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Perceived Competence of Senior High School students on
their Academic Performance in lower Mathematics as

Predictor for higher performance in Physics
BECURAN HIGH SCHOOL
Perceived Competence of Senior High School students on their Academic
Performance in lower Mathematics as Predictor for higher performance in
Physics
A Research Presented to the Faculty of
Science, Technology, Engineering and Mathematics of the Senior High School
Department of Becuran High School
In Partial Fulfillment of the Requirements
for the course, Practical Research 2
Team
Chavez, Joudie
Miranda, William Lance A.
De Guzman, Dexter
Canlas, Christine B.
Science, Technology, Engineering and Mathematics

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I. Introduction
II. Review of Related Literatures
Mathematical competencies have gained a foothold in mathematics education
research, development and practice throughout the last two decades (Miss &
Højgaard, 2019). Mathematical competence is formed in the process of activity and
for future professional activity, to have mathematical competence you need to be able
to mobilize a system of mathematical knowledge and experiences in a given situation
(Jamshid Fayzullaev, 2020). Misunderstandings in basic knowledge can be a
hindrance in the efforts of students who attend technical high schools, where the core
subjects are mostly based on Mathematics (Barana et.al, 2019). The notion of
competency was first introduced in a psychological context as an alternative to
intelligence (McClelland, 1973 in Geraniou & Jankvist, 2019). Because of our
improving technology, digital technologies were applied in mathematics education.
Because of that, we often see students who are always using their mathematical
competencies and digital competencies (Geraniou & Jankvist, 2019). The concept of
competence has gained an increased foothold in mathematics education (Pettersen &
Braeken, 2019). We can say that learning mathematics is very valuable for students
because it is closely related and applicable to the daily life (Kenedi et.al, 2019). The
purpose of the study of Xiaoxia Huang and others (2019) is to test a proposed

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model consisting of mathematics anxiety, mathematics self-efficacy, and implicit
theories of intelligence in predicting mathematics and science career interest. The
respondents of the study were One hundred fifty-two (152) seventh-grade students in
a middle school in the United States of America. The results of the study showed that
boys’ mathematics self-efficacy is moderate in the relation between implicit theories
of intelligence and mathematics and science career interest. Lastly, the students level
in mathematics exerted a direct impact on mathematics anxiety, growth mindset, and
career interest. On the other hand, girls’ mathematics anxiety exerted a direct impact
on their career interest. Implications of the results are discussed (Huang et.al, 2019).
Intrinsic motivation, goal setting, and SRL are influenced by perceived
competence(e.g., Cho et al. 2011; Ferla et al. 2010; Miller et al. 1993 in Pelikan et.al,
2021). Mathematical competence of students is defined as a set of mathematical
skills, experience, knowledge and abilities that allows students to solve various
problems using mathematic knowledge (Kholdorovich, 2022).
The study by Elisabeth Rosa Pelikan and others (2021) named “Learning
during COVID-19: the role of self-regulated learning, motivation, and
procrastination for perceived competence” investigated the differences between
students who perceive themselves as highly competent vs those who perceive
themselves as having low academical competence. The goal of their

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study was to investigate students differing in their perceived competence when
learning during COVID-19 pandemic. Specifically, they investigated how
students differ in terms of decisive variables for successful learning in many
studies. This variables includes SRL strategies, intrinsic learning motivation, and
passive procrastination as well as their experiences of challenges and successes
during learning (Pelikan et.al, 2021). The results of the study stated that students
who experienced themselves as highly competent often use SRL strategies, were
more intrinsically motivated, seemed to cope better, and have less need for
support than students with lower perceived competence (Pelikan et.al, 2021).
The study by Leo A. Mamolo & Shalom Grace C. Sugano (2020) analyzed
the perceived and actual reasons behind the mathematical competence level of
410 grade 12 students in their General Mathematics. To measure, the researchers
employed a General Mathematics Competency test. Rapid Competency
Assessment Questionnaire to analyze students’ self-perceived learned
competence; and, interview schedule for the reasons for having the acquired
competence. The results of the study stated that the three (3) areas of
mathematics: Functions and their graphs, Business mathematics and Logic, were
perceived by senior high school students to be more satisfactory. The data from
the study revealed that factors such as environment, low self-perception,

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personal factors and teacher affects the students competence. The study also
indicated a weak positive relationship between students’ perceived most learned
competence and actual competencies. There was no correlation between the two
variables. Lastly, the data from the study indicted that senior high school students
can positively assess themselves in learning General Mathematics (Mamolo &
Sugano, 2020).
The study by Ginny Smith and others (2022) aimed to explore factors that
might affect or impact students’ learning, some of these factors includes gender,
ethnicity, and performance-based perceived competence. The researchers
gathered 199 students in year 11, the students were tasked to play a 2D digital
STEM learning game across six science classes. The results of the surveys,
pretests, posttests, and questionnaires from the study revealed that there is no
interaction between gender and ethnicity to Performance-based competence. On
the other hand, the researchers found out that there is a significant difference
between males and females when it comes in performance-based perceived
competence and in-game performance, both of these factors are in favor on males
over females. When it comes to ethnicity, researchers also found out that there is a
significant difference with in-game performance favoring White and Hispanic
students over Black/African American students. However, the

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differences in gender and in ethnicity were insignificant once the authors
controlled for both perceived competence and pretest scores. This proves the idea
that neither race nor gender truly influence one’s ability to perform in digital
learning games true (Ginny Smith et.al, 2022).
One of the ways used to determine the effectiveness of a country’s
educational system and curriculum is by means of assessing it (Santos & Boyon,
2020). International Mathematics and Science Study Advanced revealed that
Filipino students or learners performed less well in Basic Calculus than other
areas of mathematics (Santos & Boyon, 2020). The study titled “EFFECT OF
INQUIRY-BASED LESSONS ON STEM STUDENTS’ LEARNING
COMPETENCIES ON LIMITS AND CONTINUITY” by John Christian D.
Santos and Ma. Carolina L. Boyon, developed Inquiry based lesson exemplars to
improve grade 11 STEM students competencies in learning Basic Calculus. The
study also investigated the effects of the inquiry-based lesson exemplars on
students learning competencies. The respondents of the study consisted of 98
grade 11 STEM students in the second semester of academic year 2018 – 2019 of
a national high school in Philippines. The researchers validated ten inquiry-based
lesson exemplars, adopting the 5E learning cycle, for 13 learning competencies on
Limits and Continuity. The results of the study stated that the developed

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inquiry based lessons had a positive impact on students’ competency in learning
Basic Calculus, specifically, it enhanced the students mastery of Basic Calculus
competencies on limits and continuity. These finding supports the idea that high
school mathematics teachers may also develop inquiry-based lessons to positively
improve their students’ academic performance and learning competencies (Santos
& Boyon, 2020). During the COVID-19 pandemic, learning loss were considered
due to closures of some schools that led to a low academic achievement of
students all over the world (Schultz et.al, 2022). Since some schools were closed,
learning modalities were shifted to distance learning, however, most students
spent less time learning. The study by Johannes Schult and others (2022)
investigated the competencies of fifth graders in some schools in Germany. The
researchers used large-scale assessment results in reading and mathematics. The
results showed that the scores of the students were slightly lower in 2020
compared to the three previous years. Low achieving readers attained pre-
pandemic mathematical competence levels. The researchers also found out that
school characteristics played a minor role in mediating the schools’ learning loss
(Schultz et.al, 2022).
Science, technology, engineering and mathematics (STEM) competencies are
essential foundations that improves the personal scientific literacy of

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citizens, it also enhances international economic competitiveness (Maass et.al,
2019).S who learned under blended learning felt positive attitudes, it can also
improve the student’ performance, understanding concepts and student learning
outcomes (Fitri & Zahari, 2019). Students claim that they can access learning material
and revisit some difficult material in their convenience time (Setyaningrum, 2018)
A Quasi-experimental study conducted by Ulfa and others entitled “ The
Effectiveness of Blended Learning Using A Learning System in Network (SPADA)
in Understanding of Mathematical Concept “, aimed to see the effectiveness of the
application of learning with BL in terms of understanding students concepts. The
respondents of the study were the total population of all Indonesian students in
Teknokrat University. Based on the results, the researchers concluded that the
application of learning in BL is effective when viewed from the understanding of
student concepts (Ulfa, et.al, 2020).
The study by Ary Kiswanto Kenedi and others (2019) entitled “Mathematical
Connection of Elementary School Students to Solve Mathematical Problems”, aimed
to determine the ability of elementary school students in solving mathematical

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problems. This research employed a qualitative-descriptive method. The researchers
used observation, interview, and tests to collect data. The results showed that 91.67%
of students belonged to below average, 6.67% in fair category and 11.67% in poor
category. This result supports the idea that the mathematical connection ability of
elementary school students in solving mathematics problems is still low (Kenedi,
et.al, 2019).
The study of Rustam E Simamora and Sahat Saragih was focused on the
qualified learning materials in teaching, in the study, they stated that these materials
are need to improve the quality of learning and teaching of mathematics to students,
Qualified learning materials are obtained through developmental researches. The
study itself used a learning material that was developed based on guided discovery
learning model using the development model of Thiagarajan. The results of the study
revealed that learning materials improved students’ ability to solve mathematical
problems and it also significantly improved the students’ mathematical self-efficacy
(Simamora & Saragih, 2019).
Resoluteness in Science Technology Engineering and Mathematics (STEM)
majors mostly depends on persistence in mathematics (Czocher et.al, 2020).
Mathematics is one of the fields that has important role in the 21st-century

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thinking because mathematics involves the process of logical and systematic thinking
to solve problems. Mathematics serves an important role in academic fields in the 21st
Century, this is because mathematics involves processes of logical, systematic, and
critical thinking to solve problems given in the subject and in real life (Dewanti et.al,
2020). Different studies shows that the learning and performance is students is
affected by different factors such as the students’ attitude towards the subject,
teachers instructional practices, and school environment (Mazana et.al, 2019).
Negative factors affecting mathematical performances of students has always been a
critical focus of research aimed to understand and develop ways to improve and
increase one’s mathematic knowledge (Barroso et.al 2020). Math anxiety refers to the
negative feelings such as fear, tension, and apprehension when a person engages with
mathematics (Zhang et.al, 2019). Math anxiety is the negative feelings a person have
towards mathematics subjects. Evidences shows that this type of anxiety is somehow
related to math-anxiety avoidance. Addressing this negative feelings toward
mathematics may potentially increase the interest and success in STEM field (Choe,
et.al).
The study by Leo Mamolo (2019) titled “Analysis of Senior High School
Students’ Competency in General Mathematics” analyzed the competency level of
425 grade 12 students during 2017-2018 school year in General

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Mathematics. The researchers used and employed a validated general mathematics
competency test. Results of the study revealed that all strands (Technical Vocational
and Livelihood (TVL) track, and the Accountancy, Business, and Management
(ABM), Humanities and Social Sciences (HUMSS), and General Academic (GA)
strands of the academic track) were fair in competency. On the other hand, Only the
Science, Technology, Engineering, and Mathematics (STEM) strand got a satisfactory
level (Mamolo, 2019).
The study by Mumcu & Aktas (2015) aimed to determine the students’
mathematical self efficacy perceptions and attitudes. The study also aimed to see the
relationship between attitudes and self-efficacy perceptions towards mathematics
themselves. In methods, the researchers used and employed a descriptive study in
survey method as the design of the study, one way ANOVA and correlation
techniques were used by the researchers to obtain the results. The findings and results
of the study revealed that the scores of the students for attitude and self efficacy
perceptions tend to be uncertain. Students who are enrolled in regular school
programs showed higher self efficacy perceptions than those students who enrolled in
vocational programs. Lastly, a positive correlation was found between students’
attitudes and self-efficacy perceptions towards mathematics (Mumcu & Aktas, 2015).

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The Mathematics In the Modern World (MITMW) is a 3-unit subject which is
consists of 36 general education units started in 2018 and we’re implemented in all
general education curriculum. Today, Mathematics in the Modern World (MITMW)
is one of the general education subjects taught in the new college curriculum in the
Philippines (Roman & Villanueva ). The study by Roman and Villanueva (2019),
aimed to describe the self assessment of students in their acquisition of the
competencies set in the Mathematics in the Modern World (MITMW). The
participants of the study consisted of Two hundred seventy-one (271) first year
college students. The study then created a hypothesis, stating that the perceived extent
of acquisition of the first year college students on the competencies intended for
Mathematics in the Modern World and their extent of difficulties experienced provide
significant relationship to their performance. Results of the study showed that first
year college students attain higher extent of acquisitions on the competencies of
Mathematics in the Modern World (MITMW). The students did show some
difficulties in some areas of MITMW, however, they still showed a satisfactory
performance in the subject. Lastly, The study found out that acquired competencies
and difficulties showed significant relationship to students perform in Mathematics in
The Modern World (MITMW) (Roman & Villanueva, 2019).

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The study by Adonis Fulgar Cerbito (2020), titled Comparative Analysis of
Mathematics Proficiency and Attitudes Toward Mathematics of Senior High School
Student” assessed the attitudes of senior high school students from different strands in
mathematics as well as their proficiency level in mathematics. The respondents
consisted of 868 grade 11 senior high students from different strands. The “Attitudes
toward mathematics inventory (ATMI) were employed by the researchers to measure
and determine the students’ attitudes in terms of value, enjoyment, motivation, and
self-confidence. The results of the study showed that there is a significant relationship
between attitudes towards mathematics and proficiency in mathematics, students’
across strands showed a negative attitudes towards mathematics. These means that the
educators should be aware on the attitudes of their students to help them improve
their proficiency in mathematics (Cerbito, 2020)
A retrospective study by Bridget Maley and Margaret Rafferty (2019) titled
“Can math competency predict success in nursing school?” Focused on the nursing
students grades in mathematics and examined whether the students’grades has an
effect on specific math courses on program completion. The researchers tested if
math proficiency indicators can be a predictor in program completion, an associate
degree nursing program. The results of the study provided support and stated that

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mathematical competency is an important predictor of success in an urban public
college (Maley & Rafferty, 2019).
The study by namkung and others (2019) examined the relationship between
math anxiety and mathematics performance among school aged students as well as
identify the factors affecting the students’ grades. Results of the study showed a
significant negative correlation exist between math anxiety and math performance,
some factors that the researchers found to be affecting students’ grades were students’
course grade, GPA and final exams (Namkung et.al, 2019).
A study by Rebysarah S. Tambaoan and Derren N. Gaylo (2019) aimed to
investigate the effects of differentiated instruction towards their academic
performance and engagement in Basic Calculus.The researchers employed a Quasi-
experimental design for this study consisting of sixty Grade 11 learners in the
Science, Technology, Engineering and Mathematics (STEM) strand of Bukidnon
State University Secondary School, Malaybalay City. The research instruments that
the researchers used in this study were researcher-made academic performance test
and engagement scale that were expertly evaluated, validated and reliability

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analyzed. The results revealed that the learners’ academic performance was Very
Satisfactory, learners taught with the conventional instruction was Fairly Satisfactory.
A significant difference was found in the academic performance between the two
groups of learners, in favor of those taught with differentiated instruction. Lastly, the
study concluded that the engagement level of the learners in the experimental group
was Moderate before and after the intervention (Tambaoan & Gaylo, 2019).
Developing and understanding multiple equations for a specific problem is
valuable in effective learning in mathematics (Schukajlow et.al, 2019). Students are
expected to use their knowledge in mathematics and also to develop the ability to
apply mathematics in everyday life (Siagian et.al, 2019). Problem solving ability and
metacognition ability are factors that are related to learning, thinking and problems
solving competencies (Siagian et.al, 2019). Numerous research studies have argued
that problem-solving skills is somehow related to reading comprehension (Öztürk
et.al, 2019). Problems solving is not only the purpose of learning mathematics but
also the main means of learning mathematics (Siagian et.al, 2019). Self-efficacy is
considered as a strong predictor for the performance and persistence in STEM
education as it represents an individual’s level of confidence to perform given tasks in
a particular domain (Espinosa et.al, 2019).
The study of Maureen Siew Fang Chong and others (2019) developed the
“RECCE-MODEL”, a framework that emphasizes the understanding and

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thinking of students in mathematics in real life. It stands for Realistic, Educational,
Contextual, Cognitive, and Evaluation. Aside from that, it also Encompassed
underlying principles in teaching problem solving, it guides the teachers in planning,
designing, developing, and facilitating real-life activity tasks. It also explores
students’ competency in their application of their mathematical knowledge to real life
problems Their study investigated the development of the students in activity tasks
developed by the teachers. In total, 94 students from two high schools in Brunei
Darussalam answered a students’ questionnaire. The findings showed that Brunei
high school students stimulated beliefs and positive attitudes on non-routine problem-
solving in the learning of mathematics. The RECCE-MODEL framework showed the
way towards understanding the relationships between effective pedagogical
approaches and students’ learning (Chong et.al, 2019).
The study of Roberto Capone and others (2021) described the main findings
of a national action-research project aimed at improving numeracy and mathematical
literacy. The main focus of the study is on the processes underlying the creation of
capabilities in representation, reasoning and communication. The participants of the
study consisted of 400 fifteen-years- old students from 20 high schools classes in the
Campania region. The researchers investigated if the experimental activities might
affect the acquisition of representation and communication skills and

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improve the PISA levels. Results of the study showed that students had more
difficulty when changing semiotic registers. The researchers saw a process of
evolution towards more and more complete arguments and the use of a more and
more rigorous language from the scientific point of view. The researchers also
analyzed the skill levels of the students, a positive trend has been evidenced as the
effect of the realized activities (Capone et.al, 2021).
The study of Yung Lau and others (2019) investigated the direct effecs of
volunteer motivation towards social problem-solving ability, self-efficacy, and mental
health, the study also examined the mediating effects on volunteer motivation and
mental health by testing social problem-solving ability and self-efficacy of 1530
undergraduate students. The researchers examined a hypothetical model that
integrates the concepts of Self-Determination Theory, the Social Problem Solving
Model, and the Self-Efficacy Belief Model. The results of the study demonstrated that
volunteer motivation showed significant relationship with social problem-solving
ability and self-efficacy of students. The researchers classified 3 mediators

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namely; social problem-solving ability (positive problem orientation, negative
problem orientation, and avoidance style) and self-efficacy. Lastly, the researchers
concluded that, volunteer motivation provides a way to enhance social problem-
solving ability and self-efficacy (Lau et.al, 2019).
STEM is a academic field that requires numeracy, understanding and
analyzing data including critical analysis; understanding of scientific and
mathematical principles (Sagala et.al, 2019). Most students view physics negatively
because the lessons are very abstract, and the solution of word problems must be
based on different concepts and theorie (Balboa, 2019). “Students are more likely to
engage in activities that they feel efficacious. In other words, students need and like
to have self-efficacy for learning material before they engage in strategic effort”
(Doordinejad & Afshar, 2014 in Ale et.al, 2020). Self efficacy plays an important role
in students engagement, participation, and retention in academic careers in science,
technology, engineering, and mathematics (STEM) (Kalender et.al, 2020).
The study by Alaba Tolulope Agbele and others (2020) assessed the best
teaching methodologies in teaching physics in Ekiti State, Nigeria. Fifty senior

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secondary schools consisting of randomly selected thirty males and twenty females
took a “students achievement tests”, this test was used by the researchers to gather
and collect data from the respondents. The result of the study showed that
collaborative inquiry method is much better than the traditional one. The study also
found out that male students had a better performance in Physics as a science subject
than female students (Agbele et.al, 2020). On the other hand, the study of José A
Gómez-Tejedor and others (2020) used flip teaching (FT) to identify the different
effects of this type of learning method to students’ academic performance. The results
of the study showed positive results stating that the Academic results of students were
both better under Flip teaching (FT) and Traditional Method ™ (Tejedor et.al, 2020).
The quasi-experimental study of Yunzal & Casinillo (2020) aimed to find out
if Physics Education Technology (PhET) simulations can positively affect the
performance of 72 senior high school students under STEM strands in Baybay City in
some selected topics in physics, particularly, in electrodynamics. Results of the study
showed that the performance of students before and after undergoing PhET
simulation does not necessarily had a big difference in their performance, however, it
did indicated a slight improvement to their performances (Yunzal & Casinillo, 2020).

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The study by Xiantong Yang, Mengmeng Zhang, Lingqiang Kong, Qiang
Wang, Jon-Chao Hong (2022) constructed a model of Question-Observation-Doing-
Explanation(Q0DE) and was applied to science learning during learning in COVID-
19 Pandemic. The study is supported by Bandura’s motivation theory and community
of inquiry model. The researchers used 357 valid questionnaires for the study. The
results of the study stated that there is no significant relationship between scientific
learning ability and scientific learning behavior. The researchers also concluded that
cognitive anxiety is not related to four types of science engagement. Lastly, these
evidences supports the idea that game-based learning on smartphones contributes a
deeper understanding associations between scientific self-efficacy, cognitive anxiety,
and science engagement (Yang et.al, 2021).
Research studies focused on conducting and investigating K-12 schools
concludes that learners who believe firmly in their academic capabilities perform
better academically (Usher, 2015 in Usher et.al, 2019). Academic self-efficacy is
considered as one of the most important motivational variables that improves
students’ academic performance and well-being (Usher et.al, 2019).
III. Theoretical Framework
This section reflects the models and theories which guided the researcher in
the conduct of the study. The study was based on the Self-efficacy Theory, Self-

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determination Theory, Harter’s competence motivation Theory, Social Cognitive
Theory, and The ABC Attitude Model.
According to Self-efficacy Theory, self-efficacy is a belief in our own
abilities, especially the ability to master previous tasks and succeed in tasks. General
self-efficacy refers to our general belief in the ability to succeed, but there are many
other specific forms of self-efficacy that is academics, parenting or exercise.T
psychological theory of self-efficacy was born from Albert Bandura’s work. He
realized that there was a mechanism that played a major role in people’s lives, which
was not actually defined and systematically observed until then. The mechanism was
the belief that humans could influence the events of their lives. Bandura suggests that
perceived self-efficacy influences coping behaviors initiated when a person faces
stress or challenges, and how much effort spent to reach the goal, determine how long
it will take to pursue those goals. He hypothesized that self-efficacy is a self-efficacy
is a self-sustaining characteristic. When people are driven to solve problems in
their own words, they have a positive experience, which in turn enhances self-
efficacy.
Another theory is the Self-determination Theory, which is about human
motivation and character and states that humans may become self-determined as long
as their needs for competence, relatedness, and autonomy are fulfilled. The presence
as opposed to absence of environmental situations that permit pleasure of

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those fundamental wants is a major predictor of whether or not human people will
demonstrate power and intellectual health. Self-determination theory posits that
human beings are pushed with the aid of using 3 innate and time-honored mental
wishes, and that private wellness is an immediate feature of the pleasure of those
fundamental mental wishes. Competence is a term applied to explain a person who
has enough features to Carry out a given mission or to explain the nation of getting
enough intellect, Judgment, skill,and/or strength. When an individual feels in a
position they sense capable of engage correctly inside their environment, and that
they have the capabilities wished for fulfillment too make certain that their goals are
achieved. A competent person feels a sense of mastery over their environment.If
responsibilities are too hard or someone gets poor remarks, emotions of competence
can decrease. Alternatively, emotions of competence are stronger while the needs of a
mission are optimally matched to someone’s capabilities, or nice remarks is received.
According to White, this competency is motivated by self-rewarding
behaviors induced by a desire for challenge, curiosity, mastery, and playfulness.
Harter (1978) elaborated on White’s research by including the development of
children. Harter specifically combined internalization of self-regulated skills such as,
self-judgment, self-reinforcement, and self-set mastery goals, and the children’s
socialization history; who emotionally or psychologically impacted them, and to what
degree.
In Harter’s model, significant others impact emotional outcomes, or affect,
Indirectly through perceived competence. Affect is defined as “a general,

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valenced response to a stimulus that does not require thought processes to precede it”
(Lox et al., 2006). At home, parents’ attitudes, beliefs, and behaviors impact their
children’s affect (Jones & Lagacé, 2006). In school, teachers’ expectations influence
children’s perceptions of competence and affect (Trouilloud, Sarrazin, Bressoux, &
Bois, 2006). According to Harter (1978), higher perceived competence and control
will be correlated with greater enjoyment and a decrease in negative emotions (Horn
& Amorose, 1998). Harter’s competence motivation theory (1978) can be used to
explain motivation to participate and drop out of physical activity. This theory
represents an interactionist view of behavior, incorporating both individual and
situational factors that impact one’s motivation. The original model came from White
(1959). Harter, expanded on the premise that people are intrinsically motivated to
master specific domains. As a consequence, they gain and display competence and
control over their environment, which in turn increases pleasure (positive affect or
enjoyment). If people succeed, it increases motivation to adhere to physical activity.
However, if people do not believe they are competent in that domain, they will have
negative affect, and this will decrease their motivation. In addition, her model
incorporates the impact of significant others on one’s perceptions of competence,
affect, and motivation (Harter, 1978).
Albert Bandura developed the Social Cognitive Theory based on the concept
that learning is affected by cognitive, behavioral, and environmental factors
(Bandura, 1991). In contrast to the traditional psychological theories that

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emphasized learning through direct experience, Bandura posited that Virtually all
learning phenomena can occur by observing other people’s behavior and consequence
of it (Bandura, 1986).
Social cognitive theory (Bandura, 1986) underscores the role of human
agency within a triadic interaction of individual, behavioural and environmental
factors. The idea that individuals are able to influence their actions has laid the
foundations for the development of the self-efficacy construct. In a socio-cognitive
perspective, self-efficacy is defined as “people’s judgements of their capabilities to
organise and execute courses of action required to attain designated types of
performance” (Bandura, 1986, p. 391). Applied to the teaching profession, self-
efficacy beliefs shape the teacher’s effort and persistence, resilience towards failures,
and the stress level in response to demanding tasks. Teacher self-efficacy is
composed of the key domains of teachers’ work: instructional, motivational and
classroom management self-efficacy (Tschannen-Moran, Woolfolk Hoy, & Hoy,
1998). According to Bandura (1997), performance accomplishments, or prior
teaching experience, is a major source of teacher self-efficacy. A key characteristic of
teacher self-efficacy is that it is a task, domain, and context-specific construct
(Bandura, 1997, 2006). As such, teachers’ self-efficacy depends on the subject-matter
taught, as well as on the students being taught (Tschannen-Moran et al., 1998).

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The ABC Attitude Model is also called a Tripartite Model. It serves as a
useful theoretical framework for developing mathematics attitude measures. The
ABC Model of Attitude is based on a Hierarchical Model described in Ajzen (1993)
who conceptualises an attitude as an amalgam of three separate measurable
components: affect (A), behaviour (B) and cognition (C). Affect is the emotional
component consisting of feelings and emotions that are associated with an attitude
object (in our study mathematics). The behavior is the action component consisting of
predispositions to act in a particular way towards the attitude object. Cognition is a
mental component that consists of belief and perceptions people hold about the
attitude object. These three components must be present before we say that an attitude
exists. A particular attitude may consist a positive emotion that is, feeling happy in a
mathematics classroom (affect), intend to learn more mathematics (behaviour) and
belief that mathematics is easy to learn (cognition). Students may form a favourable
or an unfavourable attitude towards mathematics. Students acquire attitudes over time
through direct experience of learning mathematics or by receiving information about
the mathematics subject. Students use the learned attitudes as a guide to their overt
behaviour with respect to mathematics learning, resulting in consistently favourable
or unfavourable patterns of reactions towards the subject. Attitudes are assumed to be
precursors of mathematics learning behaviour. In predicting behaviour based on a
particular attitude, Ajzen and Fishbein (1977) postulate that there should be a
correspondence between measures of attitude and those of behaviour. Students’
attitude to mathematics represents their evaluation of learning mathematics

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as a subject. Attitudes can be verbal or non-verbal actions (Ajzen, 1993). Several
researchers have attempted to measure attitude using different instruments. Ajzen
(ibid) proposes three measures of behaviour. They include observable actions
performed by the subjects that are recorded by the investigator, individual
commitment to perform the behaviours, and self-reported behaviour. However, the
last two measures can only be considered if it becomes difficult to make direct
observations of certain behaviours. High correspondence between attitude and
behaviour measures can be achieved through standard scaling measures like Likert
scale (Ajzen & Fishbein, 1977) which we have adopted in this study.
IV. Conceptual Framework
In this study, the researchers’ goal is to measure the students’ perceived
competence and performance in their mathematics subjects as predictors to physics 1.
The researchers will formulate a questionnaire for students, the first set is for the
profile of the respondents : (1) Age, (2) Sex, (3) Grade in Pre Calculus, General
Mathematics, Statistics, Basic Calculus and (4) Physics 1.
After gathering data about the profile of respondents, the researchers
will choose a total of 81 Senior high school students, the chosen respondents is
required to answer the survey and questionnaire that the researchers will
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BECURAN HIGH SCHOOL
provide in order for the researchers to measure the students’ perceived competence
and performance in their mathematics subjects as predictors to physics 1. The
collecting and interpreting of data will start after the survey, as a result, a conclusion
and suggestion related to the study will be established.
V. Research Paradigm
VI. Statement of the problem

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BECURAN HIGH SCHOOL
The main goal of this research is to measure the students’ perceived
competence and performance in their mathematics subjects as predictors to physics 1.
Specifically, it sought to answer the following questions:
1. How can the profile of respondents be described in terms of:
1.1 Age
1.2 Sex
1.3 Grade in Pre Calculus, Gen-Math, Statistics, Basic Calculus and;
1.4 Grade in Physics 1
2. How can the participants’ self competence on the following areas of
mathematics be described in terms of:
2.1 Solving Equations
2.2 Understanding of Math Concept
2.3 Integration math concept with science concepts
3. Is their a significance relationship between their perceived competence
and performance in mathematics subjects.
4. Can the participants perceived competence be a predictor for physics.
5. Can the participants performance in math can be a predictor to the
performance in physics 1 .

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BECURAN HIGH SCHOOL
I. Significance of the study
The results of our study will be beneficial to:
Teachers: Teachers, particularly in mathematics may benefit from the results
of our study since it may give them valuable information about their students’
mathematical competence and how it affects their learning.
Parents: The results of the study will help parents be aware of their children's
Mathematical competence, valuable information from our study might help them
support their children in terms of academic success.
Students: The results of the study and recommendations formulated will help
them identify their level of sense of self-competence. Because self-perceived
academic competence precedes intrinsic motivation, there is growing evidence that
greater self-perceived academic competence would enhance students’ intrinsic
motivation, which in turn, would promote their academic achievement.
Future Researchers: The results of the study and recommendations
formulated may be of help for future researcers to further evaluate the students’ level
of self-competence in terms of other variables.

29
BECURAN HIGH SCHOOL
II. Scope and Delimitation
The scope of this study focuses on the competence of Senior high school
students, the primary subjects of this study will consist of 80 senior high school
students enrolled in the academic year 2022-2023 in the Science, Technology,
Engineering and Mathematics (STEM) strand in Becuran High school, a
quantitative method will be applied in this study to measure the perceived
competence of the students on their academic performance in lower mathematics
as a predictor for higher performance in Physics 1. The study will use survey
questionnaires in the form of a Likert Scale to get information from students.
Moreover, the study will only be conducted for senior high students
enrolled Becuran High School. Also, personal information like address, religion,
and learning reference numbers won’t be looked at because they have nothing to
do with the subject of this study.
III. Research Methodologies
This section presents the different methodologies that will be use
in conducting this study. It discusses the research design, participants of
the study, sampling method, research Instruments and ethical
considerations in the conduct of the study.

30
BECURAN HIGH SCHOOL
IV. Research design
The main purpose of this study is to measure and identify the
perceived competence of senior high school students of Becuran High
School in lower mathematics as predictor for higher performance in
physics. Lower mathematics subjects includes pre-calculus, basic calculus,
general mathematics, and statistics. Therefore, the researchers will use a
descriptive- correlational design to identify if there is a relationship
between the students’ perceived competence in lower mathematics and
higher performance in physics.
V. Participants of the study
The respondents of this study will be senior high school students
enrolled in academic year 2022 to 2023 in Becuran High School.
However, since the focus of the study is on the students’ “higher
performance in physics”, the respondents of the study should be a student
under the Science Technology Engineering and Mathematics strand and
should be in grade 12. The participants will answer a set of questionnaires

31
BECURAN HIGH SCHOOL
formulated by the researchers to measure their perceived-competence on
their Academic Performance in lower Mathematics as Predictor for higher
performance in Physics.
VI. Sampling method
The researchers will employ total population sampling technique in
this study, the total number of students under the grade 12 Stem strand is
eighty-five (85), forty-five (45) for STEM Jonah and forty (40) STEM
Joshua. Therefore the respondents of this study will be eighty-one (81)
STEM students of Becuran High School.
VII. Research Instruments
The researchers will formulate 23 item questionnaires, the first 8
items is for the demographics or profile of the respondents. The profile
includes the respondents’ name, age, sex average grade in pre calculus,
basic calculus, general mathematics, statistics and physics 1. There will be
5 items for each variable for the respondents to rate and for the researchers
to easily measure the students’ perceived competence in lower
mathematics. In measuring the perceived competence of students. The
researchers will use a four (4) point likert scale, the likert scale that the
32
BECURAN HIGH SCHOOL
researchers will use will be (4) for strongly agree, (3) for agree, (2) for
disagree and (1) for strongly disagree. The researchers will use this Likert
scales because they are the most reliable methods in measuring
respondents’ satisfaction, attitudes, perceptions and behaviors (Refae,
et.al, 2020).
VIII. Ethical Considerations in the Conduct of the Study
The researchers will consider ethical principles such as the
respondents’ privacy, confidentiality, respect to human dignity and
academic fraud. The following ethics that will be use in this study will be
carefully practice by the researchers to avoid any conflicts between the
researchers and the respondents that can affect the outcome of the study.

33
BECURAN HIGH SCHOOL
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Perceived Competence of Senior High School students on

their Academic Performance in lower Mathematics as

BECURAN HIGH SCHOOL

Perceived Competence of Senior High School students on their Academic

Performance in lower Mathematics as Predictor for higher performance in

A Research Presented to the Faculty of

Science, Technology, Engineering and Mathematics of the Senior High School

Department of Becuran High School

In Partial Fulfillment of the Requirements

for the course, Practical Research 2

Miranda, William Lance A.

Science, Technology, Engineering and Mathematics

BECURAN HIGH SCHOOL

II. Review of Related Literatures

Mathematical competencies have gained a foothold in mathematics education

Højgaard, 2019). Mathematical competence is formed in the process of activity and

to mobilize a system of mathematical knowledge and experiences in a given situation

(Jamshid Fayzullaev, 2020). Misunderstandings in basic knowledge can be a

competency was first introduced in a psychological context as an alternative to

intelligence (McClelland, 1973 in Geraniou & Jankvist, 2019). Because of our

improving technology, digital technologies were applied in mathematics education.

competence has gained an increased foothold in mathematics education (Pettersen &

Science, Technology, Engineering and Mathematics

BECURAN HIGH SCHOOL

model consisting of mathematics anxiety, mathematics self-efficacy, and implicit

theories of intelligence in predicting mathematics and science career interest. The

boys’ mathematics self-efficacy is moderate in the relation between implicit theories

in mathematics exerted a direct impact on mathematics anxiety, growth mindset, and

Intrinsic motivation, goal setting, and SRL are influenced by perceived

2021). Mathematical competence of students is defined as a set of mathematical

problems using mathematic knowledge (Kholdorovich, 2022).

during COVID-19: the role of self-regulated learning, motivation, and

procrastination for perceived competence” investigated the differences between

students who perceive themselves as highly competent vs those who perceive

themselves as having low academical competence. The goal of their

Science, Technology, Engineering and Mathematics

BECURAN HIGH SCHOOL

study was to investigate students differing in their perceived competence when

learning during COVID-19 pandemic. Specifically, they investigated how

students differ in terms of decisive variables for successful learning in many

passive procrastination as well as their experiences of challenges and successes

410 grade 12 students in their General Mathematics. To measure, the researchers

employed a General Mathematics Competency test. Rapid Competency

Assessment Questionnaire to analyze students’ self-perceived learned

the study revealed that factors such as environment, low self-perception,

Science, Technology, Engineering and Mathematics

BECURAN HIGH SCHOOL

indicated a weak positive relationship between students’ perceived most learned

can positively assess themselves in learning General Mathematics (Mamolo &

ethnicity, and performance-based perceived competence. The researchers

interaction between gender and ethnicity to Performance-based competence. On

between males and females when it comes in performance-based perceived

significant difference with in-game performance favoring White and Hispanic

students over Black/African American students. However, the

Science, Technology, Engineering and Mathematics

BECURAN HIGH SCHOOL

differences in gender and in ethnicity were insignificant once the authors

learning games true (Ginny Smith et.al, 2022).

One of the ways used to determine the effectiveness of a country’s

educational system and curriculum is by means of assessing it (Santos & Boyon,

2020). International Mathematics and Science Study Advanced revealed that

INQUIRY-BASED LESSONS ON STEM STUDENTS’ LEARNING

COMPETENCIES ON LIMITS AND CONTINUITY” by John Christian D.