Table of Contents vi
List of Tables viii
List of Figures ix
CHAPTER
1 THE PROBLEM AND ITS SCOPE
Rationale of the Study 1
Theoretical Framework 4
Conceptual Framework 5
Statement of the Problem 6
Hypothesis 7
Review of Related Literature 7
2 METHODOLOGY
Research Design 17
Research Locale 17
Research Respondents 19
Research Instrument 19
Data Gathering Procedure 21
Data Analysis 21
Ethical Considerations 22
3 RESULTS AND DISCUSSION
4 FINDINDS, CONCLUSIONS AND RECOMMENDATIONS

Conclusions 29
Recommendations 30
REFERENCES 32
CURRICULUM VITAE
APPENDICES
A. Ethics Review Approval Form

B. Adviser’s Endorsement Sheet
C. Editor’s Certificate
D. Statistician’s Certificate
E. Participant’s Informed Consent Form
F. Declaration of Anti-Plagiarism/ Certificate of Originality
vi
LIST OF TABLES
Table Title Page
1 Table of Scale of Students Self-Concept 20
2 Table of Scale of Mathematics Students’ Performance 21

and Achievement
3 Level of Students Self-Concept Towards Mathematics 25
4 Level of Students’ Achievement in Mathematics 26
5 Correlations Between Self-Concept and Student 27

Achievement in Mathematics
vii
LIST OF FIGURES
Figure Title Page
1 Conceptual Framework 5
2 Map of the Philippines Highlighting the Locale of the Study 18
viii
Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale of the Study
In mathematics, self-concept can be defined as students' evaluations of their
abilities, talents, and enjoyment, and interest in mathematics is viewed as a critical
component in their progress in arithmetic (Arcadio et. al, 2019). Students' self-views
of their academic talents are critical in their attempt to adjust to their school tasks and
responsibilities, as these perceptions may influence the extent to which students put
effort to complete their school tasks (Farrington et al., 2012; Pajares & Schunk,
2001). The academic performance of students who are disinterested in completing the
work will suffer (Pintrich, 2000; Ryan & Patrick, 2001). On the other hand, pupils
with a strong self-concept in a certain subject are more inclined to strive for
excellence in any related duties assigned to them. This has a beneficial effect on their
performance in the subject. Thus, a positive academic self-concept correlates directly
with increased academic accomplishment (Khalaila, 2015). Numerous types of
research support the assumption that improving one's self-concept results in a
corresponding improvement in scholastic achievement and attitude toward
mathematics.
Globally, there has been evidence of a favorable association between pupils'
academic self-concept and mathematics achievement. However, there are few types of
research in Kenya that examine approaches to increase mathematics achievement.
Furthermore, very few studies on the relationship between academic self-concept and
mathematical achievement have been undertaken in Nairobi County. For example,
Osei (2014) conducted a study in Ghana with 120 high school students from four
1
schools—two urban and two rural—and discovered that while physical and social
self-concepts were unrelated to academic achievement, the relationship between
academic self-concept and academic achievement in all subjects was significant with
a weak correlation.
In the Philippines, only a limited amount of research discusses gender
variations in students' self-concept and performance in mathematics. It's worth
investigating whether the findings of prior studies are consistent or representative of
pupils in this country. According to Capuno et al. (2019), Filipino students'
mathematics performance has to be improved, as evidenced by the 2016-2017 Global
Competitiveness Report, which ranked the Philippines 79th out of 138 participating
nations in terms of the quality of science and mathematics education. This study is
consistent with the findings of the Department of Education's (DepEd) National
Achievement Test (NAT), which revealed a Mean Percentage Score in Mathematics
of 48.63 percent, falling short of the DepEd's 50% criterion. It is critical to investigate
the elements affecting students' math performance to solve these concerns; failing to
do so will exacerbate the country's educational development condition. To address
these issues, an assessment of the problem's condition must begin at the elementary
school level.
Additionally, a study was undertaken in Mindanao to examine the elements
that influence students' mathematical achievement, and it revealed that mathematics
abilities, attitude, and self-efficacy all have a substantial effect on students'
achievement. Another study was undertaken in Mindanao to determine whether the
self-concept and real competencies of Senior High school students are related to their
performance in General Mathematics. The findings indicated that there is no
correlation between students' perceived competence and their real competency.

2
Students perceived General Mathematics to be simple to a moderately difficult topic.
The outcome, however, was determined to be inconsistent with their actual
competency. In this situation, students or teachers may have failed to fulfill their
contractual obligations under a didactic contract.
Additionally, issues such as students' negative perceptions and lack of self-
confidence, an unsuitable learning environment, inadequate and inefficient teaching,
and students' motivations were identified as the key reasons for students' low
proficiency in general mathematics. The study's findings are consistent with previous
research indicating that several factors influence students' learning and performance in
mathematics, including their attitude (Capuno et al., 2019; Kanafiah & Jumadi, 2013)
and perceptions toward the subject (Pontian, 2018), teachers' instructional methods
and practices (Enu et al., 2015; Inkeeree et al., 2017; Mazana et al., 2019), and school
environment (Kamaruddin et al., 2009; Okafor et al., 2016; Shamaki, 2015). Such
inconsistencies can be reconciled if the stated causes are addressed appropriately in
instruction.
The outcome of this study will serve as a tool for determining whether the self-
concept and mathematics achievement of BSED Mathematics students have a
substantial link. Additionally, this research is expected to pave the way for future
strategies regarding students' self-concept and mathematics achievement not just for
CHED, but also for the Department of Education. Though numerous studies have
been conducted on self-concept and factors affecting students' mathematics
achievement, the relationship between the two has received little attention. Apart from
that, this study takes place in a distinct setting and at a distinct state college. The
researchers are ready to fill gaps in the literature about the variables in question.
3
Theoretical Framework
This study is based on Sincero's (2012) Self-concept theory, which examined
three components of self-concept. To begin, self-concept is acquired. Individuals
create their self-concept and it can be altered, which is influenced by their
environment (Zimmerman, 2013). This is a result of the connections with various
individuals that occur as a result of socialization. Similarly, when kids observe the
conventional assumption that boys are better at math than girls, they tend to build an
idea based on what society perceives to be true.
Second is the organization of the self-concept. One may view him in a variety
of ways, but there is one that will assist the individual in organizing these perceptions.
When an individual's beliefs are compatible with who he is, the belief tends to stick
with the individual, making it difficult to modify this perception, but it is possible.
Students who believe they are valuable in Math and perform well in the subject are
more likely to acquire a favorable attitude toward the subject. However, if someone
finds Math to be a difficult subject and their exam and performance scores are poor,
they are likely to believe they are incapable of performing well in the subject.
Stereotyping pupils' abilities may promote this belief.
Thirdly, the self-concept is ever-changing. As individuals encounter various
situations in life, their beliefs may shift under the type of situation encountered and
their response to it. Individuals' reactions are determined by how they view
themselves in a given scenario, with the inclination to let go of things that are
inconsistent with who they are and cling to those that reflect who they are and aid in
establishing a more desirable personal being. Pupils' school experiences play a vital
role in shaping their self-concept regarding any academic subject, particularly those
4
that are difficult for the majority of students. Allowing pupils to have a positive
experience with math would help close the gender gap in math achievement. This may
also contribute to the person developing a positive self-concept, regardless of gender.
Teaching practices that narrow pupils' performance gaps may help students do better
in school.
Constructivism (1987) by Lev Vygotsky has centered on the premise that a learner
develops knowledge for themselves. According to Derry (1999), social constructivism
emphasizes the idea that an individual develops knowledge based on their
understanding in reaction to their surroundings. Constructivism, as defined by Lev
Vygotsky, is extremely useful in determining the influence of students’ self-concept
and their achievement in mathematics as it demonstrates how individuals create their
learning through personal experiences and resolve conflicts as they encounter the
world (Doolite, 2017).
INDEPENDENT VARIABLE DEPENDENT VARIABLE
STUDENTS’ SELF-CONCEPT
IN MATHEMATICS STUDENT’S ACHIEVEMENT
 Satisfaction IN MATHEMATICS
 Change
5
Figure 1. The Schematic Diagram of the Study
The researcher’s adaptation of the conceptual model shown in Figure 1
demonstrates the influence of self-concept (independent variable) on mathematics
achievement (dependent variable) or vice versa as shown by the arrows. Self-concept
in mathematics can be defined as student ratings of their skills, ability, enjoyment, and
interest in mathematics is seen as an essential factor in their achievement in math. The
indicators for Student’s Self-Concept in Mathematics (Independent Variable) are
Satisfaction and Change. In a study titled "Mathematics self-concept and challenges
of learners in an online learning environment during the COVID-19 pandemic,"
students had both positive and negative math online learning self-concepts. Individual
factors influenced the mathematics self-concept.
According to qualitative data, students faced technological, personal,
domestic, assessment, pedagogical, consultation, and test anxiety challenges.
(Bringula et al., 2021). Further to that, According to Ercikan et al. (2005), students'
mathematical
confidence was the best predictor of achievement, while students' attitudes toward
mathematics were the best predictors of participation in advanced mathematics
courses. Furthermore, Marsh et al. (2005) argued in favor of a reciprocal effects
model in which prior self-concepts influence subsequent achievements (the self-
enhancement model) and prior achievements influence subsequent self-concepts (the
skill development model).
Statement of the Problem
The purpose of this study is to investigate the level of the self-concept of
students towards mathematics and their performance in mathematics.

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1. What is the level of student’s self -concept towards the mathematics of 2nd-
year students of Davao De Oro State College concerning:
1.1 Satisfaction; and
1.2 Change
2. What is the level of student achievement in mathematics of 2nd-year students
of Davao De Oro State College?
3. Is there a significant relationship between self-concept and student
achievement in mathematics?
Hypothesis
The following hypotheses will be tested at a 0.05 level of significance:
1. There is no significant relationship between self-concept and the students
’achievement in mathematics, which is the null hypothesis of the study.
Review of Related Literature
This section of the quantitative research compiles articles, works of literature,
and studies that provide details and pertinent information about the study's focal point.
Online resources and other articles drawn from a variety of sources such as books,
published and unpublished journals, manuals, and electronic references have an
infinite number of implications as a complement to this study work.
Self-Concept and Its Impact
Self-concept is commonly defined as one's knowledge and attitude toward
oneself. It is founded on self-awareness and the evaluation of one's qualities and
attributes as a result of one's involvement in one's situation (Eccles, 2017). Self-
concept persists over time and while for the person itself., his or her self-concept
appears stable, it is malleable and fluid, construed and shaped by a person’s self-
7
views, experiences, and contexts over time. Specifically, people’s life experiences and
self-concepts act reciprocal ( Mortirmer et al. 2020)
Academic self-concept refers to students' self-perceptions of their educational
abilities and potential (Trautwein, Ludtke, Koller & Baumert, 2018). Additionally, it
can be characterized as an individual's perception of himself as a learner and his
position in academic contexts (Guay, Marsh & Boivin, 2017). Academic self-concept
is composed of various components that are associated with kids' academic
accomplishments (Liu & Wang 2020). Students are generally concerned with their
examination outcomes. This student achievement is far more closely related to their
awareness of their potential and talents.
Numerous theories and models have attempted to describe the relationship
between academic self-concept and academic achievement, but none have been able
to demonstrate that increased academic self-awareness results in increased
achievement or that improved academic grades affect academic self-concept.
According to the skill development model, academic accomplishment influences the
formation of a more positive self-concept, but the self-enhancement model claims that
achievement is primarily concerned with students' self-concepts about their
educational contexts (Marsh & Craven, 2022).
There has been discussion of a link between academic self-concept and
achievement. While some academics have concentrated their efforts on the
association between academic self-concept and academic accomplishment, only a few
studies have been conducted to demonstrate how the relationship changes by gender
and program of study at universities (Matuvo, 2018 & Trautwein, et al. 2019). Kumari
& Chamundeswari (2017) discovered that certain psychological factors such as self-
concept have a significant impact on students' accomplishments and aid in assessing

8
the level of competence among students' potentials. Additionally, she determined that
how students act in academic situations is contingent upon their self-awareness.
Individuals' approach to their abilities and undiscovered potentials strengthens
their self-esteem and helps them achieve higher marks in school. Kumari (2018) did
research and discovered that an individual's self-concept serves as the inspiration for
changing their behavior. According to Adler (2018), self-concept provides meaning
and new ways of life and aids in both the creation and fulfillment of goals. It broadens
one's perspective on the world and helps build a more positive vision for the future.
Additionally, it enables an individual to get knowledge about himself and his work
competencies, such as what he is capable of doing and what he is not. According to
Davis-Kean & Sandler's (2021) research, a person's self-concept is formed by the
opinions he or she accumulates during life.
Positive self-beliefs are at the heart of the positive psychology movement
(Marsh and Craven, 2020), and enhancing self-concept is enshrined in educational
policies internationally. Positive self-concept has been demonstrated “to impact on a
wide range of critical wellbeing outcomes and serve as an influential platform for
enabling full human potential” (Craven and Marsh, 2018, p. 104). Interventions
specifically addressing domain-specific self-concept have been shown to result in
domain-specific gains in a range of achievement outcomes (Craven and Yeung,
2013). Self-concept and achievement are also known to be reciprocally related
whereby they share a dynamic causal relation (Marsh and Craven, 2017)
Addressing academic self-concepts, or an individual's self-perception of his or
her academic abilities in general and across domains (Bruner et al., 2019), can aid in
the understanding of educational inequalities, as academic self-concepts are
reciprocally related to a variety of academic outcomes (Marsh, 2017) Roebers,

9
Mecheril, and Schneider (2018) hypothesized in one of the first studies to examine the
academic self-concept of immigrant students in Germany over two decades ago that
immigrant students would have lower academic self-concepts than non-immigrant
students due to the "acculturative stress" associated with adaptation to a new cultural
context. This concept was inspired by Berry (2020) and his view of migration as a
life-changing event that can result in a loss of confidence in one's abilities. While this
reasoning has been adopted by others addressing immigrant students' academic self-
concept to academic achievement (2018), studies to date have largely ignored Berry's
acculturation model, which proposes four distinct patterns of acculturation associated
with varying degrees of acculturative stress and adaptation outcomes.
Numerous research studies have suggested that academic failure is a
significant contributor to students' low self-esteem. Failure in school has a detrimental
effect on their self-image, and they frequently develop a hatred for themselves.
Trethewey (2020) confirmed that "being labeled "unfit for advancement" at the end of
a school year typically impacted a child's self-esteem and confidence" (p.280).
Similarly, McMartin (2017) affirmed that "school failure has a substantial influence
on the development of a negative self-image, even more so when the child's self-
concept is already negative" (p.68). Rosenberg, Schooler, Schoenbach, and Rosenberg
(2017) noted in their study that "children with weak academic self-concepts are
frequently reported as having low self-esteem" (p.143). In line with this notion,
Westbury (2019) asserted that "the emotional burden associated with repeating a
grade will erode repeaters' self-esteem" (p.248).
According to Pomplun (2019), "retained students demonstrated a considerable
reduction in self-concept" (p.285). Consistent with this notion, Westbury (2020)
investigated in her study if "the emotional burden associated with repeating a grade"
10
lowered repeaters' self-esteem (p.248). Additionally, Anderson (2016) concluded in
his study that "repetition affects dropout statistics: it decreases the student's self-
esteem and isolates him or her from friends and peers" (p.121). Similarly, Stearns,
Moller, Blau, and Potochnick (2017) revealed that "retained students exhibit a weaker
self-concept than consistently promoted students" in their study (p.231).
Chetcuti and Griffiths (2020) demonstrated in their study of the "implications
for student self-concept of ordinary disparities in Maltese and English schools that
students' self-concept is influenced by their perceived ability, particularly as
formalized by test scores or other assessments" (p.544). Similarly, Psacharopoulos,
Rojas, and Velez (2013) discovered that "repeaters showed a low self-esteem" in their
research of third and fifth graders' cognitive achievement (p.272).
The structure of self-concept has been empirically demonstrated as
multidimensional and domain-specific (Arens et al., 2016). Marsh (2017), for
example, found distinct self-concepts in several school subjects, including verbal,
math, physical, art, music, and religion, with a general academic self-concept as an
overarching construct. Traditionally, researchers either conflated the competence and
affect aspects of academic concept (e.g., Jansen et al., 2018) or they have placed more
emphasis on the self-concept of competence over effect. Hence, academic self-
concept has been consistently measured by either combining the competence and
affect aspects or predominantly using the competence aspect alone.
Gender and Culture Issues in Self-Concept and Achievement
Past self-concept research focusing only on competence has indicated that in
general boys tend to have higher competence beliefs than girls (Midgley et al., 2015).
With regard to academic achievement, interaction effects between culture and gender
have also been demonstrated. Lai (2016), for instance, showed that Chinese girls
11
performed better than boys in both primary and middle schools. But for American
students, this pattern was not consistent. American girls achieved better than boys in
elementary school, but boys gradually caught up in math and science in middle
school.
Self-esteem and self-worth are other elaborative factors of self self-esteem
which involve the degree of evaluation which may be narrated in terms of high and
low self-esteem thematic appreciation tests are used to measure it. Self-esteem is
stated to have the effect of four parameters especially on the reaction of others,
comparison with others, and social identification (Miller and Ross, 2018). There is
something understood as the ideal self a relationship between ego, self-esteem, and
self-image influenced by four factors; the way others react to us, how we compare
ourselves with others, our social roles, and the way we identify ourselves with others
Michael Argyle (2017). Descriptive Psychology (Ossorio, 2014, 2013), explains the
development of self-concept in terms of empirical and logical justifications and
therapeutic interventions for altering the self-concept.
The present concept of self is parsimonious in resistance to change and it ties
a wide range of phenomena. Remedy to the fact is that the therapists in the status of
dynamic therapy assign a large number of statuses to the persons regarding them as
treated, takihim as a person (1) who is acceptable; (2) who makes sense; (3) whose
best interests come first in the therapeutic relationship; (4) who is important and
significant to the therapist; (5) who already possess enabling strengths, knowledge,
and other resources for solving problems; (6) who, was given a choice between
equally realistic but differentially degrading appraisals of him or her, is to be given
the benefit of the doubt; and (7) who is an agent (i.e., an individual capable of
entertaining behavioral options and selecting from among them, as opposed to a

12
helpless victim of genetic, historical, environmental, or other forces) (Bergner, R., &
Staggs, J. 2015).
Academic self-concept is one of the vital keys to academic achievement
(Khalaila, 2015). Khalaila (as cited in Ahmad and Bruinsman, 2006) noted that the
basis of students’ academic excellence is an academic achievement in which
understanding the different factors responsible for predicting, identifying, intervening,
or having an effect on academic achievement is crucial. He found out that individuals
thought was favorably linked to the student's achievement. In addition, intrinsic
motivation and anxiety indirectly affect the relatedness of the aforementioned
variables.
However, Bodkins-Andrew, et al. (2010) noted that several factors may help
to unlock the disengagement of the students in school. It merely suggests that
academic self–concepts may be a solution to unlock these trends that happened in
school due to disengagement. Learners’ success is determined by three factors
namely: self-concept, regulation, and efficacy oneself (Kirmizi, 2015). With higher
levels of self-confidence, regulation, and evaluation students got a high achievement.
A high correlation was obtained between the variables with academic achievement
(Ozkan, 2015; Abocejo and Padua, 2010).
Igbo et al. (2015) indicated that gender stereotypes as one of the predictors of
learners’ self–concept and achievement. Social stratification (Priest, 2015) is due to
racial/ethnic and gender discrimination shown unsuccessful in eliminating
achievement gaps. The academic self-concept and math achievement are associated
commonly using the cognitive strategy (Jolejole-Caube, Dumlao and Abocejo; 2019).
As noted, math achievement was not associated with epistemological beliefs and self–
13
regulation but it was significantly predicted by academic self-concept (Dursun, et al.,
2017).
Moreover, Kirmizi (2015) pointed out that self-efficacy posted a statistically
significant result that predicts academic success. He additionally said that high
achievers possessed a higher self-regulation level, self-efficacy, and self-concept.
Psychological adjustment and social protection (Abocejo and Gubalane, 2020)
showed an expressive correlation between self-concept and female high school
achievement (Kobra, et al., 2016; Abocejo and Padua, 2017). Meanwhile, Millichap
(2021) found out that children with epilepsy manifested lower achievement due to
their negative attitudes towards illness and poor self-esteem. He further noted that
parental expectations for the academic achievement of children with epilepsy should
be lowered so as not to impair school performance among these types of children.
Martin et al. (2020) stressed that developmental education has no adverse
impact on the academic self–concept of university students. They argued however that
university enrolled in several courses manifested lower academic self–concept than
their peers. Due to the transition, the effect of the academic grades on self–concept in
both Math (Gniewosz, 2019) and English (Trazo and Abocejo, 2019; Cuñado and
Abocejo, 2018) on students decrease while there is an increase due in maternal
competence perceptions (Rodriquez and Abocejo, 2018). Later on, during the
transition, the impact of academic grades increases but due to maternal perceptions
decreases. They continuously said that students have lost their self–evaluations due to
the change of references during and after the transition.
Cvencek, Kapur, and Meltzoff (2018) noted that Singaporean elementary
students, given a standard test, exhibited directly related self–concept and
achievement in mathematics. Additionally, the math (boys) stereotype was

14
significantly correlated with boys who have stronger and with girls who have weaker
math self–concepts for both explicit and implicit degrees. Their study also showed
that implicit mathematics self–concepts (unrelated to school factors) were correlated
with students’ mathematics achievement. Their study suggested that individual
differences may be used to assess students’ academic outcomes.
In addition, stereotypes related to actual mathematics achievement pointed out
the gap between the boys' and girls' scores on a standard test, but already non–existent
towards their last secondary school years (Dumlao and Abocejo, 2019). However, if
one examines mathematics on an international standardized achievement test, there is
still a gender gap favoring the United States (US) elementary school boys over girls
(Provasnik et al., 2017). But in Asian regions such as Singapore, Japan, China,
Philippines, the gender gap between math achievements at any age is not observed
(“Organisation for Economic Cooperation and Development” [OECD], 2017;
Abocejo et al., 2019).
Recently, Gu and Cheung (2016) found out that language self–concept affects
the students’ cultural modification process which was correlated to students’ levels of
intercultural communicative competence. The ideal language self is referred to as a
language-specific element of the individual ideal self (Arzu, 2020). It represents
specific hopes, aspirations, and desires of language learners (Dornyei, 2018, Trazo
and Abocejo, 2019). Since the language self is associated with an individual’s mastery
of language, it could be the decisive motivator of the learner’s language learning
process (Ryan and Dörnyei, 2013; Trazo and Abocejo, 2019). Hence, recent research
done by Lanvers (2016) and Huang, Hsu, and Chen (2018) stressed the direct effect of
the ideal language self on the learners’ eminence (Trazo and Abocejo, 2019).
15
Helm, Mueller, Nagy, and Moller (2019) revealed that an individual’s
perception of his abilities to strive academically will depend on their experiences with
the environment. In relation to academic achievement, specialized subject self–
concepts such as Math and English can be compared contrastively thru dimensional
comparisons between mathematics and verbal subjects. The contrast effect of
dimensional comparisons showed that students would manifest a lower mathematics
self–concept when they excel in English as compared to those with lower English
performance (Cuñado and Abocejo, 2018; Jolejole-Caube, Dumlao and Abocejo,
2019; Lanvers, 2016).
Marsh et al. (2018) articulated a difference between–domain and within–
domain comparison. They revealed important changes for comparisons between
subjects belonging to the verbal or mathematical continuum that has small
assimilation or contrast effects for comparison since they belong to the same domain.
They further noted that five subjects using dimensional comparison effects math,
physics, and chemistry have contrast effects while small assimilation effects were
found between the three subjects. However, Helm et al. (2018) argued that subject-
specific self-concepts have a common academic continuum, with no contrastive
effects or assimilation of dimensional comparison usually indicating that self–
concepts write firmly compared to achievements. The study indicated that deep and
surface approach partially moderate effects on mathematics achievement.
16
Chapter 2
METHODOLOGY
This chapter presents the research design, research participants, sampling
design, research instrument, data gathering procedure, data analysis, and ethical
considerations of the study. The study is a quantitative research that aims to determine
the level of student's academic achievement and self-concept toward mathematics.
Research Design
Quantitative research, as defined by Bryman (2012), is a research strategy that
focuses on quantifying data gathering and analysis. It is developed through a
deductive approach that emphasizes theory testing and is influenced by empiricist and
positivist philosophies. Quantitative research tries to develop and use mathematical
models, theories, and hypotheses to describe and explain occurrences (Given, 2008).
In this study, regression analysis was utilized to determine the link between the
variables, most notably the student’s self-concept toward mathematics and their
17
achievement in mathematics. This aided in comprehending how the dependent
variable's typical value changes when any of the independent factors are altered.
Research Locale
The present study is conducted among college students in one of the state
colleges in Compostela Province. The said institution has four campuses situated in
the neighboring municipalities namely Montevista, Compostela, New Bataan, and
Maragusan.
This province is found at the heart of Agusan del Sur (North), Davao Oriental
(East and South) and Davao del Norte (West). Compostela Valley Province is
popularly known as one of the largest gold reserves in Southern Mindanao and the
third in the whole country along with its agricultural industries and its one of kind
natural tourist destinations.
The state college is a neophyte institution that exists for more than five years
now. It produced licensed professional teachers last 2018 and is now tagged as the
Top 2 and 3 performing school nationwide in the board examination for teachers, for
Montevista and Compostela Branch, respectively. The said institution is now in its
second year to produce globally competent graduates that could compete in the global
arena through their skills.
18
Figure 2. Map of the Place of Study – Compostela Valley Province, Region XI
Research Respondents
This study is not open for Bachelor of Secondary Education Major in English
(BSED) and Bachelor of Science in Entrepreneurship. Therefore, the participants of
this study only focused on secondary education students major in Mathematics at
Davao De Oro State College. These mentioned participants were a total of 30
Mathematics major students and are currently studying in the first semester, the
academic year of 2021.
Purposive sampling was employed to find students who are capable of
answering the questions based on their degree alignment with this research. They
were chosen because they are appropriate for this research and can deliver accurate
results. This study will exclude students who are not majoring in mathematics
education. The researcher's primary concern is for the participant's well-being. The
researchers safeguard the security and confidentiality of the participants' information.
Prior to the study's conduct, consent was being requested. Thus, participants may
withdraw from the study at any point if they feel intimidated or uncomfortable.
19
Research Instrument(s)
This research article was employ two instruments due to the study's two
variables, which were derived from published materials and grades in 2nd year BSED
Mathematics in College and Advanced Algebra. These became the primary tools used
to collect the data for the study.
The data was collected using the Mathematics Self-Concept Test that was
developed by Gerald Kulm. This test was developed for use in a mathematics course
for prospective elementary teachers in which a master learning approach was being
tried. The 27-item test contains two scales that measure (1) satisfaction and (2) change
in the way the subject feels with respect to each item. Using the Likert Scale, 5 is the
highest, and 1 is the lowest in this questionnaire.
The scale below was used to interpret the outcome of this section. This will
aid the researchers in describing and interpreting the data's outcomes. Additionally,
this was an aid in the development of a robust and comprehensive analysis of the data
being gathered. The following parameter limitations were used to assess students'
self-concept toward mathematics.
Table 1
Student Self-Concept Scale

RANGE OF DESCRIPTIVE INTERPRETATION
MEANS EQUIVALENT
4.20-5.00 Very High
It means that self – concept of
student was very much felt.
3.40-4.19 High
It means that self- concept was
much felt
2.60-3.39 Moderate It means that self - concept was
moderately felt.
1.80-2.59 Low It means that self- concept was less
felt.
1.0-1.79 Very Low It means that self - concept was not
felt.
20
Additionally, respondents' mathematics achievement will be evaluated using
their General Point Average (GPA) in College and Advanced Algebra. The institution
will assist in retrieving the grades. The following parameter limits will be used to
determine the degree of students' mathematics achievement.
Table 2
Scale of Mathematics Students’ Performance and Achievements

RANGE DESCRIPTIV INTERPRETATION
E
EQUIVALENT
91-100 Very High The level of mathematics students’ performance
and achievements is outstanding.
86-90 High The level of mathematics students’ performance

and achievements is very satisfactory.
81-85 Moderately The level of mathematics students’ performance

High and achievements is satisfactory.
76-80 Low The level of mathematics students’ performance

and achievements is satisfactory.
75 and Very Low The level of mathematics students’ performance

below and achievements is unsatisfactory.
Data Gathering Procedure
In collecting the data, the researchers followed the ethics and principles of
conducting the study. The researchers presented and distributed the self-concept
21
survey material through Google forms to assess their level of performance in
mathematics to obtain information from the participants. Additionally, to gather
information about the level of students' performance in mathematics of the
participants, the researchers provided another questionnaire that better reflects their
performance in mathematics. The researchers gathered all the answers after the
participants have responded to the presented questionnaire in accordance with the
allotted duration of each type of test. The researchers interpreted the data and
information obtained confidentially.
Data Analysis
In collecting and organizing data, the researchers used the survey
questionnaire. It was analyzed by the analyst to have accurate and valid data. The
response of the participants will be analyzed through the use of a quantitative method
and expressed by the Likert Scale.
Weighted Mean. The weighted mean was used to determine students' self-
concept toward mathematics and their achievements in mathematics.
Standard Deviation. This standard deviation was used to determine how to
spread out the students' responses.
Pearson Correlation Coefficient. This was used to determine whether self-
concept and student achievement in mathematics have a significant relationship
Regression. This was used to determine if the domains of mathematics self-
concept significantly influence the students' achievements in mathematics.
Ethical Considerations
Ethical considerations are the principles that must be followed in conducting
any type of research. Ethical considerations make sure that no human rights are
violated, and that the research being conducted has no hidden agenda. Since cognitive
22
studies mostly deal with humans and their way of thinking, a certain code of ethics
has to be followed in research to assure the safety of the participants, their state, and
personal information of mind.
Validity. The researchers ensured that the participants involved in this study
were treated with the highest respect. The participants in this study were not forced to
participate, and they have the right to reject any time if they feel uncomfortable, with
no repercussions. To secure and protect the identities of individuals, the researchers
unitized codes rather than writing their real names.
Consent of Participants. To follow ethical guidelines, the researcher must
educate participants about all research activities and obtain informed consent before
beginning work. In addition to this, participants are also asking for additional
information if they have any doubts or become anxious in the middle of the research.
Once you clear all the participants' doubts, you can ask them to sign a consent. The
form will act as a sign of trust between the researcher and the participants.
Confidentiality. The confidentiality of the information given by the participant
is one of the most crucial ethical considerations. The data is only used to keep the
participants safe from outside threats. Furthermore, secrecy ensures that identifiable
information about participants is not included in research reports or other published
materials. In all of the research publications, the volunteers are referred to be
anonymous. The information or output about the participants must be mentioned in
such a way that no one can identify them.
Risk. We learned previously that volunteers should be informed about the
study's purpose and dangers. However, if the participant's danger outweighs the
benefit, the study should be stopped. Physical or psychological dangers can be
23
present. If any of the subjects become stressed, anxious, or in pain, the study should
be put on hold.
Benefits. The benefits that we can provide to the participants and the
community include increased knowledge and comprehension of the students ‘lived
experiences, coping mechanisms, and insights into their problems when dealing with
NSTP. This may result in a more significant comprehension of the research.
Anonymity. The researchers can only guarantee anonymity by not collecting
any personally identifying information, for example, names, phone numbers, email
addresses, IP addresses, physical characteristics, photos, and videos. In many cases, it
may be impossible to truly anonymize data collection. For example, data collected in
person or by phone cannot be considered fully anonymous because some personal
identifiers (demographic information or phone numbers) are impossible to hide. The
researchers also need to collect some identifying information if you give your
participants the option to withdraw their data at a later stage.
Vulnerability. The researchers ensured that the participants involved in this
study were treated with the highest respect. The participants in this study were not
forced to participate, and they have the right to reject at any time if they feel
uncomfortable, with no repercussions. To secure and protect the identities of
individuals, the researchers utilized codes rather than writing their real names.
Community Considerations. The study's findings benefit the community by
raising awareness and understanding among administrators, instructors, and students.
parents, and future researchers.
24
Chapter 3
RESULTS AND DISCUSSIONS
This chapter presents the result of the study on the self-concept and students’
achievement in mathematics among 2nd year BSED-Mathematics students in DDOSC
Montevista. The data was provided with tables that show the result of the study.
In conducting this study, it was assumed to derive only two results; self-
concept has no relevant relationship to students’ achievement in mathematics or self-
concept has a relevant relationship to students’ achievement in mathematics of 2nd-
year BSED Mathematics students of Davao de Oro State College- Montevista. Thus,
the results sought by the researchers came up with the analysis:
Table 1
Level of Student’s Self-Concept Towards Mathematics

Indicators Mean Standard Descriptive Interpretation
Deviation Equivalent
Satisfaction 3.6713 0.54648 High It means that self-
concept was much felt
Change 3.4313 0.60036 High It means that self-
Overall 3.5243 0.55621 High It means that self-
Table 1 above shows the mean and standard deviation of students’ self-
concept toward Mathematics. The mean level of self-concept towards the
mathematics of 2nd-year students of Davao De Oro State College in terms of
Satisfaction is 3.6173 with a standard deviation of 0.54648. This means that the level
of self-concept toward Mathematics of 2nd-year students of Davao De Oro State
25
College in terms of satisfaction is high. Thus, it means that self-concept was much
felt.
Meanwhile, the mean level of self-concept towards Mathematics of 2nd-year
students of Davao De Oro State College in terms of Change is 3.4313 with a standard
deviation of 0.60036. This means that the level of self-concept toward Mathematics of
2nd-year students of Davao De Oro State College in terms of change is high. Thus, it
means that self-concept was much felt.
One's beliefs regarding one's mathematical competence have been
characterized as one's mathematics self-concept (Ireson and Hallam, 2009).
Mathematics self-concept has also been linked to one's perceived capacity to succeed
and confidence in mathematics (Reyes, 1984). Furthermore, it has been proposed that
individual's propensity to engage in quantitative scenarios is linked to their
mathematical self-concept (Eccles, 1987; Schoon, 2015). Having a good self-concept
in mathematics simply means that students have a positive impression of their
mathematical ability and efficacy (Brayne and Shavelson, 1986).
Table 2
Level of Student’s Achievements In Mathematics

Limits Mean Standard Descriptive Interpretation
Deviation equivalent
Students’ The level of mathematics
Achievement 89.3 3.150 High students’ performance and
in achievements is very
Mathematics satisfactory
Shown in Table 2 is the mean and standard deviation of students’ achievement
in mathematics. The researchers use the Advance Algebra subject to determine the
participants' grades. It shows that the mean level of student achievement in
mathematics of 2nd-year students of Davao De Oro State College is 89.93 with a
26
standard deviation of 3.150. This means that the level of student achievement in
mathematics of 2nd-year students of Davao De Oro State College is high. Thus, the
level of mathematics students’ performance and achievements is very satisfactory.
Students' attitudes, teachers' attitudes, instructional methods, classroom environment,
gender stereotypes, and parental influences have all been found to influence student
progress in mathematics, according to Ayebale et al. (2020). DDOSC-second-year
Montevista's BSED Mathematics students nonetheless managed to attain good math
scores. The findings of a study titled Factors Affecting Students' Achievement in
Mathematics: Case Study in Terengganu revealed that students' attitudes most
significantly affected mathematics achievement, followed by students' centered
learning. (Yi Lee, 2016)
Table 3
Correlations Between Self-Concept And Student Achievement In Mathematics

Self- Students r- r- p- Decision Remarks
concept Achieveme valu square valu
towards nts in e d e
Mathemat Mathemati
ics cs
3.5243 89.3 0.36 0.130 0.06 Accept Ho Not

0 0 Significant
**. Correlation is significant at the 0.360 level (2-tailed).
Displayed in Table 3 are the test results on whether self-concept and student
achievement in mathematics have a significant relationship. It shows that there is no
correlation between Self-Concept and Student Achievement in Mathematics. Since
the p-value is 0.060 which is greater than the 0.05 level of significance, then we
ACCEPT the null hypothesis. There is no significant relationship between Self-
Concept and Student Achievement in Mathematics. Even though the self-concept of
students in mathematics and their mathematics achievement are both high, the data
27
that was gathered among the 2nd year BSED Mathematics showed that there is no
significant relationship between them.
Nonetheless, the response effectiveness does not depend on strategy or effort
solely but also relies on the individual’s evaluation of the pressurizing situation, and
the suitability of the response strategy chosen (Lazarus and Folkman, 2010). This is
supported by studies conducted by Asmawati Desa, (2006) where the research
outcome showed that 96.8 % of the subjects are emotional when they are stressed out.
A similar finding was also obtained by Muhd Shukri Husin (1996) who stated that
youth often use social, behavior and also an emotional response
Rahil et al. (1995) stated that a student's self-concept is something related to
the student’s personality, mentality, and self-ability. Based on this theory, University
Putra Malaysia student leaders could be regarded as having low self-concept profiles.
The truth of the matter is that student leaders actually can and should apply the self-
concept theory in their daily lives. If the self-concept level increases from low to
medium and finally to a high level, it is guaranteed that the student leaders can have a
high capacity for good leadership and academic excellence. Although there was no
significant association between self-concept and students’ academic achievement, the
writer strongly believed that a high self-concept is vital and can help students to create
a better self-understanding and acknowledgment.
28
Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
The conclusions and recommendations which are drawn from the results
obtained and analyzed are presented in this chapter.
Conclusions
Based on the findings of this study conducted on the 2nd year BSED
Mathematics students of Davao de Oro State College Montevista Branch, the
following conclusions were drawn:
1. All indicators for self-concept in mathematics namely; Change and
Satisfaction are in the same range of interpretation which is high. The overall
level of self-concept of 2nd year BSED Mathematics students of Davao de
Oro State College Montevista Branch yielded its mean to 3.5243 and it was
revealed to be “high” which means that self-concept was much felt by the
students. It implies that most of the students’ views and experiences can be
helpful tools in solving problems in a real-life situations.
2. The overall level of student mathematical achievement of 2nd year BSED
Mathematics students of Davao de Oro State College Montevista Branch
yielded its mean to 89.93 and it was revealed to be high which means that the
level of mathematics students’ performance and achievements are very
29
satisfactory. It implies that students’ self-concepts are a key contributor to
their achievements in math.
3. There is no significant relationship between the self-concept of students in
mathematics and their mathematics achievement. Therefore, self-concept in
mathematics and mathematics achievement have no correlation that relates to
one another. This can be happened due to the small scope of sampling. In
addition, several factors can affect the positive correlation between students'
self-concept and students' achievement in mathematics. One of these factors is
the student's age level and student's class level. Highlighting some things that
can affect the positive correlation, the next researchers should be those things.
It implies taking a wider sample would result in a stronger study. Therefore,
the next researchers should pay attention to the diversity of the subject to be
examined.
Recommendations
Based on the aforementioned conclusions and despite the results, the
researchers therefore recommend:
1. To the Bachelor of Secondary Education Major in Mathematics students, they
should maintain the level of self-concept in mathematics by continuing to
engage in different activities, numbers of training, workshops, and webinar
that the school has been offered such as the Personal Development subject that
will enhance more their self-concept in mathematics and continue to maintain
their performance in Mathematics.
2. To the instructors of Davao de Oro State College Montevista Branch, they
should continually employ strategies in teaching that would certainly maintain,
30
reinforce and improve the self-concept and mathematics achievement of the
students.
3. To Davao de Oro State College Montevista Branch, they should take part in
the enhancement and sustainability of the self-concept in mathematics and
achievement in mathematics towards Bachelor of Secondary Education Major
in Mathematics students through monitoring of the scholastic performance of
the students. Also, to emphasize the improvement of the education skills
which can greatly benefit the institution and the students as well.
4. Instructors may hold workshops and seminars to assist distance learners in
developing a better self-concept so that they can improve their skills and lead
successful lives in the future. Also, curriculum developers should consider the
importance of self-concept and design courses that encourage students to think
critically and deeply to improve their self-concept.
5. Curriculum developers should consider the importance of self-concept and
design courses that encourage students to think critically and deeply to
improve their self-concept.
31
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33
CURRICULUM VITAE OF PANEL
MEMBERS (A)
RIESHIA VELOSO PEÑALES – VALE, MAED.
Mobile Number: +63909151761045

Email Address: rieshiapenales28@gmail.com
EDUCATIONAL BACKGROUND:
Doctor of Philosophy in Education major in Applied Linguistics
University of Immaculate Conception, Davao City, Philippines
2019-Present
Master of Arts in Education major in English
University of Immaculate Conception, Davao City, Philippines
2016-2018
Bachelor of Secondary Education Major in English
University of Southeastern Philippines, Davao City, Philippines
2010-2014
Panabo National High School
Gredu, Panabo City, Philippines
2006-2010
Malidong Elementary School
Malidong, Pioduran, Albay, Philippines 2000-2006
WORK EXPERIENCE
Instructor 1 (Permanent-Regular)
2014-Present
COMPOSTELA VALLEY STATE COLLEGE
Montevista, Davao de Oro, Philippines
Customer Service Representative 2013-2014

TELEPERFORMANCE DAVAO
SM Annex, Davao City
ELIGIBILITY
Licensure Examination for Teachers (LET) Passer
August 2014
34
P.D.907 Honor Graduate Eligibility
April 2014
AFFILIATIONS
Philippine Association for Teachers & Educators (PAFTE), Inc.
May 3, 2019-March 31, 2020
Regular Member
Philippine Association of Institutions for Research, Inc. (PAIR)

November 27, 2017-November 27, 2018
Member
Association of Scholarly Peer Reviewers

Member
Association of Scholarly Editors (ASE)

Member
PROFESSIONAL DEVELOPMENT
Writing Research Proposal, Data Collection & Analysis
Research, Development and Extension Office, CVSC
November 28-30, 2019
Policy Formulation for Research In IR 4.0

The International Association of Research Ethics Across Disciplines, Inc.
2019 FPAA National Conference and Agri-Fisheries R&D

Fulbright Philippine Agriculture Alumni Association Inc.
September 25-28, 2019
Three-Day Capacity Building Workshop for Journal Editors, Researchers and

Faculty
Commission on Higher Education
September 3-5, 2019
2ND Institutional Multidisciplinary Research Congress and Techno Exhibits

Research, Development and Extension Office, CVSC
August 15-16, 2019
Research Ethics Training Workshop

Research Ethics Committee, CVSC
August 7-8, 2019
1st Institutional Research Congress and Techno Exhibits

Research and Development Office, CVSC
December 10-11, 2018
35
International Research Conference
Jose Maria College Research, Development and Publication Center
December 20, 2018
National Information Convention

SMX Convention Center, SM Lanang Premier, Davao City
February 19-21, 2018
Policy Research and Advocacy Training

Mindanao Development Authority (MinDA)
Seda Abreeza Hotel, Davao City
December 13-14, 2017
Training Workshop on Grounded Theory as an Approach in Writing a

Qualitative Research
Association of Scholarly Editors (ASE)
N Hotel, Kauswagan, Cagayan de Oro
Training-Workshop on Research Writing and Presenting

Office of Research, Development and Extension Services, CVSC
PCU-Davao Building, Magdum, Tagum City
June 19-21, 2017
Research Congress
PAGE XI/CoDGE XI
December 2-3, 2016
Seminar-Workshop on Gender Research Methodologies

University of the Philippines – Mindanao
Emerald Hall, RELC-NEAP XI, Quirino Avenue, Davao City
October 10-11, 2016
Research and Extension Proposal Writeshop

Office of Research, Development and Extension Services, CVSC Coco’s Hotel,
Compostela, Compostela Valley Province February 18-19, 2016
Workshop Conference on Women Leadership, Power and Decision Making in

SUCs
Philippine Association of State Universities and Colleges (PASUC) Grand Astoria
Hotel, Sucabaon, Zamboanga City September 9-11, 2015
Consultation Workshop on Community Extension

Office of Research, Development and Extension Services, CVSC Joop’s Pool and
Restaurant, Compostela, Compostela Valley Province July 6, 2015
Essentials of Research and Extension

Office of Research, Development and Extension Services, CVSC Main Campus,
Compostela, Compostela Valley Province January 22-23, 2015
36
CURRICULUM VITAE OF THE PANEL MEMBER (B)
PEDRO P. RAYMUNDE JR., MAEd

Mobile Number: 0956-991-2459
Email Address: Praymunde31@gmail.com
PERSONAL INFORMATION
Date of Birth : July 31, 1995

Place of Birth : New Bataan, Davao de Oro
Age : 24 years old
Sex : Male
Civil Status : Single
Citizenship : Filipino
Height : 5’8 ft.
Weight : 80 kgs.
Religion : Roman Catholic
Father’s Name: : Pedro G. Raymunde Sr.
Mother’s Name : Rosana P. Raymunde
EDUCATION BACKGROUND
April 2020 : Master of Arts in Education

Major in English
37
University of the Immaculate Conception
March 2015 : Bachelor of Secondary Education

Major in English
Ateneo de Davao University
March 2011 : Secondary Education

Assumption Academy of Compostela
March 2007 : Primary Education

Assumption Academy of Compostela
ELIGIBILITY
September 2015 : Licensure Examination for Teachers Passer
WORK EXPERIENCE
November 2016- Present : COS-Instructor

Compostela Valley State College-
Montevista Branch
June 2016- October 2017 : Part-Time Instructor

Legacy College of Compostela
June 2016- October 2016 : Full-Time Faculty-Senior High School

Legacy College of Compostela
August 2019- Present : BSED Program Coordinator

Montevista Branch
38
August 2017- Present : Yearbook Coordinator
Montevista Branch
May 2018- July 2019 : School Publication Adviser

Montevista Branch
August 2017- June 2018 : Senior Education Students

Organization Adviser
Montevista Branch
39
CURRICULUM VITAE OF THE PANEL MEMBER (C)
MICHAEL CARILLO MORRE JR., LPT
Sergio Osmeña St., Purok – 7, Poblacion,

Compostela, Davao De Oro
09959316961
michaelmorrejr@gmail.com
Educational Background
School: University of Mindanao Tagum College
Address: Mabini Street, Tagum City, Davao Del Norte
Course: Master of Education Major in Mathematics
Year Graduated: On-going
School: Compostela Valley State College - Main Campus

Address: Purok-10, Poblacion, Compostela, Davao De Oro
Course: Bachelor of Secondary Education Major in Mathematics
Year Graduated: 2018
School: Compostela National High School

Address: Purok-7, Lapu-Lapu St., Poblacion, Compostela, Davao De Oro
School: Compostela Central Elementary School

Address: Purok-1, Poblacion, Compostela, Davao De Oro
Affiliations
SOCIETY OF MATHEMATICS EDUCATORS
2017 – 2018
Former President
40
YOUTH FOR PEACE MOVEMENT – COMPOSTELA CHAPTER
2016 – Present
Member
Trainings and Seminars Attended

TRAINING ON RELIABILITY STATISTICS FOR QUESTIONNAIRES
Asian Association for Academic Integrity, Inc.
Via Zoom Teleconferencing
March 20 & 27, 2021
A GUIDE TO QUALITATIVE AND QUANTITATIVE RESEARCH: A

WEBINAR WORKSHOP
De La Salle University – Social Development Research Center
Via Zoom Teleconferencing
September 11, 2020
BASIC AND ADVANCED STATISTICS IN RESEARCH FOR MEDICAL

AND SOCIAL SCIENCES
Scholarus Solutions, Inc.
Davao City
September 28, 2020
41
CURRICULUM VITAE OF THE VALIDATORS (A)
JANET R. UYANGOREN, LPT.
Mobile Number: 09153936794

Email Address: janet.uyangoren@ddosc.edu.ph
Provincial Address : Purok 15, Poblacion, Compostela, Davao de Oro

Date of Birth : January 7, 1995
Sex : Female
Civil Status : Married
Citizenship : Filipino
Height (cm) : 5’2
Weight (kg) : 74
Religion : Roman Catholic
Language Spoken : Bisaya, Filipino, English
FAMILY BACKGROUND:
Mother’s Maiden Name: Encarnacion G. Ramos Occupation: Housewife
Father’s Name: Melchor D. Ramos Occupation: Deceased
Masters of Arts in Education Major in English Language Teaching 2018- Present

Assumption College of Nabunturan
Bachelor of Secondary Education Major in English 2012-2016

University of Southeastern Philippines
42
Monkayo National High School 2008-2012
Monkayo, Davao de Oro, Philippines
Monkayo Elementary School 2002-2008

Monkayo, Davao de Oro, Philippines
SEMINARS/TRAININGS ATTENDED:
Title: Webinar Series on Instructional Designing and Course Pack Development for
Flexible Learning
Date: July 7-9, 2020
Venue: University of Southeastern Philippines
Title: Purposive Communication in a Multicultural and Digital World: Teaching

Strategies and Instructional Materials (IM’s) Development: A Training-Workshop for
English Teachers
Date: October 23-25, 2018
Venue: Philippine Association of State Universities and Colleges - Tup, Manila
Title: Seminar on Effective Writing Techniques

Date: June 6-9, 2016
Venue: Civil Service Commission, Davao City
43
CURRICULUM VITAE OF THE VALIDATORS (B)
KAREN BIANCA P. TIGULLO
Mobile Number: 09124887741

Email Address: karenbianca.tigullo@ddosc.edu.ph
Provincial Address: Purok 7, Maparat, Compostela, Davao de Oro

Date of Birth: December 26, 1994
Sex: Female
Civil Status: Single

Citizenship: Filipino
Height (cm): 5’1cm
Weight (kg): 55kg
Religion: Iglesia ni Cristo

Language Spoken: Bisaya, Filipino, English
FAMILY BACKGROUND:
Mother’s Maiden Name: Josephine P. Tigullo. Occupation: Housewife
Father’s Name: Roger G. Tigullo. Occupation: None
Masters of Arts in Science Teaching major in Physics 2015-Present

Bachelor of Secondary Education 2011-2015

Major in Biological Science
44
Bernardino B. Bosque Sr. National High School 2007-2011
Bunawan, Davao City, Philippines
Daniel M. Perez Central Elementary School 2001-2007

Bunawan, Davao City, Philippines
Title: Webinar Series on Instructional Designing and Course Pack Development for
Flexible Learning
Date: July 7-9, 2020
Venue: University of Southeastern Philippines
Title: Purposive Communication in a Multicultural and Digital World: Teaching

Strategies and Instructional Materials (IM’s) Development: A Training-Workshop for
English Teachers
Date: October 23-25, 2018
Venue: Philippine Association of State Universities and Colleges - Tup, Manila
Title: Seminar on Effective Writing Techniques

Date: June 6-9, 2016
Venue: Civil Service Commission, Davao City
45
CURRICULUM VITAE OF VALIDATOR (C)
REY JOHN B. REBUCAS, LPT

0965-821-3633
reyjohn.rebucas@ddosc.edu.ph
Post-Graduate Studies: None
Graduate Studies: Master of Arts in Elementary Education (MAEE)

Saint Mary’s Tagum College Inc.
National Highway, Tagum City, Davao del Norte
June 2021-Present
Tertiary: Bachelor of Elementary Education in General Education

Apokon, Tagum City, Davao del Norte
Cum Laude
June 2014-June 2018
Secondary: Jose Tuason Jr. Memorial National High School

Urdaneta Street, Madaum, Tagum City, Davao del Norte
Salutatorian
June 2009-March 2014
Elementary: San Isidro Elementary School

Purok Bantacan, San Isidro, Tagum City, Davao del Norte
Valedictorian
June 2003-March 2009
ELIGIBILITY
Board Licensure Examination for Professional Teacher (BLEPT) Passer

March 24, 2019
Presidential Decree 907 Honor Graduate Eligibility

June 26, 2019
WORK EXPERIENCES:
46
Inclusive Dates: December 02, 2021 to Present
Position Title: Instructor I
Company: Davao de Oro State College-Montevista Branch
Inclusive Dates: August 06, 2020 to November 31, 2021

Position Title: Instructor
Company: Davao de Oro State College-Montevista Branch
Inclusive Dates: January 06, 2020 to March 31, 2020

Position Title: Teacher
Company: Tagum Christian Academy
Inclusive Dates: August 03, 2019 to March 16, 2020

Position Title: Instructor
Company: Tuason Development Foundation Inc. (TDFI)
Inclusive Dates: November 1, 2019 to February 30, 2020

Position Title: Area Supervisor
Company: Department of Social Welfare and Development (DSWD) XI
Inclusive Dates: July 12, 2018 to October 20, 2019

Position Title: Audit Analyst I
Company: Commission on Audit (CoA)
Title : Action Research Webinar

Date : November 4, 2021
Venue : Zoom Teleconference
Title : Training-Workshop on the Basics of Scholarly Writing

Date : October 02, 2021
Title : Strategies in Writing Good Research Article

Date : August 30, 2021
Title : How to Prepare Academic Papers for Publication in Addressing the

Reviewers Comments
Title : How to Prepare Academic Papers for Publication in Understanding

the Peer Review Process
47
Title : How to Prepare Academic Papers for Publication in Choosing a
Journal for Publication and Avoiding Predatory
Title : Industry-Academe Market Research Webinar

Date : July 03, 2020
Title : The Art of Article Writing, Documenting Sources, and Literature

Mapping
Date : April 20-21, 2021
Title : Data Presentation and the Don’ts and Do’s and Experimental
Research Design and Threat to Validity
Date : June 26, 2020
Title : Meeting the International Research Standards: The Demands of the

Fourth Industrial Revolution
Date : May 28, 2020
48
CURRICULUM VITAE OF THE STATISTICIAN
ABEL E. S ADJ I
Purok Mura-murahan, Cuambog, Mabini, Davao de Oro

0909-793-5477(Smart) sadjiabel2@gmail.com
EDUCATIONALBACKGROUND
Post Baccalaureate: University of Southeastern Philippines

Master of Science in Appied Mathematics
August27,2018-Present
Tertiary: University of Southeastern Philippines

Teaching Certificate Program for Non-Education
Professionals
June20,2018
Action Research: Reinforcing Students’ Performances through

Collaborative Learning Activities
Date of Submission: May31,2018

Bachelor of Sciencein Mathematics June23,2017
Thesis: Route Optimization for Solid Waste Collection:

Tagum CENRO
Date of Submission: June19,2017
LICENSURE
Licensure Exam for Teachers
March2019
LETRating:89.40%
49
LicenseNo.1789687
SEMINARS/TRAININGSATTENDED
MENTAL HEALTH AWARENESS SEMINAR

Theme: “You Are What You Think” Guidance Service Center, University of
Southeastern Philippines
Physical Educationand Cultural Center Gymnasium April5,2018
MOCK INTERVIEW
Career and Alumni Center
University of Southeastern Philippines, Tagum Mabini Campus
Apokon, Tagum City
April5,2018
PRE-EMPLOYMENTSEMINARFORLOCALAPPLICANTS(PESLA)
University of Southeastern Philippines, Tagum-Mabini Campus April3,2018
PRE-SERVICETEACHERSACTIONRESEARCHSEMINARWORKSHOP
University of Southeastern Philippines, Tagum-Mabini Campus
Rodolfo Del Rosario (RDR) Gymnasium, Mankilam, Tagum City
January12-13&16-17,2018
BASIC SEMINARWORKSHOPFORENGAGING AND EMPOWERING

TEACHERSTOBE1
Philippine Business for Education (PBEd-STEPUP)
University of Southeastern Philippines, Tagum-Mabini Campus October7,2017

TEACHERSTOBE
University of Southeastern Philippines, Tagum-Mabini Campus September1,2017
WORKEXPERIENCE
School Teacher
Al Munawwara Islamic School
Bugac Road, Maa Davao City
50
June08,2020–March13,2020
AFFILIATIONS
UseP MUSLIM STUDENTS’ ORGANIZATION (UMSA)
External Vice Presidents
S.Y.2016-2017
COLLEGE of ARTS and SCIENCES LOCAL COUNCIL(CAS-LC)

Councilman
S.Y.2016-2017
MATHEMATICS STUDENTS’ ORGANIZATION(MSO)

Coordinator
S.Y.2016-201
PERSONALINFORMATION
Date of Birth: January31,1995
Place of Birth: Mabini, Compostela Valley Province
Age: 25yearsold
Religion: Islam
51
CURRICULUM VITAE OF THE GRAMMARIAN
JOECEL JAN MANTE GOMEZ
Mobile number: +639350858935 (TM)

Email address: joeceljan.gomez@ddosc.edu.ph
EDUCATIONAL BACKGROUND
Master of Arts in Education Major in English

University of Immaculate Conception, Davao City, Philippines 2018-Present
Bachelor of Secondary Education Major in English

UM Tagum College, Mabini St., Tagum City, Davao del Norte 2011-2015
La Filipina National High School

La Filipina, Tagum City, Davao del Norte 2006-2010
Tagdangua Elementary School

Tagdangua, Pantukan, Davao de Oro 2001-2007
WORK EXPERIENCE
Instructor 1 2021-Present
DAVAO DE ORO STATE COLLEGE
Compostela, Davao de Oro, Philippines
Instructor 1 (Contract of Service) 2017-2021

COMPOSTELA VALLEY STATE COLLEGE
Montevista, Compostela Valley Province, Philippines
Customer Service Representative 2015-2017

VXI HOLDINGS B.V DAVAO
SM Annex, Davao City
ELIGIBILITY
Licensure Examination for Teachers (LET) Passer

September 27, 2015
52
AFFILIATIONS
Philippine Association for Teachers & Educators (PAFTE), Inc.

October 17, 2019- October 17, 2020
Regular Member
Philippine Association for Teachers & Educators (PAFTE) 48th National

Convention and 9th International Convention
Grand Men Seng Hotel, Davao City, Philippines
October 17-20, 2019
53
CURRICULUM VITAE OF THE RESEARCH TECHNICAL ADVISER
ABEL E. S ADJ I
Purok Mura-murahan, Cuambog, Mabini, Davao de Oro

0909-793-5477(Smart) sadjiabel2@gmail.com
EDUCATIONALBACKGROUND
Post Baccalaureate: University of Southeastern Philippines

Master of Science in Appied Mathematics
August27,2018-Present

Teaching Certificate Program for Non-Education
Professionals
June20,2018
Action Research: Reinforcing Students’ Performances through

Collaborative Learning Activities
Date of Submission: May31,2018

Bachelor of Sciencein Mathematics June23,2017
Thesis: Route Optimization for Solid Waste Collection:

Tagum CENRO
Date of Submission: June19,2017
LICENSURE
Licensure Exam for Teachers
March2019
LETRating:89.40%
54
LicenseNo.1789687
SEMINARS/TRAININGSATTENDED
MENTAL HEALTH AWARENESS SEMINAR

Theme: “You Are What You Think” Guidance Service Center, University of
Southeastern Philippines
Physical Educationand Cultural Center Gymnasium April5,2018
MOCK INTERVIEW
Career and Alumni Center
University of Southeastern Philippines, Tagum Mabini Campus
Apokon, Tagum City
April5,2018
PRE-EMPLOYMENTSEMINARFORLOCALAPPLICANTS(PESLA)
University of Southeastern Philippines, Tagum-Mabini Campus April3,2018
PRE-SERVICETEACHERSACTIONRESEARCHSEMINARWORKSHOP
University of Southeastern Philippines, Tagum-Mabini Campus
Rodolfo Del Rosario (RDR) Gymnasium, Mankilam, Tagum City
January12-13&16-17,2018

TEACHERSTOBE1
University of Southeastern Philippines, Tagum-Mabini Campus October7,2017

TEACHERSTOBE
University of Southeastern Philippines, Tagum-Mabini Campus September1,2017
WORKEXPERIENCE
School Teacher
Al Munawwara Islamic School
Bugac Road, Maa Davao City
55
June08,2020–March13,2020
AFFILIATIONS
UseP MUSLIM STUDENTS ORGANIZATION (UMSA)
External Vice Presidents
S.Y.2016-2017
COLLEGE of ARTS and SCIENCES LOCAL COUNCIL(CAS-LC)

Councilman
S.Y.2016-2017
MATHEMATICS STUDENTS’ ORGANIZATION(MSO)

Coordinator
S.Y.2016-201
PERSONALINFORMATION
Date of Birth: January31,1995
Place of Birth: Mabini, Compostela Valley Province
Age: 25yearsold
Religion: Islam
56
57
CURRICULUM VITAE OF THE RESEARCHERS (A)
RAYGELLE MAE M. ALQUIZA

Purok-5, Concepcion , Montevista, Davao de Oro
raygellemae.alquiza@ddosc.edu.ph
0975-896-8897
Bachelor of Secondary Education major in Mathematics

Davao de Oro State College- San Jose Poblacion, Montevista, Davao de Oro
2019-Present
Senior High School – Accountancy and Business Management

Montevista National High School (Main Campus) - San Jose Poblacion, Montevista,
Davao de Oro
2017-2019
Junior High School

Montevista National High School (Main Campus) - San Jose Poblacion, Montevista,
Davao de Oro
2013-2017
Elementary School
Alimadmad Elementary School,Concepcion, Montevista, Davao de Oro
2007-2013
TRAINING AND SEMINARS Teaching Internship Webinar Series-Zoom

Meeting
January 19-20, 2022

Capability Development Series-Zoom Meeting
February 24, 2022
DDOSC Research Ethic Committee Orientation -via Zoom
November 19, 20
58
CURRICULUM VITAE OF THE RESEARCHERS (B)
JONARD PEÑARANDA
Purok-1,Olaycon , Monkayo, Davao de Oro
jonard.penaranda@ddosc.edu.ph
0988-150-5374

2019-Present
Senior High School – General Academic Strand

Montevista National High School (Main Campus)- Poblacion, Montevista, Davao de
Oro
2017-2019
Junior High School

Oro
2016-2017
Elementary School
Olaycon Elementary School- Olaycon, Monkayo, Davao de Oro
2012-2013

Meeting
January 19-20, 2022

February 24, 2022
59
November 19, 2021
CURRICULUM VITAE OF THE RESEARCHERS (C)
SHANE C. SIAROT
Purok-5,Magsaysay, Nabunturan, Davao de Oro
shane.siarot@ddosc.edu.ph
0907-913-0338

2019-Present
Senior High School – General Academic Strand

Oro
2017-2019
Junior High School

Oro
2016-2017
Elementary School
Magsaysay Elementary School- Magsaysay, Nabunturan, Davao de Oro
2012-2013

Meeting
January 19-20, 2022

February 24, 2022
November 19, 2021
60
Appendix A
Ethics Review Approval Form
61
Appendix B
Advisers Endorsement Sheet
62
Appendix C
Editors Certificate
Republic of the Philippines

MONTEVISTA BRANCH
Montevista, Davao de Oro
Teacher Education Department
GRAMMARIAN’S CERTIFICATION
This is to certify that the undersigned has checked and went through all the
pages of the proposed study entitled “INFLUENCE OF SELF-CONCEPT ON
STUDENTS”.
Presented and submitted by RAYGELLE MAE M. ALQUIZA, JONARD
PEÑARANDA, and SHANE C. SIAROT.
Furthermore, this is to certify that the manuscript has been edited and ready
for binding.
JOECEL JAN GOMEZ, LPT
Grammarian
63
Appendix D
Statistician’s Certificate

Davao De Oro State College
Montevista Davao De Oro
ted.montevisata@ddosc.edu.ph
STATISTICIAN’S CERTIFICATION
This is to certify that the undersigned has examined the transcribed data of the
quantitative study entitled “TNFLUENCE OF SELF-CONCEPT ON
STUDENTS”, presented and submitted by RAYGELLE AE M. ALQUIZA,
JONARD PEÑARANDA, and SHANE C. SIAROT. Furthermore, this is to certify
that the manuscript has been edited and ready for binding.
ABEL E. SADJI, LPT

Statistician
64
Appendix E
Participants Inform Consent Form
Davao de Oro State College
RESEARCH ETHICS COMMITTEE
ETHICS INFORMED CONSENT/ASSENT FORM
Informed Consent Form for INLUENCE OF SELF-CONCEPT ON

MATHEMATICS ACHIEVEMENTS OF BSED MATHEMATICS STUDENTS
Name of the Researcher(s) Raygelle Mae M. Alquiza
Jonard Penaranda
Shane C. Siarot
Institution Davao de Oro State College- Montevista Branch
PART I: INFORMATION SHEET

INTRODUCTION
You are invited to participate in a research study conducted by Raygelle Mae M.

Alquiza, Jonard Penaranda and Shane C. Siarot, at DDOSC Montevista because you
fit the inclusion criteria for informant’s study.
Your participation is completely voluntary. Please read the information below, and
ask question about anything you do not understand, before decide to discuss
participation with your family or friends.
If you decide to participate, you will be asked to sign this form. You will be given a
copy of this form.
PURPOSE OF THE STUDY
This quantitative study well serves as a tool for determining whether the self-concept
and mathematics achievement of BSED Mathematics students have a substantial link.
Additionally, this research is expected to pave the way for future strategies regarding
students ‘self-concept and mathematics not just CHED, but also the Department of
Education.
65
STUDY PROCEDURES
The following procedures are the steps followed by the researcher in collecting the
data for the study: first,permission will be asked from the Branch Director of BSED
Program Head to conduct this study . Then, consent forms will be given to the
participants of the study. After that, the questionnaires will be given to the
participants. The questionnaire will be distributed through online platforms such as
Messenger, Google forms depending on the accessibility of the participants.
DURATION
The research study duration is 1 week and the partipant duration will have to fill up
the questionnaire at their own convenience throughout the week. There will be no
follow-ups needed.
POTENTIAL RISK AND DISCOMFORTS
You may feel discomfort during the course of the interview because of the sensitive
nature of the topic being studied. You may opt not to answer questions which make
you feel any psychological or emotional distress or you can withdraw as a participant
of the study if you feel that you cannot discuss the information that is asked of you.
The researchers value your participation and will place your welfare as their highest
priority during the course of the study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
Potential benefits include learning the current level of the participant’s vocabulary
knowledge based on the standardized questionnaire intended for this. The participants
will know in which are they need to work on their vocabulary, and which area they
need to work in their vocabulary, and which area they are well developed. This will
have an impact on their learning activities and academic performance in the future.
CONFIDENTIALITY
We will keep your records for this study as far as permitted by law. Any identifiable
information obtained in connection with this study will remain confidential, except if
necessary to protect your rights or welfare. This certificate means that the researcher
can resist the release of information about your published or discussed in conferences,
no identifiable information will be used.
PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or

loss of benefits to which you are otherwise entitled. You may withdraw your consent
at any time and discontinue participation without penalty. You are not waiving any
legal claims, rights or remedies because of your participation in the research study.
INVESTIGATOR’S CONTACT INFORMATION
66
If you have any questions or concern about the research, please feel free to contact the
researcher at the following information:
1. Raygelle Mae M. Alquiza
email: raygellemae.alquiza@ddosc.edu.ph
Mobile no:09916459273
2. Jonard Peñaranda
email: jonard.peñaranda@ddosc.edu.ph
Mobile no: 09506774808
3. Shane C. Siarot
email:shane.siarot@ddosc.edu.ph
Mobile no: 09098090038
RIGHTS OF RESEARCH PARTICIPANT’S CONSENT
If you have questions, concerns, or complaints about your right as a research

participant or the research in general and are unable to contact the research team, or if
you want to talk to someone independent of the research team, please contact the
DDOSC Research Ethics Committee at email address rec@ddosc.edu.ph and mobile :
0998-571-7507
Name: LILYBETH M. MATUNHAY, Ph.D.

Address: Purok 10 Poblacion, Compostela, Davao De Oro, Philippines 8803
Email: rec@ddosc.edu.ph
Mobile: 0998-571-7507
CERTIFICATE OF CONSENT/ASSENT
I have read this information (or had the information read to me) I have had my
questions answered and know that I can ask question later if I have them.
I agree to take part in research.
__________________________________ _________________
Signature above over Printed name of the Child Date Signed
IF ILLITERATE
I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm that
the individual has given consent freely.
67
_____________________________________ ________________
Signature above Printed Name of Participant Date Signed Thumb
Print
To be accomplished by the Researcher Obtaining Consent:

I have explained the research to the participant and answered all of his/her questions. I
believe that he/she understands the information described in this document and freely
consents to participate.
Raygelle Mae M. Alquiza
Jonard Penaranda
Shane C. Siarot___________
Name of Person Obtaining Consent Date Signed
68
APPROVED CVSC-REC Code: ____
Cleared for implementation using universally scientific

procedures and internationally accepted ethical guidelines.
69
Appendix F
DECLARATION OF ANTI-PLAGIARISM

Montevista, Davao de Oro 8801
CERTIFICATE OF ORIGINALITY
Date: JULY 04, 2022
We hereby declare that this submission is our own work and that, to the best of
our knowledge and belief, it contains no material previously published or written by
another person nor material which to a substantial extent has been expected for award
of any degree or diploma of a university or other institute of higher learning, except
where due acknowledgement is made in the text.
We also declare that the intellectual content of this Academic Research is the
product of our work, even though we may have received assistance from others on
style, presentation and language expression.
RAYGELLE MAE ALQUIZA, BSED MATH JU , 2022

Name and Degree of Candidate Date
JONARD PENARANDA, BSED MATH JULY , 2022

SHANE SIAROT, BSED MATH JULY , 2022

70
71

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INFLUENCE OF SELF-CONCEPT ON MATHEMATICS

ACHIEVEMENTS OF BSED MATHEMATICS STUDENTS

An Undergraduate Thesis Presented to

The Faculty of Teacher Education Department

Davao De Oro State College

Montevista, Davao De Oro, 8801

Alquiza, Raygelle Mae M.

An Undergraduate Thesis Presented to the

Alquiza, Raygelle Mae M.

This Academic Research entitled “INFLUENCE OF SELF-CONCEPT ON

ABEL E. SADJI, LPT

APPROVED by the Panel Examinee with the grade of PASSED.

RIESHIA P. VALE, MAEd

PEDRO P. RAYMUNDE JR., MAEd MICHAEL C. MORRE, MAEd

ACCEPTED in partial fulfillment of the requirements for the Degree

JASMINE ROSE GEVEROLA,MAEd

strength, understanding, and knowledge in accomplishing this research study. We

would not have gotten this far without His help.

financial support from the very first day of this journey.

To the panelists, Ma'am Reishia P. Vale, LPT, MAEd, Sir Pedro R.

bumpy journey, thank you for your presence.

Lastly, to our participants, Mathematics teachers, and BSED Mathematics

The study investigates the level of self-concept

Keywords: Mathematics Achievement, Mathematics

4 FINDINDS, CONCLUSIONS AND RECOMMENDATIONS

A. Ethics Review Approval Form

Table Title Page

1 Table of Scale of Students Self-Concept 20

2 Table of Scale of Mathematics Students’ Performance 21

3 Level of Students Self-Concept Towards Mathematics 25

4 Level of Students’ Achievement in Mathematics 26

5 Correlations Between Self-Concept and Student 27

THE PROBLEM AND ITS SCOPE

Rationale of the Study

In mathematics, self-concept can be defined as students' evaluations of their

abilities, talents, and enjoyment, and interest in mathematics is viewed as a critical

performance in the subject. Thus, a positive academic self-concept correlates directly

with increased academic accomplishment (Khalaila, 2015). Numerous types of

research support the assumption that improving one's self-concept results in a

corresponding improvement in scholastic achievement and attitude toward

Globally, there has been evidence of a favorable association between pupils'

research in Kenya that examine approaches to increase mathematics achievement.

mathematical achievement have been undertaken in Nairobi County. For example,

self-concepts were unrelated to academic achievement, the relationship between

In the Philippines, only a limited amount of research discusses gender

variations in students' self-concept and performance in mathematics. It's worth

investigating whether the findings of prior studies are consistent or representative of

pupils in this country. According to Capuno et al. (2019), Filipino students'

mathematics performance has to be improved, as evidenced by the 2016-2017 Global

consistent with the findings of the Department of Education's (DepEd) National

Achievement Test (NAT), which revealed a Mean Percentage Score in Mathematics

do so will exacerbate the country's educational development condition. To address

Additionally, a study was undertaken in Mindanao to examine the elements

that influence students' mathematical achievement, and it revealed that mathematics

abilities, attitude, and self-efficacy all have a substantial effect on students'

achievement. Another study was undertaken in Mindanao to determine whether the

performance in General Mathematics. The findings indicated that there is no

correlation between students' perceived competence and their real competency.

The outcome, however, was determined to be inconsistent with their actual

contractual obligations under a didactic contract.

Additionally, issues such as students' negative perceptions and lack of self-

confidence, an unsuitable learning environment, inadequate and inefficient teaching,

inconsistencies can be reconciled if the stated causes are addressed appropriately in