Assessment On The College Students Mathematics Self Efficacy and Its Effect On Their Academic Achievement in Math Subjects

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Philippine Copyright 2021
by Rose Ann Mandapat, Shiela Marie R. Simsuangco, Anne Kyle N. Vidal,
Lariza O. Sison and the Polytechnic University of the Philippines – Taguig Branch
All rights reserved. Portions of this manuscript may be reproduced with
proper referencing and due acknowledgment of the authors.
i
ASSESSMENT ON THE COLLEGE STUDENTS’ MATHEMATICS SELF-EFFICACY

AND ITS EFFECT ON THEIR ACADEMIC ACHIEVEMENT IN
MATH SUBJECTS
An Undergraduate Thesis
Presented to the Faculty of the Polytechnic University of the Philippines –
Taguig Branch
Taguig City, Philippines
In Partial Fulfillment of the Requirements for the Subject

Thesis Writing
By
Rose Ann Mandapat

Shiela Marie R. Simsuangco
Lariza O. Sison
Anne Kyle N. Vidal
July 2021
ii
CERTIFICATION
This undergraduate thesis entitled ASSESSMENT ON THE COLLEGE

STUDENTS’ MATHEMATICS SELF-EFFICACY AND ITS EFFECT ON THEIR
ACADEMICACHIEVEMENT IN MATH SUBJECTS prepared and submitted by ROSE
ANN MANDAPAT, SHIELA MARIE R. SIMSUANGCO, ANNE KYLE N. VIDAL, AND
LARIZA O. SISON in partial fulfillment of the requirements for the subject THESIS
WRITING has been examined and is recommended for Oral Defense.
The Evaluation Committee
MR. ISRAEL G. ORTEGA

Adviser
______________________________________________________________________
APPROVAL
RESEARCH REVIEW PANEL
Approved by the Panel on Oral Examination on________ with the grade of________.
MR. ISRAEL G. ORTEGA

Adviser
DR. SATURNINA L. GOMEZ STEFANY G. DAVID, LPT

Member Member
Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Secondary Education major in Mathematics.
DR. MARISSA B. FERRER

Director
iii
CERTIFICATION OF ORIGINALITY
This is to certify that the research work presented in this undergraduate thesis
entitled ASSESSMENT ON THE COLLEGE STUDENTS’ MATHEMATICS SELF-
EFFICACY AND ITS EFFECT ON THEIR ACADEMIC ACHIEVEMENT IN MATH
SUBJECTS for the subject Thesis Writing at Polytechnic University of the Philippines -
Taguig Branch embodies the result of original and scholarly work carried out by the
undersigned. This undergraduate thesis does not contain words or ideas taken from
published sources or written works except where proper referring and acknowledgement
were made.
Rose Ann Mandapat
Lariza O. Sison
Anne Kyle N. Vidal

Researchers
iv
ACKNOWLEDGEMENTS
The researchers use this opportunity to express their warm appreciation and
warmest gratitude to the following individuals who executed and extended their
understanding, assistance, interest, attention, supervision throughout the research.
The researchers are grateful for their aspiring guidance, valuable criticism, and
friendly advice during the research.
First and foremost, to our Almighty God, for granting wisdom, strength, courage,
good health, and endless blessings to accomplish this research. Praises and Glory are
offered to Him.
Second, to our parents, we would like to thank them for their endless support
physically, emotionally, and especially for the financial assistance.
Third, to Mr. Israel G. Ortega, our research adviser, we would like to express our
appreciation for being patient, considerate, and continuous advice and guidance
throughout the research completion. This research made us grow and taught us to learn
to manage time, collaborate, prioritize, be compassionate, and gain life-changing lessons
and experiences.
Fourth, to Dr. Cecilia R. Alagon and Dr. Saturnina L. Gomez, we are highly
indebted to approve our work and exemplary recognition.
Fifth, to Mr. John Hervin A. Aruelas, for demonstrating his valuable time and effort
and significant expertise and assistance in statistical data treatment of the study that made
the survey’s validity, relevance, and accuracy.
v
Lastly, to the Polytechnic University of the Philippines-Taguig Branch students,
who have been generous, patient, and cooperative in sparing their time to answer the
questionnaire.
This research would not be possible without all of you.
To God be the Glory.
RAM
SMS
LS
AKV
vi
ABSTRACT
Title: Assessment on the College Students’ Mathematics Self-Efficacy

and Its Effect on their Academic Achievement in Math Subjects
Researchers: Rose Ann Mandapat, Shiela Marie R. Simsuangco, Anne Kyle N. Vidal,
And Lariza O. Sison
Degree: Bachelor of Secondary Education Major in Mathematics
Institution: Polytechnic University of the Philippines-Taguig Branch
Year: July 2021
Adviser: Mr. Israel G. Ortega
This study analyzed the Assessment on the College Students’ Mathematics Self-
Efficacy and Its Effect on their Academic Achievement in Math Subjects in Polytechnic
University of the Philippines-Taguig Branch in the school year 2020-2021. The
researchers examined whether there is a positive or negative relationship between the
two variables or no correlation at all. The researchers also examined whether there is a
significant difference between mathematics self-efficacy and academic achievement when
it is grouped according to profile. This study focused only to the students with Mathematics
subjects of 1st semester of 2020-2021. Quantitative research method was used in which
numerical values were being processed throughout the study. A 48-item questionnaire
measuring the mathematics skills and the sources of mathematics self-efficacy was
administered to 219 college students. Academic achievement, which includes the average
grade of the students in their mathematics subjects during the first semester. Using
Pearson r Correlation, students' mathematical self-efficacy has no meaningful relationship
vii
with their academic achievement. All of the r-values have a negligible correlation
interpretation, and none of the p-values were significant. The findings demonstrated that
there is only a weak relationship between students' self-efficiency and achievement.
Moreover, the findings revealed that there is a significant difference in the mathematics
self-efficacy depending on age, sex, year and section groupings, as well as their academic
achievement. Lastly, recommendations are made to increase students’ academic
achievement through promoting self-efficacy; correlate an additional predictors for
instance, math self-concept and math anxiety in future studies. Researchers also
suggested to use larger sample size and standardized statistical procedures to give strong
analysis and solid evidence that can influence students' math skills.
Keywords: self-efficacy, sources of mathematics self-efficacy, mathematics
skills, academic achievement, self-concept, math anxiety
viii
TABLE OF CONTENTS
Page
Copyright Page i
Title Page ii
Certification and Approval Sheet iii
Certification of Originality iv
Acknowledgements v
Abstract vii
Table of Contents ix
List of Tables xi
List of Figures xiii
CHAPTER
1 THE PROBLEM AND ITS SETTING 1

Introduction 1
Theoretical Framework 3
Conceptual Framework 5
Statement of the Problem 7
Hypothesis 8
Scope and Limitations of the Study 8
Significance of the Study 9
Definition of Terms 11
2 REVIEW OF LITERATURE AND STUDIES 13

Self-Efficacy Theory 13
Self-Efficacy and Mastery Experience 15
Self-Efficacy and Vicarious Experience 15
Self-efficacy and Social Persuasion 16
Self-Efficacy and Physiological State 17
Self-Efficacy and Mathematics Skills 19
Self-efficacy and Mathematical Achievement 20
Synthesis of the Reviewed of Related Literature and Studies 21
3 METHODOLOGY 25
Method of Research 25
Population, Sample Size, and Sampling Technique 26
Description of Respondents 28
Research Instrument 29
Data-Gathering Procedure 30
Statistical Treatment of Data 31
4 RESULTS AND DISCUSSION 36

The Demographic Profile of the Respondents 36
ix
Level of Mathematics Skills Self-Efficacy 40

Source/s of Mathematics Self-Efficacy 41
The Significant Relationship Between Mathematics Self-Efficacy and
Academic Achievement 45
The Significant Difference in students’ Mathematics Self-Efficacy and
Academic Achievement when grouped according to profile 47
5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 55

Summary of Findings 55
Conclusions 61
Recommendations 64
References 67
Appendices 74
Appendix 1: Research Instrument 75
Appendix 2: Request for Permission to Conduct Research 79
Appendix 3: Letter to Validators 81
Appendix 4: Certification of Originality Check 83
Appendix 5: Certification of Statistical Services 84
Appendix 6: Permission to Use an Instrument 85
Biographical Statement 89
x
LIST OF TABLES
Number Title Page
1 Population and Sample of the Study 28
2 Rating Scale for Interpreting the Average Scores in 33

Likert Scale
3 Rule of Thumb for Interpreting the Size of a 34

Correlation Coefficient
4 Frequency and Percentage Distribution of the 36

Respondents in terms of Age

Respondents in terms of Sex

Respondents in terms of Year-level and Section

Respondents in terms of First Semester’s
Mathematics Average Grade
8 Mathematics Skills Self-Efficacy Scale 40
9 Sources of Mathematics Self-Efficacy 42
10 Pearson r: Significant Relationship between the 46

Mathematics Self-Efficacy and Academic
Achievement of the Respondents
11 Significant Difference between Mathematics Self- 47

Efficacy group by Age

Efficacy group by Sex

Efficacy group by Course

Efficacy group by year and Section
xi

Efficacy group by Academic Achievement
16 Significant Difference between Academic 53

Performance group by Course and Age
17 Significant Difference between Academic 54

Performance group by Course and Sex
xii
LIST OF FIGURES
Number Title Page
1 The Conceptual Paradigm of the Study 6
xiii
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
The primary claim among educators is that the ability of students to have
confidence in themselves performs an essential role in their academic motivation
(Skaalvik et al., 2015). Self-efficacy is a strong belief connected to several other self-
beliefs essential in motivation theory (e.g., self-concept, self-confidence, attributions of
success and failure). It can influence how much effort students are willing to put in and
how well they handle and persevere in the face of difficulties (Lishinski et al., 2016). First
developed by Albert Bandura, self-efficacy refers to learners' confidence in their abilities
to perform such activities. Many researchers, like Bandura, have shown that self-efficacy
influences human motivation, persistence, initiative, intervention, behavior, and
achievement. Moreover, a student's sense of self-efficacy affects their desire to learn, the
goals they set, the effort they make to achieve these goals, and their ability to persist in
the face of difficulties.
Mathematics is a critical subject in educational institutions at all levels.
Mathematics is essential not only in class but also in higher education. The advancement
of mathematics involves acquiring expertise in creating solutions, principles, and facts of
choosing, applying methods, computing skills, and problem-solving skills. Mathematics
experiments often contribute to how students learn about mathematics issues relating to
the retention of definitions, facts, and procedures in mathematics. Nevertheless, several
scholars have focused on most of the mathematics achievement analysis relating to
1
psychological aspects. It anticipates that mathematical efficacy has a relation to
mathematical achievement (Ayub & Jaafar, 2010).
Researchers have proposed that higher self-efficiency would predict higher
performance. Studies have shown that self-efficacy is positively linked to a profound
commitment to learning, effort, and discipline (Guvercin et al., 2010), and students with
higher self-efficacy use active learning. Students usually engage more deeply in activities
and persist for a relatively long time finding internal value. Studies also say that mission
value may have an indirect impact on student success through study skills. Mathematics
and aspects underlying academic success or regression have long been a critical concern
in education. There is a widespread case that shows students were experiencing subject
failure and were unable to complete their degree on time due to several factors affecting
students’ academic focus. It can be their negative view that Mathematics is challenging to
deal with (Casinillo, 2019). Identifying factors influencing student success in this course
and the extent of these implications will also be crucial in helping students increase their
achievement in mathematics. Students with a positive outlook may also feel that
mathematics is essential to their daily world or that solving mathematics problems is
enjoyable. While they may believe that mathematics is significant, they may not consider
solving a math problem. However, to increase mathematical achievement, it is not enough
to tell students what to believe in or what strategy to use for learning; instead, various
factors can increase academic success (Azar et al., 2010). A study suggests that it is vital
to figure out how and why students' self-efficacy affects their academic performance.
(Doménech-Betoret et al., 2017). Self-concept and self-efficacy and self-esteem, identity,
interest, anxiety, and affect have all played a role in ideas concerning the motivational
grounds of individual differences in performance. (Williams, T. & Williams, K., 2010). The
2
results showed a statistically significant or reciprocal link to the relationship between
mathematics self-efficacy and achievement.
This study aims to examine the assessment on the college students’ mathematics
self-efficacy skills and its effect on their academic achievement in math subjects. It will
examine the extent of four sources of self-efficacy (i.e., performance experiences,
vicarious experiences, verbal persuasion, and physiological and emotional reactions) in
the subject of mathematics, correlated with a student's achievement in mathematics.
Students' four causes of self-efficacy in mathematics, primarily mastery experiences,
vicarious experiences, verbal persuasion, and physiological state responses, are the
independent variables in this analysis. At the same time, the outcome of students' college
mathematical achievement is the dependent variable, and a possible relationship between
mathematics self-efficacy and academic achievement in mathematics will enrich our
understanding and knowledge about its underlying ideas.
Theoretical Framework
The theoretical framework for this study is anchored on Albert Bandura's Social
Cognitive Theory and Self-Efficacy Theory. These two theories offer insight into how
students' self-efficacy affects their performance. According to these theories, social
cognitive theory and mathematics self-efficacy play a vital role in students' ability to
succeed in mathematics subjects.
Self-efficacy is a fundamental idea in social cognitive theory. Albert Bandura
emphasized that it is the most influential part for an individual who wants to see their ability
to accomplish specific activities. Several studies have indicated a strong correlation
between mathematics self-efficacy and mathematics performance. According to the social
3
learning theory of Bandura (1986), self-efficacy beliefs mediate the effect of other
performance, such as prior experience and subsequent performance. Researchers of the
study entitled "Multidimensionality of parental involvement and children's mathematics
achievement in Taiwan: Mediating effect of math self-efficacy" have also cautioned that
self-efficacy evaluation should be the "domain-specific," as ill-defined and generalized
measures of perceived self-efficacy seemingly yield inconsistent and ambiguous findings
(Kung & Lee, 2016).
Furthermore, Self-efficacy and mathematics achievement: A study of their
relationship has conducted the result of the study. The researchers stated that there is a
simple relation between self-efficacy and task performance in the field of mathematics
learning. They also illustrated the complexity of self-efficacy, its sources, and its
consequences.
The study will use Bandura's Self-Efficacy Theory (1986) to achieve its ultimate
objective. Self-efficacy theory is an extension and an essential idea of Social Cognitive
theory in which students show their performance is associated with certain behaviors and
beliefs. The figure below depicts how these four sources of self-efficacy modify students'
competence towards learning mathematics. Self-efficacy beliefs can be influenced by a
person completing a task or mastery experience. It can be controlled by a person
witnessing someone else completing a task successfully or vicarious experience. And
also, an outside individual is persuading a person to complete the activities or social
persuasions, lastly, by a person's current emotional state (psychological states). Self-
efficacy plays a role in the learning process by influencing the amount of time and effort
an individual will put towards a given task and how well that individual uses coping
techniques under challenging situations. There are two factors tied into this theory in which
4
it impacts the outlook and performance of the students in Mathematics subjects - the
Galatea and Pygmalion Effect. The Galatea Effect means self-expectations and opinions
of a student about their ability determine their performance and have the potential to
succeed, complete the given tasks, and meet every deadline. In contrast, Pygmalion
Effects means that a student's performance is greatly affected by other people's
expectations. How students interpret experiences and factors will have an impact on their
self-efficacy, as well as on their academic performance in mathematics.
Conceptual Framework
Mathematics is one of the main subjects taught in the Philippine education system.
In this subject, each student is allowed to experience positive performance and
achievement. Efforts must promote self-efficacy in mathematics for high school students
because they have been positively correlated with mathematics achievement. Therefore,
this study employs an Input-Process-Output approach. The input section of the concepts
is Mastery Experience, Vicarious Experience, Social Persuasion, Physiological or
Emotional State, which is the most crucial variable on math self-efficacy for this study.
Past research has shown that self-efficacy could be enhanced by using appropriate
educational strategies like helping students set learning goals, offering timely and clear
input, inspiring students to work harder, and using high-performance students as their
models. The variables that are present in this study are used for Self-efficacy Judgements.
One guiding principle in mathematics self-efficacy assessment is the Mathematics Skills
Self-Efficacy Scale. It measures and indicates students' level of confidence or simply their
self-efficacy for performing various mathematics skills. Another method is the Sources of
Mathematics Self-Efficacy Scale, which is based on the seminal theoretical work of Albert
5
Bandura, in which the four sources of self-efficacy were identified. Using these methods
enables an assessment of the students' level of self-efficacy belief. If they are confident in
their ability to carry out the tasks assigned to them, they will meet the set goals and
objectives. Furthermore, the treatment used for data gathering is present in the second
section, which is the process. The Output entails the findings or result of academic
achievement and behavior towards different topics or lessons in their mathematics
subjects of the students in the Polytechnic University of the Philippines Taguig.
Mastery
Experience
(Past experiences and
Performance
Accomplishment)
Vicarious Academic
Experience
(Modelling by others)
Achievement in
Social Math Subjects

Persuasion
(Coaching / Evaluative
Feedback)
Physiological
States
Mathematics
Skills
Figure 1. The Conceptual Paradigm of the Study
6
Statement of the Problem
This study will analyze mathematical self-efficacy level and its effect in the
academic achievement in Mathematics of college students in PUP Taguig. Specifically, it
sought to find answers to the following questions:
1. What is the demographic profile of the respondent in terms of the following:
1.1. Age
1.2. Sex
1.3. Year-level and Section
1.4. 1st Semester's final or average grade in math subjects
2. What is the level of Mathematics Skills Self-Efficacy of the students?
3. What is the level of confidence of the students in the following category:
3.1. Mastery Experience
3.2. Vicarious Experience
3.3. Social Persuasions
3.4. Physiological States
4. Is there a significant realtionship on the students’ mathematics self-efficacy when
compared to their academic achievement in Math subjects?
5. Is there a significant difference on the students’ mathematics self-efficacy and
academic achievement in Math subjects when grouped according to profile?
7
Hypothesis
Provided with the objectives of the study and the problems that are to be
addressed, the hypotheses forwarded is then:
1. There is no significant relationship on the students’ mathematics self-efficacy when
compared to their academic achievement in Math subjects.
2. There is no significant difference on the students’ mathematics self-efficacy and
academic achievement in Math subjects when grouped according to profile.
Scope and Limitations of the Study
This research primarily focuses on the assessment on the college students’
mathematics self-efficacy and its effect on their academic achievement in math
subjects in PUP Taguig Branch during the S.Y. 2020-2021. The conducted study aims to
tackle the beliefs, attitudes, and perceptions of the students toward mathematics.
The researchers would determine a relationship between the mathematics self-
efficacy and the students' academic performance whether there is a positive or negative
relationship between the two variables or no correlation at all. Moreover, the researchers
also would determine a difference between the mathematics self-efficacy according to
their profile. The conducted research would have 219 college students with mathematics-
related subjects who are currently admitted or studying at the Polytechnic University of the
Philippines - Taguig Branch.
The researchers limit its participants and focus only on students with Mathematics
subjects for the first semester of the academic year 2020-2021. In line with these, the
8
respondents are from different courses, sections, and year-level, with varying numbers of
math subjects and teachers. To measure students' academic achievement, we collect
their average mathematics grade for the full first semester. This study will be conducted
in Polytechnic University of the Philippines - Taguig Branch located at Gen. Santos Ave.,
Upper Bicutan, Taguig City.
Significance of the Study
Since self-efficacy plays a vital role in mathematics, the results of this study will
repetitively support society. A significant contribution to the vast knowledge concerning
the student's achievement will be universal of this present analysis. The crucial findings of
the study Assessment on the College Students’ Mathematics Self-Efficacy and Its Effect
on their Academic Achievement in Math Subjects:
Commission on Higher Education (CHED). This study will be of great interest
and significance to the Commission on Higher Education (CHED). The researchers of this
study encourage further studies that will help define mathematical self-efficacy on
mathematical performance within the Universities. Furthermore, to contribute valuable
data in developing teaching approaches and educational programs that will alleviate the
students' tensions in mathematics and allow a better quality of mathematical education for
the students.
To the School (Polytechnic University of the Philippines - Taguig). The
information and data gathered through this study will help how the students and professors
will improve the teaching strategy and learning methods of the students to increase
mathematical self-efficacy. Data collected and information will help them widen their
perception about the self-efficacy of their students who are taking mathematics subjects.
9
To the Professors. The study is beneficial to the professors who have a potential
role in assessing each student and boosting students' self-efficacy to help them become
successful and effective learners. With the results of this research, whether they are
effective teachers will allow them to recognize and evaluate themselves. The study will
help them realize their vulnerability in some regions of the field. They will be able to change
their attitude towards successful teaching in this way and make necessary changes that
would significantly affect the self-efficacy of their students.
To the Parents. Parents will be able to learn the profile of their children on their
academic success and will be able to collaborate with teachers to strengthen and optimize
the potential of their children's parental guidance. When they are at home, they will be
able to help their child build and improve their learning potential. Particularly in
mathematics, parents will significantly improve their child's success, making it easier for
the student.
To the Students. The research will help students understand how to improve their
self-efficacy effectively to face challenges in their academic work, particularly in dealing
with their mathematics subjects. Students would be able to determine if their efficacy level
impacts their academic success. With this, they will have a perspective on how other
students deal with their mathematical subjects and still have good academic performance.
To the Future Researchers. The outcome of this research will serve as a basis
for further study on the teaching practices and mathematical performance of students. It
will also help them discover important areas that many scholars have not investigated in
the educational process. Thus, it is possible to arrive at a new theory of studying
mathematics. In conducting new research or evaluating the validity of their relevant
results, they may use this research as reference data. Furthermore, this will act as the
10
cross-reference that will provide them with history or outline students' self-efficacy beliefs
who deal with mathematical subjects.
Definition of Terms
This is the list of terms in this research that have unique and functional meaning:
Galatea Effect. It refers to the student's belief in their ability to perform at a certain
level, positive or negative, actually affects how they perform in Mathematics.
Mastery Experience. It is the student's experience acquired when a specific skill
is developed through various practices and performance. The student can acquire new
skills and succeed in mastering a task or concept in Mathematics on their own. Mastery
experience in education refers to individuals' interpretation of their results after completing
an academic challenge.
Physiological State. It refers to students' feelings about their abilities and
Mathematics attainment that can affect their moods, emotions, physical responses, and
stress levels.
Pygmalion Effect. It describes certain cases or situations in which students can
perform better in Mathematics because other people expected them.
Self-efficacy. This study refers to a student's confidence in their ability to carry out
behaviors required to generate positive results in Mathematics achievement. Self-efficacy
refers to a student's confidence in their ability to resolve challenges or solve various math
problems. Self-efficacy is the belief in someone's abilities, specifically the ability to
successfully meet the challenges ahead and complete a task. It measures students'
confidence and ability to finish different mathematics tasks and complete the Mathematics
course through self-efficacy. In addition, self-efficacy is based on the social cognitive
11
hypothesis, which states that individual success is dependent on relationships between
one's attitudes, personal characteristics (such as thoughts and beliefs), and environmental
factors.
Social Persuasion. It is the manifestation of encouragement or support given by
other people to the students that they can solve math problems. Other people verbally
persuade students to overcome their self-doubt and focus on succeeding in Mathematics
subjects. Social persuasions can be seen as inadequate in increasing one's self-efficacy.
It may serve well to young students who eagerly attend the messages from those close to
them. Social persuasions involve students' images of whether their teachers provided
them with regular feedback about their performances.
Vicarious Experience. A student can empathize with others that helps them gain
confidence to learn Mathematics. Evaluating other people's abilities concerning their
success is mastered in vicarious experience. Students construct their efficacy beliefs in
this way by studying the outcomes of others' behavior. They evaluate their academic skills
by comparing themselves to others (e.g., classmates, peers, and adults).
12
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature, which the researchers pursue
to enlighten the topic under study. In this research, Literature and Studies are necessary
because they will be helpful and valuable in terms of being their basis when conducting
research. This research presents the related studies that provide some insights and
identify the strong points regarding the Assessment on the College Students’ Mathematics
Self-Efficacy and Its Effect on their Academic Achievement in Math Subjects
Self-Efficacy Theory
Albert Bandura first suggested the principle of self-efficacy in his groundbreaking
paper Self-Efficacy: Toward a Unifying Theory of Behavioral Change and the book Social
Learning Theory. In 1986, Social Learning Theory evolved into Social Cognitive Theory,
which claims that learning occurs in a social context with a complex and reciprocal
relationship between the individual, environment, and behavior. Understanding how self-
efficacy differs from other notions dealing with the self, identity, and beliefs of competence
and control is one method to understand better how it is defined and measured (Maddux
& Gosselin, 2012). The impact on personal management and external and internal social
affirmation are distinctive features of Social Cognitive Theory. In contrast, Self-efficacy
beliefs are not the same as skills. Competencies are people's knowledge of the world and
their ability to do things in it (Maddux & Gosselin, 2012). While Bandura was the one who
emphasized the term, more scholars have looked at self-efficacy from various angles.
13
Self-efficacy shows to affect student motivation, learning, and success. It is a critical
component that controls and manages how much students are willing to take challenges,
thus knowing how well they execute complex tasks and activities (Park & John, 2014).
According to Albert Bandura, self-efficacy is a person’s belief towards their ability to plan,
organize and perform actions to achieve their desired goals and outcomes. Priorities,
goals, attributions, beliefs, and attitudes are studied to determine what drives students to
boost their self-efficacy to learn Mathematics effectively.
Self-efficacy is from the social cognitive hypothesis of Albert Bandura, which states
that individual success is dependent on relationships between one's attitudes, personal
characteristics (such as thoughts and beliefs), and environmental factors. According to
this view, self-efficacy is affected by behavior and situations and influences one's activities
and the circumstances in which one communicates. It is clear that self-efficacy influences
mission selection, effort, determination, and accomplishment. Self-efficacy theory has
been studied, developed, and extended in various fields, including education, since its
inception. Few have looked further to see if each of the four sources of self-efficacy could
influence students' math success. Self-efficacy has long been considered a predictor of
academic achievement and prefers other learned skills (Macakova & Wood, 2021).
To support Bandura’s Self-efficacy Theory, he emphasized that self-efficacy links
human motivation, persistence, efforts, action, behavior, and achievement. Furthermore,
researchers have proposed that higher levels of self-efficacy connect better academic
success. Simply put, the goal of this research is to see if there is a link between how urban
students perceive their math abilities and their subsequent math performance on the
community college placement exam.
14
Self-Efficacy and Mastery Experience
Mastery experience in education refers to individuals' interpretation of their results
after completing an academic challenge (Klassen & Usher, 2010). Furthermore, when
students solve (or struggle to overcome) challenging tasks or challenges that are difficult
for others, mastery experiences are still significant. Self-efficacy is a fundamental
prerequisite for students to achieve their maximum learning potential, as it recognizes that
positive socio-cognitive attitudes and self-efficacy development influence students'
academic success (Malau-Aduli et al., 2013; Fantz et al., 2011). The findings demonstrate
that techniques such as encouraging students to self-reflect and enhance their self-
efficacy would have undeniable good outcomes in terms of their ability to succeed and
perform better on activities, tasks, and assessments. According to the findings of the
studies, mastery experience was the most influential source of self-efficacy since it
provides proof of whether or not students were able to master the required tasks. Talsma,
Schuz, Schwarzer, and Noris (2018) found that the relationships between self-efficacy and
success were unidirectional for young students. Because of the result, it suggests that the
success of young students has a distinct impact on their self-efficacy values, but not the
other way around. According to Phan (2012), there was a significant positive relationship
between young students' effective success and mathematics self-efficacy.
Self-Efficacy and Vicarious Experience
In a variety of ways, an individual's general self-efficacy influences their cognitive
behaviors. Evaluating other people's abilities with their success is mastered in vicarious
experience. Students construct their efficacy beliefs in this way by studying the outcomes
of others' behavior. They evaluate their academic skills by comparing themselves to others
15
(e.g., classmates, peers, and adults). The success or failure of a close result to the current
situation is likely to change students' beliefs (Haciomeroglu, 2019). As a result of constant
or excessive exposure to appropriate models, elementary school children may prefer
vicarious learning (Phan, 2012). The effect of several types of vicarious experience
information on an individual's task-specific self-efficacy within a vocation skill was found
to be mediated by their level of general self-efficacy (Wilde & Hsu, 2019). In academic
practices, there are no definitive tests of proficiency. In other words, it is uncertain if
witnessing others' abilities or/and documenting individuals' current or previous results is
successful in influencing students' self-efficacy. Nonetheless, the findings of the studies
showed that vicarious experience had little effect on self-efficacy.
Self-efficacy and Social Persuasion
The tertiary source of self-efficacy is called social persuasions. The
encouragement received by the individuals such as parents, teachers, and peers improves
students' confidence in their academic abilities. Social persuasions can be seen as limited
in increasing one's self-efficacy. It may serve well to young students who eagerly attend
the messages from those close to them. For example, students do not always pay
attention to what their teachers say. Messages from teachers are frequently ignored, and
they rely more heavily on those from other people, such as their peers. It was thus
worthwhile to investigate Bandura's claim that an individual's perceived credibility
influences the effectiveness of their persuasion in the context of teaching and learning
(Won & Bong, 2017). Sympathetic messages serve as an encouragement to boost
students' effort and confidence when accompanied by proper instruction that might help
them succeed. Phan (2012) discovered an essential positive relationship between verbal
16
persuasions and self-efficacy in students. According to the findings of these two studies,
the critical relationship between verbal persuasions and self-efficacy should be taken into
account when evaluating students' mathematical results.
Self-Efficacy and Physiological State
The physiological condition is the last source of self-efficacy. Physiological states
such as anxiety, stress, and exhaustion notify this source as indicators of students'
competency. Students gain increased self-efficacy in Mathematics through vicarious
experience, which occurs when they observe youngsters or friends who are younger than
them excel in Mathematics. Similarly, the findings show that "Just being in Mathematics
class makes me feel peaceful and comfortable" gets the most excellent mean score in
terms of physiological state. It implies that the classroom atmosphere should be warm,
friendly, stress-free, and secure. As a result, kids get more self-efficacy from the
physiological condition when the classroom atmosphere is suitable and safe (Norbu &
Dukpa, 2021). Albert Bandura claimed that when attempting to perform such activities,
including mathematics, students often link stressful encounters with troublesome
psychosomatic symptoms such as fear, discomfort, or exhaustion. Enlarged heart rate,
blood pressure, and sweating can occur due to these physiological reactions, eroding self-
efficacy. Individuals who are mentally and emotionally at ease with such activities
experience optimistic moods and emotions, which lead to positive self-efficacy beliefs.
Nonetheless, some literature suggests that physiological and emotional responses are the
least important cause of general self-efficacy (Benaoui, 2016). According to researchers,
anxiety-related physiological and emotional states such as elevated heart rate, sweating,
shaking, and nausea are typical in many mathematical classes (Ramirez et al., 2013).
17
Other researchers have discovered that when students experience discomfort, fear, or
exhaustion, their ability to understand or accomplish mathematical tasks suffers. Math
anxiety, which affects many high school students (Venkatesh & Karmi, 2010), will strike at
any level, making it difficult to know when prevention interventions should be applied
(Geist, 2010). It suggests that the causes of adverse emotional reactions to math that
ultimately lead to math anxiety are multifaceted and influenced by personality, intellectual,
and environmental influences. When teachers with math anxiety teach students math
anxiety, math anxiety in students is exacerbated (Sparks, 2011). As a result, teachers
represent both remedies and sources of math anxiety, further complicating efforts to find
a general solution.
Furthermore, the complicated association between working memory and long-term
memory influences learners' emotional and physiological reactions to math problems
(Ramirez et al., 2013). Ramirez et al. (2013) investigated the impact of fear on students'
mathematical success in studying young children. As a result, teachers serve as both
solutions and causes of math fear, complicating attempts to find a comprehensive solution.
In addition, the complex relationship between working memory and long-term memory
affects students' cognitive and physiological responses to math problems (Ramirez et al.,
2013). Ramirez et al. (2013) explored the effect of anxiety on students' mathematical
performance in a survey of young children. Ramirez et al. discovered that it is vital to
respond early in math anxiety management by identifying and treating it not until it
worsens.
18
Self-Efficacy and Mathematics Skills
Mathematics skills help people do basic, everyday tasks such as getting to work
on time and paying expenses. Students learn these skills in school, and they use them
more frequently as they get older and get a job. Mathematics skills are helpful in both the
workplace and in everyday life. Every employee, regardless of company size or industry,
requires basic math skills to function. These skills can be used in a variety of situations.
Over the last three decades, researchers have repeatedly demonstrated that students'
trust in their mathematical skills, or mathematics self-efficacy, is predictive of their
mathematical ability, skills, and motivation, as well as their goal orientation, value, and
self-concept (Toland & Usher, 2015). The content, scope, and structure of the measures
used to assess mathematics self-efficacy have varied. Still, almost all have utilized a
Likert-type response scale on which students are asked to indicate their level of certainty
that they can complete a specific given task. Children's efficacy evaluations aren't much
more complicated than that. Another argument is that early teenage working memory
capacity is restricted to three to five categories. Therefore providing additional response
alternatives causes unnecessary cognitive burden (Cowan, 2010). As previously said,
one's ability to generate more fine-tuned self-judgments may increase as one's level of
competence increases. Older students who are more familiar with the demands of a
particular academic area, such as mathematics, may be better able to make more
nuanced evaluations of their capacity to meet those needs (Weil et al., 2013). Domain
expertise, on the other hand, isn't the sole thing that influences whether people think of
their efficacy in more complicated terms. Individuals with a greater understanding of
themselves and their abilities may make more nuanced evaluations of their skills.
19
Self-efficacy and Mathematical Achievement
Self-efficacy shows to affect mathematical academic success in studies. Self-
efficacy is a reliable indicator of mathematical achievement (Fast et al., 2010). "A
situational, problem-specific measure of an individual's trust in her or his ability to
effectively perform or accomplish a mathematical mission," according to the interpretation
of an individual's mathematical Self Efficacy. Self-efficacy in mathematics shows to be a
predictor of career choice behavior. Mathematics Self-Efficacy is discovered to be
positively associated with math exam results. According to research, there is a moderate
association between math self-efficacy and math success (Kundu, 2016).
Furthermore, Fast et al. (2010) discovered that students with low self-efficacy give
up quickly when faced with challenging mathematical problems. Their self-efficacy beliefs
often influence individual learners' cognitive patterns and emotional responses. Individuals
that have a high degree of self-efficacy experience less anxiety and are more efficient. At
the same time, learners who are confident in their social skills are more likely to succeed.
Moreover, students who are confident in their academic abilities anticipate receiving high
grades in exams and that the high quality of their work will earn them personal and
professional favor. However, individuals with low self-efficacy are also self-conscious
about their social abilities and fear rejection or mockery even before making social
contacts (Unlu et al., 2010). Those who lack academic self-confidence expect low grades
even before taking an exam or enrolling in a class. People with high levels of self-efficacy
are further likely to achieve academic achievement and, as a result, have more job
opportunities. Individuals with poor self-efficacy, on the other hand, face social alienation
and even limited learning opportunities.
20
Researchers also discovered that self-efficacy is a good predictor of academic
performance, especially in mathematics, based on the four constructs of self-
efficacy. Motivation and determination in the face of difficulty are influenced by self-
efficacy and the resulting outcome expectations (Benaoui, 2016). From Bandura’s point
of view, their values influence people's feelings, thoughts, and motivations, and actions.
Individuals with low self-efficacy can avoid difficult situations where their abilities are
tested. On the other hand, people with high self-efficacy are more willing to take on these
challenges because they believe they can succeed.
Synthesis of the Reviewed of Related Literature and Studies
This chapter has provided a review of the literature concerning the research
relevant to this study. Owing to limited research on the subject because of the current
pandemic, most reviewed related literature focused on journal articles and international
studies. The chapter discussed the background of self-efficacy as the model underpinning
the assessment on the college students’ mathematics self-efficacy skills and its effect on
their academic achievement in math subjects. The reviewed literature indicated that self-
efficacy and mathematics achievement are correlated. The research concluded that a
person with high self-efficacy would persist longer in the face of complex problems
because he is more confident that he will learn and successfully execute the given task.
Self-efficacy Theory. The references of the researchers were based on the study
of Albert Bandura. Understanding how self-efficacy differs from other ideas relating to the
self, identity, and perceptions of competence and control, according to Maddux &
Gosselin, one way to better understand how self-efficacy affects a person's academic
motivation, learning, and achievement is to understand how it differs from other beliefs
21
about the self, identity, and perceptions of competence and control. Self-efficacy appears
to have an impact on goal selection, effort, dedication, and achievement. According to
Macakova & Wood, self-efficacy has long been considered a predictor of academic
achievement and other learned skills. Even Park & John claim that self-efficacy impacts
student motivation, learning, and achievement because it is a fundamental component
that governs and manages how much students are willing to take risks and thus how
successfully they execute challenges. Among the factors explaining variation in self-
efficacy beliefs, gender and socioeconomic background are essential. Overall,
researchers have proposed that higher levels of self-efficacy connect better academic
success.
Self-Efficacy and Mastery Experience. There is a significant positive relationship
between self-efficacy and mastery experience, as stated by Phan (2012). According to the
researchers' findings (Klassen & Usher, 2010; Malau-Aduli et al., 2013; Fantz et al., 2011;
Talsma, Schuz, Schwarzer & Noris, 2018), self-efficacy and mastery experience are
essential practical success and mathematics self-efficacy of the students. They stated that
success is unidirectional, and mastery experience is the most influential level in self-
efficacy.
Self-Efficacy and Vicarious Experience. The researchers revealed in the study that
people succeed in challenges based on the outcomes of other people. Hacioamerulo,
Phan, Wilde, and Hsu have the same conclusion and idea.
Self-Efficacy and Social Persuasion. Social Persuasion is the third source of self-
efficacy. Students lessened their self-efficacy after receiving negative feedback, and the
start of feedback did not make a statistically substantial difference. Contrariwise, positive
22
feedback led to an increase in self-efficacy, with positive feedback leading to a higher
increase in self-efficacy.
Self-Efficacy and Physiological State. According to the study's findings, emotional
and physiological states have a detrimental impact on mathematics self-efficacy and the
students' academic achievement. The researchers revealed that optimistic moods and
emotions lead to positive results of academic achievement of the students. They stated
that the anxiety of the students affects their mathematical performance.
Self-Efficacy and Mathematics Skills. Self-efficacy, on the other hand, can be
measured in several ways. Self-efficacy was assessed in this research revealed by
evaluating one's perceived ability to complete activities related to a set of arithmetic or
mathematics themes. Mathematical self-efficacy can be measured on a broad or specific
level. Students may evaluate their efficacy in overall math performance, specialized
mathematics courses, or mathematics acquisition. Alternatively, they can determine their
ability to solve specific math problems. When self-efficacy is tested at other levels of
specificity, more or fewer response categories may be more acceptable. Individuals with
a greater understanding of themselves and their abilities may make more nuanced
evaluations of their skills.
Self-Efficacy and Mathematical Achievement. Analysis indicated that mathematics
self-efficacy and mathematics achievement were positively related. Students with high
mathematics self-efficacy were associated with high mathematics achievement.
Additionally, the results of the synthesis indicated that mathematics achievement could be
significantly predicted by mathematics self-efficacy. Mathematics self-efficacy was a
significant positive predictor of mathematics achievement.
23
There is a shortage of contextually relevant and local literature on the topic. Most
studies reviewed were from developed countries, and their findings may not necessarily
apply to developing contexts like the Philippines. There is thus a knowledge gap to be
addressed in this study.
24
CHAPTER III
METHODOLOGY
This chapter deals with the methods and procedures used by the researchers in
conducting the study. It includes the research design, population, sampling technique, and
research instrument. It further discusses the instruments used that help the researchers
in analyzing the data. Statistical tools used to treat data that will be essential in the
fulfillment of the study are likewise tackled in this chapter.
Method of Research
This study utilized the quantitative research method in which numerical values are
being processed to analyze and interpret the raw data gathered using statistical analysis
or formulas. This study was conducted to assess college students’ mathematics self-
efficacy skills and its effect on their academic achievement in math subjects. To collect
the necessary data, the researchers utilized a descriptive correlational design wherein the
principal aim in engaging this method is to describe and get the accurate interpretation of
data collected and examine the relationship between a student's mathematics self-efficacy
level and mathematics achievement.
Descriptive Correlational Design describes the two variables and the relationships
that arise naturally between them. According to Baker (2017), a statistical procedure to
measure and explain the relationship or association between two variables is called
Descriptive Correlational Design. The researcher may not know whether the variables are
connected or may suspect that one affects the other.
25
The method used is appropriate to this study because it intends to describe and
determine the present condition of the variables in this study. Also, in a later analysis,
Descriptive Correlational Design will set the basis for testing a hypothesis.
Population, Sample Size, and Sampling Technique
In this study, college students from the first-year to the fourth-year level of
Polytechnic University of the Philippines - Taguig Branch with Mathematics subjects for
the first semester of the academic year 2020-2021 are set as the population sample size
will be taken. To take the respondents, the researchers used Stratified Sampling
Technique since it involves dividing the population into subgroups or strata based on their
specific characteristics. The researchers begin by defining the population and selecing the
class section as the group or stratification. Next, the researchers are able to list the
population according to the chosen stratification by contacting each class president to
collect their master lists. Afterwards, the researchers proceed to compute the exact
sample size that is needed in the study. The researchers utilized Cochran's Formula to
determine how big the sample should be.
Cochran's Formula
𝑛0
𝑛=
(𝑛0 − 1)
1+ 𝑁
where:
𝑛 = sample size
𝑛0 = Cochran’s sample size recommendation (385)
N = total number of population
26
Sample Size
𝑛0
𝑛=
(𝑛 − 1)
1 + 0𝑁
385
𝑛=
(385 − 1)
1+
504
𝑛 = 218.51
𝑛 = 219 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠
Specifically, 219 students were included based on the result using Cochran's
Formula. The researchers sample individuals within the strata using Simple Random
Sampling to compromise the respondents. Researchers utilized an online random name
picker to measure and present each character in the subgroups. Following is the table that
shows the sample of the study.
Modification for Sample / Respondents per course
𝑠𝑎𝑚𝑝𝑙𝑒 𝑠𝑖𝑧𝑒 (219) × 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑝𝑒𝑟 𝑐𝑜𝑢𝑟𝑠𝑒

𝑆𝑎𝑚𝑝𝑙𝑒 =
𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 (504)
27
Table 1
Population and Sample of the study
Population Sample
Class Section
MALE FEMALE TOTAL MALE FEMALE TOTAL
BSBA Major in Marketing

8 38 46 2 18 20
Management I
BSBA Major in Human Resource

9 35 44 3 16 19
Management I
BS in Information Technology I 17 21 38 8 9 17
BS in Electronics Engineering I 16 12 28 8 4 12
BS in Mechanical Engineering I 17 11 28 8 4 12
BSED Major in English I 9 34 43 4 15 19
BSED Major in Mathematics I 6 28 34 1 14 15
Diploma in Office Management

3 23 26 2 9 11
Technology I
Diploma in Information
7 9 16 4 3 7
Communication Technology I
BS in Accountancy II 12 32 44 4 15 19
BS in Electronics Engineering II 19 16 35 8 7 15
BS in Mechanical Engineering II 36 10 46 11 9 20
BSED Major in Mathematics II 13 31 44 7 12 19
BSED Major in Mathematics III 11 21 32 5 9 14
TOTAL 183 321 504 75 144 219
Description of Respondents
A total of 219 students, with 75 males and 144 females from the Polytechnic
University of the Philippines - Taguig Branch were the respondents for this study. They
were the chosen respondents because they have enough knowledge to answer all the
28
questions presented. These students answered the questionnaire that the researchers
gave to them, which supplies the information needed for this study. They are the ones that
qualify for this study because they all have Mathematics subjects. See table above is the
complete list of respondents.
Research Instrument
This study aimed to develop a questionnaire that explores the assessment on the
college students’ mathematics self-efficacy and its effect on their academic achievement
in math subjects. Initially, a questionnaire was produced with items addressing the
expectations of students regarding their self-efficacy in mathematics and their attitudes,
feelings, reasoning ability, and mastery of mathematics about different aspects of college
mathematics learning.
The first questionnaire is a 24-item Mathematics Skills Self-Efficacy Scale. This
scale was part of a more extensive survey on mathematics motivation. Items were crafted
under guidelines for constructing self-efficacy items. Researchers wish to determine
optimal response formats is the cognitive complexity of the judgments individuals are
asked to make. Respondents' ability to make fine-tuned judgments of their efficacy might
directly relate to their expertise in a given domain.
The second questionnaire was to develop and validate items that assess the four
theorized sources of self-efficacy of Albert Bandura in college mathematics. 24-item
Sources of Mathematics Self-Efficacy Scale grew not only reflects the four sources
hypothesized by Bandura but also displays psychometric solid properties and invariance
across gender and mathematics ability levels. Researchers also aimed to examine the
relationship between these sources and self-efficacy, other motivation constructs, and
29
achievement. Researchers carefully crafted items to assess the sources of self-efficacy
as Bandura’s assessment, where it is needed to ask expert self-efficacy theorists to
provide feedback on the validity of the items. It is also essential to administer the items to
college school students and consider the theoretical and statistical merits of the items
when choosing those best suited for investigating the sources.
Both scales are based on questionnaires from Toland & Usher (2015) and Usher
& Pajares (2009) studies, in which the researchers contacted the authors and requested
permission to use their questionnaires in the present study. The instrument was
determined to be adequate for testing purposes based on the size of these indicators. It
was then a group administered by trained researchers near the end of the second
academic session. The completed questionnaires and evaluations for the participants
were gathered and scored with the consent of the school director and the cooperation of
the several class presidents whose classes were used for the study.
Data-Gathering Procedure
As part of the protocol for research ethics, the Office of Academic Programs and
the Director's Office were sought for approval to conduct research. Days after the request
was approved, data was gathered through the use of Google Form, and it is a five-point
Likert-type response scale. To further know how Mathematics self-efficacy beliefs affect
the learner's academic performance in terms of their grade and Mathematics skills, the
respondents were asked to rate how confident they are in completing 24 mathematics
topics efficiently. It is noted without using a calculator on either a scale with descriptive
anchors at 1 (not confident at all) and 5 (completely confident). On one list, both surveys
were put with one sentence and 24 declarations completing the stem. Instead of having
30
unique mathematics concerns, it sought to use general mathematics topics to correspond
to the outcome of interest in the analysis. The researcher next sought to ascertain the
independent contribution made by each of the four hypothesized sources to predict college
students' mathematics self-efficacy. To regress the four self-efficacy outcome variables—
grade self-efficacy, mathematics skills self-efficacy, courses self-efficacy, and self-efficacy
for self-regulated learning—on the four sources of self-efficacy.
Statistical Treatment of Data
The results of the data gathered will be analyzed and interpreted using the
following formula. Therefore, the appropriate statistical tool needs for tabulation, analysis,
and interpretation of data will be:
Percentage. It is used to determine the average score based on the age and
gender of the respondents. It is obtained by dividing the ratio of the frequency of responses
(f) and the total number of respondents (n) as represented by the given formula:
𝑓
𝑥= × 100
𝑁
Where:
x = Percentage
f = Frequency
N = Total number of respondents
Weighted Mean (WM). This formula will be used to determine the average scores
about students' feelings towards their mathematics subject and break them down by major
factors (Learning Domains and Sources of Self-Efficacy) in the questionnaire categorized
31
in Likert Scale Questions. The ratio of respondents' responses in each of the statements
was determined using the weighted mean.
The formula is:
𝑓1 + 𝑓2 + 𝑓3 + 𝑓4 + 𝑓5
𝑊. 𝑀 =
𝑁
In the formula, the following scales and interpretations were used:
Scale Interpretations
WM : weighted mean
f1 : frequency of responses for scale 1
N : total number of responses
The assessment of the respondents on each item was interpreted through scaling.
The given scale will utilize and help the researchers to discuss the results of the data
gathered. Furthermore, the following equivalents for each verbal interpretation were used:
32
Table 2
Rating Scale for Interpreting the Average Scores in Likert Scale
Weight Scale Interpretation
5 4.21 - 5.00 Completely Confident
4 3.41 – 4.20 Fairly Confident
3 2.61 – 3.40 Somewhat Confident
2 1.81 – 2.60 Slightly Confident
1 1.00 – 1.80 Not Confident at All
Pearson's Correlation Coefficient. This formula was applied to determine if the
variables present in the study test the significant relationship among several groups. Two
variables are present: (1) the students’ mathematics self-efficacy and the (2) the academic
achievement of the students in mathematics.
The following guided the researchers to interpret the data effectively as it
represented by the given formula:
𝑛(∑ 𝑥𝑦) − (∑ 𝑥)(∑ 𝑦)

𝑟=
√[𝑛 ∑ 𝑥 2 − (∑ 𝑥)2 ] [𝑛 ∑ 𝑦 2 − (∑ 𝑦)2 ]
Where:
N = Sample Size
x = First Score
y = Second Score
⅀xy = Sum of the product of the First and Second Scores
⅀x = Sum of First Scores
⅀y = Sum of Second Scores
33
⅀x 2 = Sum of Square First Scores
⅀y 2 = Sum of Square Second Scores
In the formula, the following interpretations or values were used:
Table 3
Rule of Thumb for Interpreting the Size of a Correlation Coefficient
Size of Correlation Interpretation

.90 to 1.00 (-.90 to -1.00) Very high Positive (Negative) correlation
.70 to .90 (-.70 to -.90) High Positive (Negative) Correlation
.50 to .70 (-.50 to -.70) Moderate Positive (Negative) Correlation
.30 to .50 (-.30 to -.50) Low Positive (Negative) Correlation
.00 to .30 (.00 to -.30) Little if any correlation
One-Way ANOVA. The significant differences between three or more variables will be
computed using one-way ANOVA, or Analysis of Variance. It will be employed in this study
to see if there is a substantial difference in the respondents' academic performance,
mathematical skills level, and sources of mathematics self-efficacy (Mastery Experience,
Vicarious Experience, Social Persuasions, and Physiological States).
The researchers were guided by the following to successfully interpret the data as it
was represented by the formula:
𝑀𝑆𝑇
𝐹=
𝑀𝑆𝐸
𝑘 𝑇2 𝐺2
∑𝑖=1 ( 𝑖 ) −
𝑛𝑖 𝑁
𝑀𝑆𝑇 =
𝑘−1
𝑇2
∑𝑘𝑖=1 ∑𝑛𝑗=1
𝑖
𝑌𝑖𝑗2 − ∑𝑘𝑖=1 ( 𝑖 )
𝑛𝑖
𝑀𝑆𝐸 =
𝑛−𝑘
34
Where:
F = the variance ratio for the overall test
MST = the mean square due to treatments/groups (between groups)
MSE = the mean square due to error (within groups, residual mean
square)
𝑌𝑖𝑗 = is an observation
𝑇𝑖 = a group total
G = the grand total of all observations
𝑛𝑖 = the number in group i
n = the total number of observations
One-Sample T-Test. The One-Sample T-Test determines whether two groups'
means are statistically different from one another. In this study, this analysis is appropriate
to compare the means of two groups.
The researchers were guided by the following to successfully analyze the data as
it was represented by the given formula:
𝑥̅ − µ
𝑡= 𝑠
√𝑛
Where:
𝑥̅ = sample mean
µ = proposed constant for the population mean
𝑠 = sample standard deviation
𝑛 = sample size (number of observationa)
35
CHAPTER IV
RESULTS AND DISCUSSIONS
This chapter discusses the presentation, result, and analysis of data about the
Assessment on the College Students’ Mathematics Self-Efficacy and Its Effect on their
Academic Achievement in Math Subjects. The data were collected and then processed in
response to the problems stated in Chapter 1.
1: The Demographic Profile of the Respondent
Table 4
Frequency and Percentage Distribution of the Respondents in terms of Age
Age Frequency Percentage (%)
17-18 years old 16 7

19-21 years old 196 90
Over 21 years old 7 3
Total 219 100.0
Table 4 presents the frequency distribution of demographic profiles in terms of age.
As the researcher provides the range, 17 – 18 years old (16 or 7% students), 19 – 21
years old (196 or 90%), and 22 and older (7 or 3%). This implies that the majority of the
learners are in the ideal college age to take mathematics.
36
Table 5
Frequency and Percentage Distribution of the Respondents in terms of Sex
Sex Frequency Percentage (%)
Male 74 34
Female 143 65
Prefer Not To Say 2 1
Total 219 100.0
Table 5 provides the distribution of demographic profiles in terms of sex. The majority
of the respondents who joined the study are female (143 or 65%) and there are also 74 or
34% who are male. One (1) percent or two students did not prefer to say the sex. This
means the majority of the responses are from a female student.
Table 6
Frequency and Percentage Distribution of the Respondents in terms of

Year-level and Section
Course f %
BSBA Major in Marketing Management I 20 9

BSBA Major in Human Resource Management I 19 9
BS in Information Technology I 17 8
BS in Electronics Engineering I 12 5
BS in Mechanical Engineering I 12 5
BSED Major in English I 19 9
BSED Major in Mathematics I 15 7
Diploma in Office Management Technology I 11 5
Diploma in Information Communication Technology I 7 3
BS in Accountancy II 19 9
BS in Electronics Engineering II 15 7
BS in Mechanical Engineering II 20 9
BSED Major in Mathematics II 19 9
BSED Major in Mathematics III 14 6
Total 219 100.0
37
There are ten courses that are part of the study from 1st year to 4th year,
furthermore, the study involves a total of 14 different class sections. The majority of
respondents are from BSBA MM-1, BSBA HRM-1, BSEDENG-1, BSA-1, BSME-2, and
BSEDMT-1 which accumulated 9% individually. The course of BSIT-1 with 8% or 17
students followed by BSEDMT-1 and BSECE-2 with 7% of the students. BSEDMT-3 with
6% or 14 students, and for BSECE-1, BSEME-1, and DOMT-1 got the same percentage
which is 5% or 12 students. Lastly, the lowest rate of respondents is from DICT-1 with
only 3% or 7 students. As observed in the data, the majority of the responses are from the
general course of BSED MT, BSME, and BSECE since these groups are the class that
has Mathematics as their major subjects and they are expected to have good efficiency
level in the mathematics learning and application.
Table 7
Frequency and Percentage Distribution of the Respondents in terms of First

Semester’s Mathematics Average Grade
Average Grade in Frequency Percentage(%)

Mathematics
1.00 31 14
1.25 86 39
1.49 1 0
1.50 30 14
1.55 1 0
1.59 1 0
1.75 19 9
2.00 15 7
2.25 11 5
2.50 9 4
2.75 6 3
3.00 9 4
Total 219 100.0
Average Grade = 1.557
38
This table presents the distribution of grades of the respondent in mathematics for
the first semester. 86 or 39% of the respondent received a grade of 1.25, there are 31 and
30 respondents received 1.00 and 1.50 grade respectively, there are also 19 or 9%
received 1.75 grade, there are 15 or 7% learners received 2.00 grade, there are 11 or 5%
learners received 2.25 grade, there are 9 or 4% learners received 2.50 and 3.00 grades,
and there are 6 or 3% learners received 2.75 grades. The majority of the learners received
excellent grades from 1.00 to 1.50. This implies that the majority of the learners are
performing well in the classroom during Mathematics subjects.
39
2. Level of students’ Mathematics Self-Efficacy Skills
Table 8
Mathematics Skills Self-Efficacy Scale
Mathematics Skills Verbal

Mean
Self-Efficacy Scale Interpretation
[1] Multiplication and Division 4.42 Completely Confident
[3] Decimals 4.11 Fairly Confident
[9] Fractions 3.87 Fairly Confident
[12] Ratios and Proportions 3.78 Fairly Confident
[6] Percents 3.96 Fairly Confident
[5] Power and Exponents 3.98 Fairly Confident
[7] Factors and Multiples 3.95 Fairly Confident
[13] Inequalities ( >, < , ≥ , ≤ , ≠) 3.74 Fairly Confident
[8] Order of operations 3.95 Fairly Confident
[2] Rounding and estimating 4.20 Fairly Confident
[21] Word problems 3.41 Fairly Confident
[11] Equations with one variable 3.85 Fairly Confident
[15] Equations with two or more variables 3.64 Fairly Confident
[19] Graphing 3.43 Fairly Confident
[18] Tables, charts, diagrams, and coordinate grids 3.55 Fairly Confident
[20] Angles, perimeter, area, and volume 3.42 Fairly Confident
[23] Multi-step problems 3.34 Somewhat Confident
[16] Measurements 3.63 Fairly Confident
[4] Mean, median, range, and mode 4.09 Fairly Confident
[14] Chance and probability 3.66 Fairly Confident
[10] Negative numbers 3.85 Fairly Confident
[22] Explaining in words how you solved Mathematics problem 3.36 Somewhat Confident
[17] Using math in other subjects 3.61 Fairly Confident
[24] Doing quick calculations in your head 3.34 Somewhat Confident
Grand Mean 3.76 Fairly Confident
Legend: “Not Confident at All (1.00 – 1.80)”, “Slightly Confident (1.81 – 2.60)”, “Somewhat Confident (2.61 – 3.40)”, “Fairly Confident (3.41
– 4.20)”, Completely Confident (4.21 – 5.00)”
40
This table provides a summary of the Mathematics skills self-efficacy of the
students. The following are the top ten mathematics skills of the respondents: (1)
Multiplication and Division, (2) Rounding and Estimating, (3) Decimals, (4) Mean, Median,
Mode, Range, and Mode, (5) Power and Exponents, (6) Percents, (7) Factors and
Multiples, (8) Order of Operations, (9) Fractions, and (10) Negative Numbers.
As observed in the data, these Top Ten (10) Mathematics Skills are the basic or
common topics that students deal with in every Math subject. Mathematics is a core
subject, whether it is a Major or Minor subject, students surely encounter these topics
because these are the basic operations in all Math subject areas. In relation to the study
of Toland & Usher (2015) in which the researchers adopted the questionnaire, they have
similar results of the ranking. The findings show that students assess their efficacy in terms
of doing well in mathematics topics, more specifically, the Multiplication and Division, and
Rounding and Estimating which happens to be the Top One (1) and Top Two (2) of the
previous and current study. On the other hand, the topics that got the lowest mean are
Multi-Step Problems and Doing quick calculations on head. Students are having trouble
in these topics because some of them might not know what Multi-Step Problems are, and
students may feel mental blocked and pressured when they ask to calculate mentally for
a short period of time.
3. Level of Confidence of the students in the following category:
3.1. Mastery Experience
3.2. Vicarious Experience
3.3. Social Persuasions
3.4. Physiological States
41
Table 9
Sources of Mathematics Self-Efficacy
3.1. Mastery Experience WM Verbal Interpretation

I make excellent grades on math tests 3.37 Somewhat Confident
I have always been successful with math 3.15 Somewhat Confident
I study very hard to do well in problem-solving 3.70 Fairly Confident
I got good grades in math on my last report card 3.80 Fairly Confident
I do well on math assignments 3.60 Fairly Confident
I do well on even the most difficult mathematics assignments 2.96 Somewhat Confident
Categorical Mean 3.43 Fairly Confident
3.2. Vicarious Experience WM Verbal Interpretation
Seeing adults do well in math pushes me to do better 3.76 Fairly Confident

When I see how my math teacher solves a problem, I can picture
3.43 Fairly Confident
myself solving the problem in the same way
Seeing kids do better than me in math pushes me to do better 3.60 Fairly Confident
When I see how another student solves a math problem, I can see
myself solving the problem in the same way
I imagine myself working through challenging mathematics problems
successfully
I compete with myself in math 3.33 Somewhat Confident
Categorical Mean 3.51 Fairly Confident
3.3. Social Persuasions WM Verbal Interpretation

My math teachers have told that I am good at learning Mathematics 3.11 Somewhat Confident
People have told me that I have a talent for Mathematics 3.16 Somewhat Confident
Adults in my family have told me what a good math student I am 3.18 Somewhat Confident
I have been praised for my ability in math 3.13 Somewhat Confident
Other students have told me that I’m good at learning Mathematics 3.10 Somewhat Confident
My classmates like to work with me in math because they think I'm
2.98 Somewhat Confident
good at it
Categorical Mean 3.11 Somewhat Confident
3.4. Physiological States WM Verbal Interpretation

*Just being in math class makes feel stressed and nervous 2.97 Somewhat Confident
*Doing math work takes all of my energy 2.77 Somewhat Confident
*I start to feel stressed-out as soon as I begin my Mathematics work 3.11 Somewhat Confident
*My mind goes blank and I am unable to think clearly when doing
3.27 Somewhat Confident
math work
*I get depressed when I think about learning Mathematics 3.64 Fairly Confident
*My whole body becomes tense when I have to do math 3.42 Somewhat Confident
Categorical Mean 3.20 Somewhat Confident
General Categorical Mean 3.31 Somewhat Confident

Legend: “Not Confident at All (1.00 – 1.80)”, “Slightly Confident (1.81 – 2.60)”, “Somewhat Confident (2.61 – 3.40)”, “Fairly Confident (3.41
– 4.20)”, Completely Confident (4.21 – 5.00)”
Note: *Negative Items are reversed scored
42
This table 9 represents the mathematics level of students’ sources of self-efficacy,
this is an adapted scale and the respondents are the ones who evaluate themselves. This
instrument provides four sub-categories namely: mastery experiences, vicarious
experiences, social persuasions, and physiological states. In Mastery Experience, the
following are the indicators with their weighted mean (WM): I study very hard to do well in
problem-solving (WM=3.70), I got good grades in math on my last report card (WM=3.80),
I do well on math assignments (WM=3.60) indicators above falls in the verbal interpretation
of “Fairly Confident” and I make excellent grades on math tests (WM=3.37), I have always
been successful with math (WM=3.15), I do well on even the most difficult mathematics
assignments (WM=2.96) which fall in the verbal interpretation of Somewhat Confident.
The categorical mean is 3.43 which falls in the verbal interpretation of “Fairly Confident.”
This implies that students have fair confidence in problem-solving, mathematics
assignments, and good report cards.
In Vicarious Experience, Seeing adults do well in math pushes me to do better
with weighted mean is 3.76, followed by the “Seeing kids do better than me in math pushes
me to do better” with weighted mean is 3.60 and When I see how another student solves
a math problem, I can see myself solving the problem in the same way” and “I imagine
myself working through challenging mathematics problems successfully” both have
weighted mean of 3.47 these indicators fall in the verbal interpretation of “Fairly Confident”.
This indicator provides “When I see how my math teacher solves a problem, I can picture
myself solving the problem in the same way”, and “I compete with myself in math” with
weighted mean is 3.43 and 3.33 respectively that indicates Somewhat Confident. The
categorical mean of this sub-category is 3.51 which falls in the verbal interpretation of
“Fairly Confident.” This provides the understanding in vicarious experience students are
43
motivated in seeing adults and kids doing mathematics and this learner is also fairly
confident in mathematics.
In Social Persuasions, all the indicators provided received verbal interpretation of
Somewhat Confident “My math teachers have told that I am good at learning Mathematics”
with 3.11 weighted mean, People have told me that I have a talent for Mathematics with
3.16 weighted mean, Adults in my family have told me what a good math student I am with
3.18 weighted mean, I have been praised for my ability in math with 3.13 weighted mean,
Other students have told me that I’m good at learning Mathematics with 3.10 weighted
mean, and My classmates like to work with me in math because they think I'm good at it
with 2.98 weighted mean. This sub-category received a categorical mean of 3.11 which
falls in the verbal interpretation of “SomewhatConfident.” This means that the majority of
the respondents are just somehow persuaded by the people around them in solving
Mathematics.
In the Physiological States, “I get depressed when I think about learning
Mathematics'' with a weighted mean of 3.64 which falls in the verbal interpretation of “Fairly
Confident.” The following are the indicators falls in the verbal “Somewhat Confident” with
weighted mean “Doing math work takes all of my energy” weighted mean is 2.77, “Just
being in math class makes feel stressed and nervous” weighted mean is 2.97, “I start to
feel stressed-out as soon as I begin my Mathematics work” weighted mean is 3.11, and
“My mind goes blank and I am unable to think clearly when doing math work” weighted
mean is 3.27 and “My whole body becomes tense when I have to do math” weighted mean
is 3.42. The categorical mean is 3.20 which falls in the verbal interpretation of “Somewhat
Confident.” This provides information that implies the learner’s efficiency in mathematics
in terms of physiological states that affect their well-being and thinking process.
44
In general, the prominent source of learner’s mathematics self-efficacy is Vicarious
Experience which shows fairly confidence in the data. Mastery Experience and Vicarious
Experience have an interpretation of fair confidence while Social Persuasions and
Physiological States have an interpretation of Somewhat Confidence. This implies that in
terms of evaluating previous tasks or mastering the subject area (Mastery Experience)
and by gaining confidence through comparing themselves from others (Vicarious
Experience) shows high effectiveness to boost their confidence in solving Math problems.
While receiving encouragement (Social Persuasions) and students’ emotions and stress
levels (Physiological States) are not shown or specified to them. Sources of Mathematics
Self-Efficacy received a general categorical mean of 3.31 which explains that the level of
mathematics efficacy is somewhat confident or in simple words, the learner’s level of
efficacy is only at moderate level in general.
4. The significant relationship between students’ mathematics self-efficacy and
academic achievement
45
Table 10
Pearson r: Significant Relationship between the Mathematics Self-Efficacy

and Academic Achievement of the Respondents
Computed Descriptive p-
Remarks
Pearson r Value Rating value
Little if any Not

Mastery Experience -0.080 0.236
correlation Significant
Little if any Not

Vicarious Experience -0.036 0.598
Academic Little if any Not

Social Persuasions 0.050 0.466
Achievement correlation Significant
Little if any Not

Physiological States 0.037 0.582
Mathematics Skills Self- Little if any Not

-0.004 0.951
Efficacy Scale correlation Significant
*. Correlation is significant at the 0.05 level (2-tailed).
This table presents the summary of the significant relationship between the
mathematics self-efficacy (Sources of Mathematics Self-Efficacy and Mathematics Skills
Self-Efficacy) and academic achievement. This study utilizes the sub-categories and
analyzes the relation of this factor to academic achievement. The relationship sub-
category and academic achievement with their Pearson r value are the following: Mastery
Experience (Pearson r=-0.080), Vicarious Experience (Pearson r=--0.036), Social
Persuasions (Pearson r=0.050), and Physiological States (Pearson r= 0.037) the following
falls in the descriptive rating of “Little if any correlation.” Provided in the table above is the
p-value which is greater than the level of significance of 0.05, this implies that it is not
significant. This indicates that all this sub-category has no significant relationship with the
academic achievement of the students. However, the result disagrees with the findings of
46
Yurt (2014) that claimed that personal experiences, vicarious experiences, social
persuasions and physiological states show high and medium level significant relations
with each other.
Mathematics Skills Self-Efficacy and Academic Achievement the computed
Pearson r value is -0.004, which falls in the verbal interpretation of “Little of any correlation”
indicated p-value is 0.951, which is greater than the significance level at 0.05. This
indicates that the researcher accepts the null hypothesis. This implies that there is no
relationship or impact in the level of mathematical skill self-efficacy with academic
achievement.
This result is supported by the study of Simbulas (2014) that proved that self-
efficacy does not influence student academic achievement of first-year private non-
sectarian high school students in Algebra. Also, the result of the study were similar to the
findings of the study conducted by Kunhertanti & Santosa (2018), the study’s hypothesis
testing revealed that there is no significant association between students' self-confidence
and achievement.
5. The significant difference in students’ mathematics self-efficacy and academic
achievement when grouped according to profile
Table 11
Significant Difference between Mathematics Self-Efficacy group by Age
Mathematics Self-Efficacy F-value p-value Remarks
Mastery Experience 3.71 0.026 Significant

Vicarious Experience 5.49 0.005 Significant
Social Persuasions 4.55 0.021 Significant
Physiological States 0.10 0.905 Not Significant
Mathematics Skills Self-Efficacy 4.72 0.010 Significant
47
The summary of significant difference between the mathematics self-efficacy
group by age. In Physiological States the computed F-value is 0.10 and p-value is 0.905
which is gather than the level of significant at 0.05 Not Significant. This means that in any
age group the level of physiological states cannot be affected by your age group. However,
in Mastery Experience with computed F-value is 3.71 and p-value is 0.026, Vicarious
Experience with computed F-value is 5.49 and p-value is 0.005, and Social Persuasions
with computed F-value is 4.55 and p-value is 0.021 which p-value is less than the level of
significant at 0.05 has remarks of Significant. This means that the age group can affect
the result in terms of that categories. This also provide information that age can affect the
Sources of Mathematics Self-Efficacy Categories. In general, Mathematics Skills Self-
Efficacy with F-value is 4.72 and p-value is 0.010 explains to reject the null hypothesis.
This result supports the study of Huang (2012) which specifies that mathematics
self-efficacy increase as student age increases. The previous study examined that or the
age categories 15–18, 19–22, and over 23, the mean effect sizes were 0.20, 0.36, and
0.33, respectively. The pattern of the age impact of mathematics self-efficacy revealed
that the older age groups had comparatively significant mean effect sizes.
Table 12
Significant Difference between Mathematics Self-Efficacy group by Sex
p-
Mathematics Self-Efficacy t-value Remarks
value

Social Persuasions 1.12 0.263 Not Significant
Physiological States -1.16 0.210 Not Significant
48
The table shows the summary of significant difference between the mathematics
self-efficacy group by sex. Mastery Experience (t-value = 3.36, p-value of 0.000), and
Vicarious Experience (t-value = 2.57, p-value = 0.011) this category has statistical
differences and significant based in the p-value is less than the level of significant at 0.05.
This means to the study the male and female has different level of Mastery Experience
and Vicarious Experiences. However, in terms of Social Persuasions (t-value=1.12 and p-
value = 0.263) and Physiological States (t-value = -1.16 and p-value = 0.210) which p-
value is greater than the level of significant at 0.05 which has remarks at Not Significant.
This means that Social Persuasions and Physiological States in terms of sex cannot affect
the mathematics self-efficacy of the learners. In general, MSSE with computed t-value is
2.20 and p-value is 0.029 which is less than the level of significant at 0.05, means
significant. This implies that the MSSE of the learner if group by sex has significant
difference or reject the null hypothesis. Similarly, Reçber (2011)
demonstrated that there was a substantial mean difference in mathematics self efficacy
beliefs and sex. The previous study implies that some of the female participants may have
been exposed to feelings of inferiority toward males in mathematics by their parents,
teachers, or peers. This may have a negative impact on female motivation to learn
mathematics, as well as the amount of time and energy spent doing so. As a result,
females' self efficacy beliefs in mathematics may be lower than males.
49
Table 13
Significant Difference between Mathematics Self-Efficacy group by Course
F- p-
Mathematics Self-Efficacy Remarks
value value

Physiological States 2.87 0.003 Significant
The presented the summary of significant difference between mathematics self-
efficacy group by course. Mastery Experience with F-value is 7.32 and p-value is 0.000,
Vicarious Experience with F-value is 5.19 and p-value is 0.000, Social Persuasions with
F-value is 3.74 and p-value is 0.000, and Physiological States with F-value is 2.877 and
p-value is 0.003. Provide the information that p-value is less than the level of significant at
0.05, all indicator has significant to the variables. This explains that course can affect the
mathematics self-efficacy of the learners in terms of Mastery Experience, Vicarious
Experience, Social Persuasions and Physiological States. In the Mathematics Skills Self-
Efficacy (MSSE) with F-value is 6.02 and p-value is 0.000 which is less than to level of
significant at 0.05. This implies that the researcher reject the null hypothesis, this explains
also that course/program of the learners affect the MSSE they have.
50
Table 14
Significant Difference between Mathematics Self-Efficacy by Year and Section
F- p-
value value

Vicarious Experience 1.03 0.359 Not Significant
Social Persuasions 0.27 0.762 Not Significant
Physiological States 5.31 0.006 Significant
Mathematics Skills Self-Efficacy 0.46 0.634 Not Significant
Provided the summary of significant difference between mathematics self-efficacy
by year and section the category with the F-value and p-value as follows: Mastery
Experience (F=5.87, p-value=0.003), Vicarious Experience (F=1.03, p-value=0.359),
Social Persuasions (F=0.27, p-value = 0.762), and Physiological States (F=5.31, p-
value=0.006). This implies the following Mastery Experience and Physiological States
which has p-value is less the level of significant at 0.05 has remarks of significant this
explains that in terms of their mastery experiences and physiological state there is
significant effect in terms of their group, however, with Vicarious Experience and Social
Persuasions this variables are not significant this implies that in any year level or section
you belong your social persuasions and vicarious experiences did not affect of this
groupings. Mathematics Skill Self-Efficacy with computed f-value of 0.46 and p-value of
0.634 which is greater than the level of significant at 0.05. This implies that the researcher
accept the null hypothesis that there is no significant difference between the mathematical
skill self-efficacy group by year and section.
Similar to this result, a study by Kurtuluş & Öztürk (2017) indicates that when the
students' views of mathematics self-efficacy were compared by grade level, it was shown
51
that there was a statistically significant difference. Students with lower grade levels having
stronger math self-efficacy beliefs than students with higher grades.
Table 15
Significant Difference between Mathematics Self-Efficacy group by Academic

Achievement
F- p-
value value

Physiological States 1.05 0.402 Not Significant
The presented the summary of significant difference between mathematics self-
efficacy and academic achievement. The following are the results of the study: Mastery
Experience (F=4.92, p-value=0.000), Vicarious Experience (F=1.64, p-value=0.089),
Social Persuasions (F=1.98p-value=0.032), Physiological States (F=1.05, p-value
=0.402). this implies that there is a significant difference between the MSSE group
according to grade in the following category Mastery Experience, Vicarious Experience
and Social Persuasions. However, Physiological States cannot affect by the academic
performance grouping. Mathematics Skills Self-Efficacy with F-value is 2.14 and p-value
is 0.019 which is less than the level of significant at 0.05 has remarks of Significant. This
implies the researcher rejects the null hypothesis. This also provide information that MSSE
can be varied according to academic achievement of the learners.
In relation to Kurtuluş, A., & Öztürk, B . (2017), students' mathematics self-efficacy
differ statistically depending on their mathematics grade. The conducted study discovered
52
the differences between the groups and it is shown that there is a bias in favor of the
students with good grades. The mathematics grade demonstrates success in mathematics
subjects.
Table 16
Significant Difference between Academic Performance group by Course and Age
F- p-
Remarks
value value
Course 4.04 0.000 Significant
Age 0.95 0.494 Not Significant
This table show the summary of significant difference between the academic
performance group by course and age. Group according to course, the F-value is 4.04
and the p-value is 0.000 which is less the level of significant at 0.05, implies that grouping
has statistical difference. This means that academic performance of the learners in the
mathematics class can be affected by the course/program that they have. However, group
according to age, the F-value is 0.95 and p-value is 0.494 which greater than the level of
significant at 0.05, this means not significant. This implies to the study that age of the
respondent cannot affect the academic performance they have in the classroom or in the
math class in general. According to this findings, it disagrees with the study of Josiah &
Adejoke (2014) wherein the prior study's F-value of 0.896 was not significant at the 0.05
level of significance, implying that academic achievement in mathematics does not differ
by age group.
53
Table 17
Significant Difference between Academic Performance group by Sex
p-
t-value Remarks
value
Sex -3.16 0.002 Significant
This table show the summary of significant difference between the academic
performance group by sex. The researcher utilized the used of the t-test of interdependent
variances to test the statistical difference of the variable. The computed t-value is -3.16
and the p-value is 0.002. The p-value is less than the level of significant at 0.05, implies
that there is a significant between the grades of male and female learners. In this the
researcher reject the null hypothesis and accept the alternative hypothesis, there is a
significant difference between the academic performance group by sex.
This result contradicts the findings of the study conducted by Ajisuksmo & Saputri
(2017) that indicates gender differences do not substantially impact student achievement
in mathematics with an f-value of 3.408 and a p-value of 0.68 which is greater than the
significant value of 0.05.
54
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
In this chapter, the conclusions derived from the findings of this study, Assessment
on the College Students’ Mathematics Self-Efficacy and Its Effect on their Academic
Achievement in Math Subjects, are described. The study's conclusions were based on the
study's aim, research questions, and findings. The significance of these results, as well as
the recommendations that follow, will be discussed. Recommendations were made based
on the study's findings and objectives.
Summary of Findings
The findings have provided answers to the key questions of this study, which the
researchers sought to find out.
1. The Demographic Profile of the Respondents
In terms of age, the study revealed that there are 17 – 18 years old (16 or 7%
students), 19 – 21 years old (196 or 89%), and 22 and older (7 or 3%). This measures that
the majority of the respondents who are taking mathematics subjects are 19 - 21 years
old. While in terms of sexual orientation, the majority of those who participated in the
research were female (143 or 65 percent), with 74 or 34 percent being male. The sex was
not preferred by one (1) percent of two students. This implies that most of the responses
were from female students. In addition, the study includes 10 courses ranging from first to
fourth year, as well as 14 distinct class sections. The most common responses are from
55
BSBA MM-1, BSBA HRM-1, BSEDENG-1, BSA-1, BSME-2, and BSEDMT-1, each
accounting for 9% of the total. BSIT-1 has the highest percentage of students (8%) (17%),
followed by BSEDMT-1 and BSECE-2, both of which have 7% of students. BSECE-1,
BSEME-1, and DOMT-1 all received the same percentage of 6 percent or 14 students for
BSEDMT-3, and BSECE-1, BSEME-1, and DOMT-1 all received the same percentage of
5 percent or 12 students for BSECE-1, BSEME-1, and DOMT-1. Finally, DICT-1 has the
lowest response rate, with only 3% of students responding. Lastly, there are 86 or 39% of
respondents received a 1.25 grade, 31 and 30 or 14% received 1.00 and 1.50 grades, 19
or 9% received 1.75 grade, 15 or 7% learners received 2.00 grade, 11 or 5% learners
received 2.25 grade, 9 or 4% learners received 2.5 and 3.00 grades, and 6 or 3% learners
received 2.5 and 3.00 grades. The vast majority of students earned outstanding grades
ranging from 1.00 to 1.5. This result indicates that most students who took mathematics
subjects for the 1st semester are doing well in class.
2. Level of Mathematics Skills Self-Efficacy of the Students
As per the Mathematics Skills Self-Efficacy Scale, Multiplication and Division is the
topic that ranks first out of 24 Math concepts with a weighted mean of 5% indicating that
students are reasonably confident in the topic. Math is a core subject, whether it is a Major
or Minor, students surely encounter these topics because these are the basic operations
in all Math subject areas. Students are not confident enough in terms of Multi-Step
Problems, and Doing quick calculations on head.
56
3. Sources of Mathematics Self-Efficacy of the Students
Vicarious Experience, which demonstrates reasonable competence in the data, is
the most prevalent source of learner's mathematical self-efficacy. Fair confidence is
interpreted by mastery experience and vicarious experience, whereas Somewhat
Confidence is interpreted by social persuasions and physiological conditions. This means
that assessing past tasks or mastering the subject area (Mastery Experience) and
developing confidence by comparing oneself to others (Vicarious Experience) are both
highly helpful in increasing confidence in tackling Math issues. Students' emotions and
stress levels (Physiological States) are not shown or specified to them while receiving
encouragement (Social Persuasions). The general categorical mean for sources of
mathematics self-efficacy was 3.31, indicating that the learner's level of efficacy is
moderate in general.
4. The Significant Relationship Between Mathematics Self-Efficacy when
Compared to the Academic Achievement in Math Subjects
This study utilizes the sub-categories and analyzes the relation of this factor to
academic achievement in math subjects. The relationship sub-category and academic
performance with their Pearson r value are the following: Mastery Experience (Pearson
r=-0.080), Vicarious Experience (Pearson r=--0.036), Social Persuasions (Pearson
r=0.050), and Physiological States (Pearson r= 0.037) the following falls in the descriptive
rating of “Little if any correlation.” Provided in the table above is the p-value which is
greater than the level of significance of 0.05, this implies that it is not significant. This
indicates that all this sub-category has no significant relationship with the academic
performance of the students.
57
Mathematics Skills Self-Efficacy and Academic Performance computed Pearson r
value is -0.004 which falls in the verbal interpretation of “Little of any correlation” indicated
p-value is 0.951 which is greater than the level of significance at 0.05. This indicates that
the researcher accepts the null hypothesis. This implies that there is no relationship or
impact in the level of mathematical skill self-efficacy with academic performance.
5. The Significant Difference in students’ Mathematics Self-Efficacy and
Academic Achievement in Math Subjects when Grouped According to Profile
The significant difference between mathematics self-efficacy and profile.
In terms of age, the computed F-value in Physiological States is 0.10, and the p-
value is 0.905, which is higher than the level of relevance of 0.05 Not Significant. This
means that the level of physiological states in any age group is unaffected by age.
However, Mastery Experience has a computed F-value of 3.71 and a p-value of 0.026,
while Vicarious Experience has a computed F-value of 5.49 and a p-value of 0.005, and
Social Persuasions has a computed F-value of 4.55 and a p-value of 0.021, which is less
than the level of significance at 0.05. This means that the age group can have an impact
on the outcome in those categories.
While in group according to sex, the statistical differences and significant based
on the p-value is less than the level of significance at 0.05. Mastery Experience (t-value =
3.36, p-value = 0.000), and Vicarious Experience (t-value = 2.57, p-value = 0.011). This
means that the male and female participants in the study have different levels of mastery
and vicarious experiences. However, in the cases of Social Persuasions (t-value=1.12 and
p-value = 0.263) and Physiological States (t-value = -1.16 and p-value = 0.210), the p-
value is larger than the level of significance at 0.05, resulting in Not Significant comments.
58
This indicates that sex-related social persuasions and physiological states have no impact
on the learners' mathematics self-efficacy.
In addition, according to group by course, Mastery Experience has an F-value of
7.32 and a p-value of 0.000, whereas Vicarious Experience has an F-value of 5.19 and a
p-value of 0.000, Social Persuasions has an F-value of 3.74 and a p-value of 0.000, and
Physiological States has an F-value of 2.877 and a p-value of 0.003. Provide information
indicating the p-value is less than 0.05, and that all indicators are significant to the
variables. This shows how the mathematics self-efficacy of learners in terms of Mastery
Experience, Vicarious Experience, Social Persuasions, and Physiological States may be
affected by the course. The F-value for the Mathematics Skills Self-Efficacy (MSSE) is
6.02, and the p-value is 0.000, which is less than the 0.05 level of significance.
Hence, in group according by year and section, Mastery Experience (F=5.87, p-
value=0.003), Vicarious Experience (F=1.03, p-value=0.359), Social Persuasions
(F=0.27, p-value = 0.762), and Physiological States (F=5.31, p-value=0.006) are the
categories with the highest F-value and p-value. This has the following implications:
Mastery Experience and Physiological States, which has a p-value less than the level of
significance at 0.05, has significant remarks, which implies that there is a significant
influence in terms of their mastery experiences and physiological state in terms of their
group. However, the variables of Vicarious Experience and Social Persuasions are not
significant, which means that your social persuasions and vicarious experiences had no
effect on the groupings in any year level or sector. Mathematics Skill Self-Efficacy has a
computed f-value of 0.46 and a p-value of 0.634, both of which are larger than 0.05.
Lastly, in a group according by academic achievement, Physiological States
(F=1.05, p-value =0.402), Mastery Experience (F=4.92, p-value=0.000), Vicarious
59
Experience (F=1.64, p-value=0.089), Social Persuasions (F=1.98p-value=0.032), and
Social Persuasions (F=1.98p-value=0.032). This means that in the categories of Mastery
Experience, Vicarious Experience, and Social Persuasions, there is a substantial
difference between the mathematics self-efficacy group according to grade. Physiological
States, on the other hand, are unaffected by academic achievement grouping. Skills in
Mathematics Self-Efficacy has a significant F-value of 2.14 and a p-value of 0.019, which
is less than the level of significance at 0.05. This indicates that the researcher has ruled
out the null hypothesis.
The significant difference between academic achievement and profile.
In a group by course, the F-value is 4.04, and the p-value is 0.000, which is less
than the level of significance at 0.05, indicating that grouping has statistical significance.
This indicates that a student's academic achievement in a mathematics class might be
influenced by the course/program they are enrolled in. However, when grouped by age,
the F-value is 0.95 and the p-value is 0.494, both of which are larger than the level of
significance at 0.05, indicating that the group is not significant. This means that the
respondent's age has no impact on their academic achievement in the classroom or in
math classes in general.
While in a group by sex, the p-value is 0.002 and the calculated t-value is -3.16
using the t-test of interdependent variances. The p-value is less than 0.05, indicating that
there is a significant difference in grades between male and female students. The
researcher rejects the null hypothesis and accepts the alternative hypothesis that there is
a substantial difference in academic achievement between gender groups.
60
Conclusions
In this study, the relationship between mathematics self-efficacy and mathematical
achievement was explored first.
1. According to the report, the majority of the respondents taking Mathematics in
the first semester at the Polytechnic University of the Philippines – Taguig Branch are
Female and between the ages of 17 and 19. Most of the respondents are from the
Bachelor of Secondary Education Major in Mathematics course, which has a total of 50
students, or 23% of the entire sample since this course consists of first to third year college
students.
2. The conducted results revealed that the mean self-efficacy scores for
mathematics skills varied from 3.34 to 4.42 on a 5-point scale. The findings show that
students' self-efficacy is either moderate or strong. This indicates that students are
exceptionally competent and effective in their Mathematics classes. Because they are
confident in employing multiple Mathematics skills, students were able to positively
facilitate their mathematics learning. Multiplication and division, rounding and estimating,
decimals, percents, ratios, and proportions are all topics that students easily understand.
The average grade in Mathematics subjects during the first semester of the academic year
2020-2021 was used to assess their academic achievement in this study. The result
revealed that the students' mean or average grade is 1.56, implying that their academic
achievement is fair or satisfactory. This satisfactory level of their grade, however, is not
sufficient evidence of their true competence.
3. The category or sources of mathematics self-efficacy (i.e. mastery experience,
vicarious experience, social persuasions, and physiological states) are insufficient to
identify a student's competency level in math. The study's findings revealed that all of
61
these sources have "little if any correlation" with students' academic achievement,
implying that they have no direct impact on their academic performance and achievement.
4. According to the Pearson r Correlation analysis, there is only a weak relationship
between students' self-efficacy and achievement. All of the r-values have a negligible
correlation interpretation, and none of the p-values were significant. The findings
demonstrated that students' mathematical self-efficacy has no meaningful relationship
with their academic achievement.
The findings refute the majority of prior studies' assertions that strong Mathematics
self-efficacy predicts excellent academic achievement. According to the findings, a high
level of self-efficacy does not guarantee that students would achieve high academic
success. According to Simbulas (2014), Asian countries have low math self-concept and
math self-efficacy, as well as significant math anxiety, despite having high results in math
tests, activities, and performance.
5. In conlusion, the difference with mathematics self-efficacy grouped by age can
affect the results in terms of Mastery Experience, Vicarious Experience, and Social
Persuation. Also, age can affect the Sources of Mathematics Self-Efficacy Categories and
MSSE with significant F-value and p-value explains to reject the null hypothesis. While in
group by sex, Mastery Experience and Vicarious Experience has different level in studying
male and female. While Social Persuation and Psychological States cannot affect the
mathematics self-efficacy of the learners. It means that if the learner's mathematics self-
efficacy differs significantly by sex, the null hypothesis is rejected. In addition, in group by
course, the results explains Mastery Experience, Vicarious Experience, Social
Persuasions, and Psychological States can affect the mathematics self-efficacy of the
learners. However, with F-value and p-value which is less than to the level of significant,
62
it explains that the course of the learners affect the mathematics self-efficacy they have.
It results to reject the null hypothesis. In addition, in terms of academic performance, the
result this implies that there is a significant difference between the mathematics self-
efficacy group according to grade in the following category Mastery Experience, Vicarious
Experience and Social Persuasions. However, Physiological States cannot affect by the
academic achievement grouping. It also implies that the researchers rejects the nulls
hypothesis. Then, in group by year and course, Mathematics Skill Self-Efficacy were
computed with f-value and p-value which is greater than the level of significant. This
implies that the researcher accept the null hypothesis that there is no significant difference
between the mathematical skill self-efficacy group by year and section.
Moreover, the result in significant difference between the academic achievement
grouped by course with statistical difference, implies that academic achievemnt of the
learners in the mathematics class can be affected by the course/program that they have.
While, in group by age with no significant F-value and p-value, implies that the study that
age of the respondent cannot affect the academic achievement they have in the classroom
or in the math class in general. In addition, in a group by sex, the result implies that there
is a significant difference between grades of male and female learners. With this being
said, the researcher reject the null hypothesis and accept the alternative hypothesis, there
is a significant difference between the academic achievement group by sex.
The findings support the majority of previous studies' conclusions that
Mathematics self-efficacy differs significantly depending on its profile. According to the
findings, mathematics self efficacy differed by the students’ demographic profile such as
Age, Sex, Year and Section, and Academic Achievement (Huang, 2012; Reçber, 2011;
Kurtuluş & Öztürk, 2017). Meanwhile, academic achievement did not differ by age and sex
63
which agrees with the study of Josiah & Adejoke (2014), and Ajisuksmo & Saputri (2017).
Lastly, the current study discovered that mathematics self-efficacy beliefs of the students
varied in the subcategory of physiological states according to age, sex, academic
achievement was no significant difference based on the findings.
Recommendations
Based on the results of the findings and conclusions gathered, the research would
like to recommend the following:
Since Mathematics Self-Efficacy and Academic Achievement has a “little if any
correlation” or has “no significant relationship between them”, DepEd and CHED, as well
as teachers should provide a more substantial education for the students in being able to
have mathematical achievement. Teachers can also implement teaching strategies with
minimal training in order to improve the self efficacy of the students. Teachers can help
students develop and improve their mathematics skills by creating and providing
alternatives for them to do so. Solving real-world mathematics questions and playing
math-related games are two options. Furthermore, teachers should allow students to work
on mathematics problems independently to boost their self-efficacy.
Moreover, Educational Departments such as Department of Education (DepEd)
and Commission on Higher Education (CHED) should also provide a more spacious study
room or library for the students to study more in their math subjects. Prior to our current
situation or commonly known as "new normal" students need more assistance and
guidance. DepEd, CHED, teachers and even the parents of the students need to be more
persuasive to improve the students self-efficacy and to achieve proper education.
64
Professional development should introduce or expose educators to self-efficacy theory to
benefit and enhance their self-efficacy teaching strategy. In line with these, Mathematics-
Related Professions (i.e. Engineers, Statisticians, Mathematics Teachers and Professors)
who are mostly invited to conduct adequate seminars and workshops should also address
and tackle various probable factors or elements that affects students’ academic
achievement in mathematics fields. These professionals or mathematics specialists can
also assist students by encouraging them and providing crucial guidance on how to handle
mathematics subjects and to boost their confidence in learning mathematics.
The researchers strongly suggest that future research should focus on and
correlate other factors of self-efficacy that may affect mathematics achievement, based
on the findings, summary, and conclusion. They might look into additional predictors
besides self-efficacy, such as math self-concept and math anxiety, in future studies.
Researchers also suggested that other criteria be included that can demonstrate a
beneficial relationship and difference between Mathematics self-efficacy and academic
achievement. Future researchers may look into these characteristics to see if there is a
substantial difference between age, sex, and year level in terms of academic achievement
since it may be an effective factors on mathematics self-efficacy.
The study's findings found that there is no significant association between the two
current variables, which could be linked to the study's limited scope of sampling. To
accurately quantify self-efficacy and academic achievement, future researchers should
conduct similar studies with a larger sample size and utilize acceptable and standardized
statistical procedures to give strong analysis and solid evidence of the factors that can
influence students' math skills. Additionally, other variables can be included to determine
65
what factors most significantly and successfully influence students' academic
achievement in mathematics subjects.
This study needs more replication specially with a more culturally diverse
population. Although this study benefited the students, other students in a culturally
diverse population may not. Furthermore, replication of this study will thoroughly
determine the assessment on the college students’ mathematics self-efficacy skills and its
effect on their academic achievement in math subjects.
66
REFERENCES:
Ajisuksmo, C. R. P., & Saputri, G. R. (2017). The influence of attitudes towards
mathematics, and metacognitive awareness on mathematics achievements.
Creative Education, 8, 486-497. doi.org/10.4236/ce.2017.83037
Azar, H. K., Lavasani, M. G., Malahmadi, E., & Amani, J. (2010). The role of self- efficacy,
task value, and achievement goals in predicting learning approaches and
mathematics achievement. Procedia - Social and Behavioral Sciences, 5, 942–
947. doi:10.1016/j.sbspro.2010.07.214
Baker, C. (2017). Quantitative research designs: Experimental, quasi-experimental, and
descriptive. Evidence-based practice: An integrative approach to research,
administration, and practice, 155-183. Retrieved from
http://samples.jblearning.com/9781284101539/9781284101539_CH06_Drummond
.pdf
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human
behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman
[Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 84(2), 191-215. doi.org/10.1016/0146-6402(78)90002-4
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1989). Human agency in social
cognitive theory. American Psychologist, 44(9), 1175-1184. doi.org/10.1016/0749-
5978(91)90022-L
67
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
Benaoui, M. (2016). The impact of self-efficacy in mathematics on urban high school
graduates' math performance. Northeastern University. Retrieved from
https://search.proquest.com/openview/1059315717872063c920c06216c19ee5/1?p
q-origsite=gscholar&cbl=18750
Burnham, J. R. (2011). A case study of mathematics self-efficacy in a freshman
engineering mathematics course (Vol. 13). Washington State University. Retrieved
from http://www.dissertations.wsu.edu/Thesis/Spring2011/J_Burnham_041211.pdf
Cowan, N. (2010). The magical mystery four: How is working memory capacity limited,
and why? Current Directions in Psychological Science, 19, 51-57.
doi:10.1177/0963721409359277
Casinillo, L. (2019). Factors affecting the failure rate in mathematics: The case of Visayas
State University (VSU). Review of Socio-Economic Research and Development
Studies, 3(1), 1-18, 2019. Retrieved from https://ssrn.com/abstract=3804165
Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-efficacy,
satisfaction, and academic achievement: The mediator role of students’ expectancy-
value beliefs. Frontiers in Psychology, 8. doi:10.3389/fpsyg.2017.01193
Fantz, T. D., Siller, T. J., & Demiranda, M. A. (2011). Pre-collegiate factors influencing the
self-efficacy of engineering students. Journal of Engineering Education, 100(3),
604–623. doi:10.1002/j.2168-9830.2011.tb00028.x
Güvercin, Ö , Tekkaya, C , Sungur, S . (2010). A cross age study of elementary students’
motivation towards science learning . Hacettepe Üniversitesi Eğitim Fakültesi
Dergisi , 39 (39) , 233-243 . Retrieved from
https://dergipark.org.tr/en/pub/hunefd/issue/7799/102178
68
Haciomeroglu, G. (2019). The relationship between elementary students' achievement
emotions and sources of mathematics self-efficacy. International Journal of
Research in Education and Science, 5(2), 548-559. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1215585.pdf
Huang, C. (2012). Gender differences in academic self-efficacy: a meta-analysis.
European Journal of Psychology of Education, 28(1), 1–35. doi:10.1007/s10212-
011-0097-y
Jaafar, W. M. W., & Ayub, A. F. M. (2010). Mathematics self-efficacy and meta-cognition
among university students. Procedia - Social and Behavioral Sciences, 8, 519–
524. doi:10.1016/j.sbspro.2010.12.071
Josıah, O , Adejoke, E . (2014). Effect of gender, age and mathematics anxiety on college
students’ achievement in algebra . The Eurasia Proceedings of Educational and
Social Sciences, 1, 57-61. Retrieved from
https://dergipark.org.tr/en/download/article-file/331310
Klassen, R.M., & Usher, E.L. (2010). Self-efficacy in educational settings: Recent
research and emerging directions. doi.org/10.1108/S0749-7423(2010)000016A004
Kundu, A., & Ghose, A. (2016). The relationship between attitude and self-efficacy in
mathematics among higher secondary students. Journal of Humanities and Social
Science, 21(4), 25-31. Retrieved from http://iosrjournals.org/iosr-
jhss/papers/Vol.%2021%20Issue4/Version-5/F0214052531.pdf
Kung, H.-Y., & Lee, C.-Y. (2016). Multidimensionality of parental involvement and
children’s mathematics achievement in Taiwan: Mediating effect of math self-
efficacy. Learning and Individual Differences, 47, 266–
273. doi:10.1016/j.lindif.2016.02.004
69
Kunhertanti, K., & Santosa, R. H. (2018). The influence of students’ self confidence on
mathematics learning achievement. In Journal of Physics: Conference Series (Vol.
1097, No. 1, p. 012126). IOP Publishing. doi:10.1088/1742-6596/1097/1/012126
Kurtuluş, A., & Öztürk, B . (2017). The analysis of the effect of metacognitive awareness
and mathematics self-efficacy perceptions on mathematics achievement of middle
school students. Journal of Dicle University Ziya Gökalp Faculty of Education, (31)
, 762-778 . DOI: 10.14582/DUZGEF.1840
Lishinski, A., Yadav, A., Good, J., & Enbody, R. (2016). Learning to program: Gender
differences and interactive effects of students’ motivation, goals, and self-efficacy
on performance. Proceedings of the 2016 ACM Conference on International
Computing Education Research - ICER ’16. doi:10.1145/2960310.2960329
Macakova, V. and Wood, C. (2021). What shapes academic self-efficacy? In: M. KHINE
and T. NIELSEN, eds., Academic self-efficacy - precursors and effects in education:
nature, assessment, and research. Springer. (Forthcoming)
Maddux, J. E., & Gosselin, J. T. (2012). Self-efficacy. In M. R. Leary & J. P. Tangney
(Eds.), Handbook of self and identity (pp. 198–224). The Guilford Press. Retrieved
from https://digitalcommons.sacredheart.edu/psych_fac/17/
Malau-Aduli, B. S., Page, W., Cooling, N., & Turner, R. (2013). Impact of self-efficacy
beliefs on short-and long-term academic improvements for underperforming medical
students. American Journal of Educational Research, 1, 168-176.
Noble, R. (2011). Mathematics self-efficacy and african american male students: An
examination of models of success. Journal of African American Males in Education,
2(2). Retrieved from http://journalofafricanamericanmales.com/wp-
content/uploads/2016/11/Noble-2011.pdf
70
Norbu, P. & Dukpa, P. (2021). investigating the level of the tenth-grade students’
selfefficacy in mathematics and its impact on their performance: A study in
pemagatshel district. Asian Research Journal of Mathematics. Retrieved from
doi.org/10.9734/ARJOM/2021/v17i230272
Park, J. K., & John, D. R. (2014). I think i can, i think i can: brand use, self-efficacy, and
performance. Journal of Marketing Research, 51(2), 233–
247. doi:10.1509/jmr.11.0532
Phan, H. P. (2012). Relations between informational sources, self-efficacy and academic
achievement: A developmental approach. Educational Psychology, 32(1), 81-105.
doi.org/10.1080/01443410.2011.625612
Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2013). Math Anxiety,
Working Memory, and Math Achievement in Early Elementary School. Journal of
Cognition and Development, 14(2), 187–202. doi:10.1080/15248372.2012.664593
Reçber, Ş. (2011). An investigation of the relationship among the seventh grade students’
mathematics self efficacy, mathematics anxiety, attitudes towards mathematics and
mathematics achievement regarding gender and school type (Master's thesis,
Middle East Technical University). Retrieved from
http://etd.lib.metu.edu.tr/upload/12613719/index.pdf
Skaalvik, E.M., Federici R.A., & Klasses R.M. (2015). Mathematics achievement and self-
efficacy: Relations with motivation for mathematics.
doi.org/10.1016/j.ijer.2015.06.008
71
Stramel, J. K. (2010). A naturalistic inquiry into the attitudes toward mathematics and
mathematics self-efficacy beliefs of middle school students (Doctoral dissertation,
Kansas State University). Retrieved from https://krex.k-
state.edu/dspace/bitstream/handle/2097/4631/JanetStramel2010.pdf?sequence=1
&isAllowed=y
Talsma, K., Schüz, B., Schwarzer, R., & Norris, K. (2018). I believe, therefore I achieve
(and vice versa): A meta-analytic cross-lagged panel analysis of self-efficacy and
academic performance. Learning and Individual Differences, 61, 136-150.
https://doi.org/10.1016/j.lindif.2017.11.015
Toland, M. D., & Usher, E. L. (2015). Assessing mathematics self-efficacy. The Journal
of Early Adolescence, 36(7), 932–960. doi:10.1177/0272431615588952
Urdan, T.C. and Karabenick, S.A. (Ed.) The decade ahead: Theoretical perspectives on
motivation and achievement (Advances in Motivation and Achievement, Vol. 16 Part
A), Emerald Group Publishing Limited, Bingley, pp. 1-33. doi.org/10.1108/S0749-
7423(2010)000016A004
Usher, E. L., & Pajares, F. (2009). Sources of Middle School Students' Self-Efficacy in
Mathematics: A Qualitative Investigation. American Educational Research Journal,
46(1), 275-314. Retrieved from https://www.jstor.org/stable/27667179
Williams, T., & Williams, K. (2010). Self-efficacy and performance in mathematics:
Reciprocal determinism in 33 nations. Journal of Educational Psychology, 102(2),
453–466. doi:10.1037/a0017271
Weil, L. G., Fleming, S. M., Dumontheil, I., Kilford, E. J., Weil, R. S., Rees, G., Blakemore,
S.-J. (2013). The development of metacognitive ability in adolescence.
Consciousness and Cognition, 22, 264-271.
72
Wilde, Natalie; Hsu, Anne (2019). The influence of general self-efficacy on the
interpretation of vicarious experience information within online learning. International
Journal of Educational Technology in Higher Education, 16(1), 26–.
doi:10.1186/s41239-019-0158-x
Won, Sungjun; Lee, Sun-Young; Bong, Mimi (2017). Social persuasions by teachers as a
source of student self-efficacy: the moderating role of perceived teacher credibility.
Psychology in the Schools, 54(5), 532–547. doi:10.1002/pits.22009
Yurt, E. (2014). The predictive power of self-efficacy sources for mathematics
achievement. Education & Science/Egitim ve Bilim, 39(176). doi:
10.15390/EB.2014.3443
73
APPENDICES
74
Appendix 1
Research Instrument
Dear Respondents,
We, the selected students of Bachelor of Secondary Education Major in
Mathematics (BSEDMT) 3-1, would like to conduct a survey for our study titled
"ASSESSMENT ON THE COLLEGE STUDENTS’ MATHEMATICS SELF-EFFICACY
AND ITS EFFECT ON THEIR ACADEMIC ACHIEVEMENT IN MATH SUBJECTS" where
we will ask questions about how confident are you in your Mathematics subjects or class.
This is for academic purposes and intended for our subject Thesis Writing. We
greatly assure you of the confidentiality of your answer. Your honest response and
cooperation will contribute a great help to our research venture.
We are grateful for your collaboration in our research work. Thank you and God
bless!
The Researchers:
Rose Ann Mandapat
Lariza O. Sison
Anne Kyle N. Vidal
75
Name (Optional): __________________________________________________
Year & Course:______________________________ Age: _________________
First Semester Mathematics Grade: _____________
Section I - Mathematics Skills Self-Efficacy Scale
Directions: Using the scale, please rate how much confidence you have to succeed at
exercises related to the following math topics without using a calculator. Remember
that you can circle any number from 1 (not confident) to 5 (completely confident).
Level Verbal interpretation
5 Completely Confident
4 Fairly Confident
3 Somewhat Confident
2 Slightly Confident
1 Not Confident at All
How confident are you that you can successfully solve

5 4 3 2 1
math exercises involving?
1. Multiplication and division
2. Decimals
3. Fractions
4. Ratios and Proportions
5. Percents
6. Power and exponents
7. Factors and multiples
8. Inequalities (> , < , ≥ , ≤ , ≠)
9. Order of operations
10. Rounding and estimating
11. Word problems
12. Equations with one variable
13. Equations with two or more variables
14. Graphing
15. Tables, charts, diagrams, and coordinate grids
16. Angles, perimeter, area, and volume
76
17. Multi-step problems

18. Measurements
19. Mean, median, range, and mode
20. Chance and probability
21. Negative numbers
22. Explaining in words how you solved a Mathematics
problem
23. Using math in other subjects
24. Doing quick calculations in your head
Rating scale adapted from Assessing mathematics self-efficacy:
How many categories do we really need?. Journal of Early
Adolescence, 1, 29 by Toland, M. D., & Usher, E. L. (2015).
doi.org/10.1177%2F0272431615588952
Section II - 24-Item Sources of Mathematics Self Efficacy Scale
Direction: To better understand what you think and feel about your college mathematics
courses, please respond to each of the following statements on the self-efficacy measures
in a five-point Likert-type scale ranging from 1 (not at all confident) to 5 (completely
confident).
Level Verbal interpretation

5 Completely Confident
4 Fairly Confident
3 Somewhat Confident
2 Slightly Confident
1 Not Confident at All
Sources of Self-Efficacy in Mathematics 5 4 3 2 1

MASTERY EXPERIENCE
1. I make excellent grades on math tests
2. I have always been successful with math
3. I study very hard to do well in problem-solving
4. I got good grades in math on my last report card
5. I do well on math assignments
6. I do well on even the most difficult mathematics
assignments
VICARIOUS EXPERIENCE
7. Seeing adults do well in math pushes me to do better
77
8. When I see how my math teacher solves a problem, I can

picture myself solving the problem in the same way
9. Seeing kids do better than me in math pushes me to do
better
10. When I see how another student solves a math problem,
I cans ee myself solving the problem in the same way
11. I imagine myself working through challenging
mathematics problems successfully
12. I compete with myself in math
SOCIAL PERSUASIONS
13. My math teachers have told that I am good at learning
Mathematics
14. People have told me that I have a talent for mathematics
15. Adults in my family have told me what a good
math student I am
16. I have been praised for my ability in math
17. Other students have told me that I'm good at
learning mathematics
18. My classmates like to work with me in math because
they think I’m good at it
PHYSIOLOGICAL STATES
*19. Just being in math class makes me feel stressed and
nervous
*20. Doing math work takes all of my energy
*21. I start to feel stressed out as soon as I begin
my mathematics work
*22. My mind goes blank, and I am unable to think
clearly when doing math work
*23. I get depressed when I think about learning mathematics
*24. My whole body becomes tense when I have to do math
Note: *Negative Items
Rating scale adapted from Sources of self-efficacy in mathematics: A
validation study by Usher, E. L., & Pajares, F. (2009). Contemporary
educational psychology, 34(1), 89-101.
78
Appendix 2
Request For Permission To Conduct Research
June 11, 2021
DR. MARISSAB. FERRER
Director – PUP Taguig
Polytechnic University of the Philippines - Taguig Branch
Gen. Santos Ave., Lower Bicutan, Taguig City
Thru: DR. YOLANDA F. RABE
Head of Academic Programs
Dear Ma'am:
Greetings!
Mathematics (BSEDMT) 3-1, would like to ask your good office to allow us to conduct
our research study in your university and request for your permission to allow us
to consider your students, specifically, the selected students who have Mathematics
subjects during their first semester to be our respondents for the research entitled
79
“Assessment on the College Students’ Mathematics Self-Efficacy and Its Effect on
their Academic Achievement in Math Subjects”, in compliance for the subject, Thesis
Writing (SEED 30013).
Our survey questionnaire focuses on the students’ self-efficacy beliefs
towards their Mathematics subject wherein we believed that your students are
knowledgeable to answer. We will collect data via an online platform, specifically Google
Forms. We assure you that answering the questionnaire would not consume an hour of
their time.
Any information taken from the survey will strictly be used for academic
purposes and will treat with the utmost confidentiality.
Attached is a copy of our research instrument.
Your approval to conduct this study will be greatly appreciated. Thank you
for your kind consideration.
Respectfully yours,
SISON, LARIZA O.
Head Researcher
Noted:
MR. ISRAEL G. ORTEGA, LPT

Research Adviser
80
Appendix 3
Letter To Validators
Dear Sir/Ma'am:
Greetings!
Mathematics (BSEDMT) 3-1 would like to request your permission to validate our research
entitled “Assessment on the College Students’ Mathematics Self-Efficacy and Its
Effect on their Academic Achievement in Math Subjects”, in compliance for the
subject, Thesis Writing (SEED 30013).
Our survey questionnaire focuses on the students’ self-efficacy beliefs towards
their Mathematics subject.
Any information taken from the survey will strictly be used for academic purposes
and will be treated with utmost confidentiality.
Thank you for your kind consideration.
Respectfully yours,
MANDAPAT, ROSE ANN G.
SIMSUANGCO, SHIELA MARIE R.
SISON, LARIZA O.
81
VIDAL, ANNE KYLE N.

Researchers
Noted:
MR. ISRAEL G. ORTEGA, LPT

Research Adviser
Validated by:
ENGR. ANNALIZA D. ALVAREZ

President, Anali Tech. International
MICHELLE ANNE D. MAPATAC, LPT

Head Teacher – English, Anali Tech. International
ENGR. AMY E. ROMARAOG

Head Teacher – Mathematics, TLP International
82
Appendix 4
Certification of Originality Check
83
Appendix 5
Certification of Statistical Services
CERTIFICATION
This is to certify that the undergraduate thesis entitled “ASSESSMENT ON THE
COLLEGE STUDENTS’ MATHEMATICS SELF-EFFICACY AND ITS EFFECT ON
THEIR ACADEMIC ACHIEVEMENT IN MATH SUBJECTS”, submitted in partial
fulfillment of the requirements for the degree Bachelor of Secondary Education Major in
Mathematics, embodies the result of a bona fide research work carried out by Rose Ann
Mandapat, Shiela Marie R. Simsuangco, Anne Kyle N. Vidal, and Lariza O. Sison.
To the best of my knowledge and belief, the computation of data used as a tool in
presentation, analysis and interpretation of data in the undergraduate thesis has been duly
validated under my guidance and supervision.
JOHN HERVIN A. ARUELAS, LPT

Statistician
84
Appendix 6
Permission to Use an Instrument
1. Mathematics Skills Self-Efficacy Scale by Toland, M.
85
86
2. Sources of Self-Efficacy by Usher E. L.,
87
88
BIOGRAPHICAL STATEMENT
Rose Ann Mandapat, the researcher, was
born on November 15, 1998 in Manila Hospital and
now currently living in Western Bicutan, Taguig
City, as the youngest of Saturnino E. Gonzales
and Rosita A. Mandapat.
Mandapat is a student of the Polytechnic
University of the Philippines - Taguig Branch
where she is currently enrolled in the program of
Bachelor of Secondary Education major in Mathematics. She took her primary education
in San Gabriel Elementary School in Quezon City. Her junior high took place in Signal
Village National High School and finished her senior high in the track of General Academic
Strand in MCA Montessori School in Taguig City. Mandapat wants to pursue her studies
and admires to be one of the successful teachers in the near future. She would also like
to own a business one day probably a meat shop and grocery store. She also believes in
the saying “You are the artist of your own life. Don’t hand the paintbrush to anyone else”
-Unknown. She can be contacted through her email, mandapatroseann@gmail.com
89
Shiela Marie R. Simsuangco is a student
at the Polytechnic University of the Philippines
Taguig, where she is currently taking a Bachelor of
Secondary Education Major in Mathematics. A
high school graduate from Bataan at Mother
Margherita de Brincat Catholic School. She is an
academic achiever from Science, Technology,
Engineering, and Mathematics (STEM) strand.
She used to be a varsity player of Futsal in Junior High School. She was also a
member of the student council and a peer counselor during Senior High School. Born on
the 10th day of September 1999 and currently resides in Ususan, Taguig City. Her interest
is watching science fiction movies, she likes reading self-help or inspirational books, and
she enjoys playing Mobile Legends.
Shiela aspires to pursue a career where she can put her skills to practice in
mathematics and in teaching. Her experience in Land Bank inspires her also to work in
bank and continue to pursue her dream course. She believes in the saying that, “If I have
the belief that I can do it, I shall surely acquire the capacity to do it even if I may not have
it at the beginning.” She may be contacted through email,
simsuangco.shielamarie@gmail.com, or phone, 09093499508.
90
Lariza Olaso Sison, the researcher, was
born on September 20, 1999, in the place called
the City of Smiles, Bacolod City, Negros
Occidental. She has been a resident of Makati City
for 19 years, as the 4th child of Levy T. Sison Sr.,
and Conrada O. Sison.
She is a third-year college student taking a
Bachelor of Secondary Education Major in
Mathematics at Polytechnic University of the Philippines - Taguig Branch. She is currently
the Treasurer of the Mentors’ Society, the official student organization of the College of
Education of the university. She has been the elected Treasurer for two consecutive years
for her strong commitment, dedication, and being a hardworking officer to manage the
financial operations of the organization.
She attended Hen. Pio del Pilar Elementary School - Makati for her primary school
and she graduated from high school at San Isidro National High School - Makati in 2016.
She completed her Senior High School at Centro Escolar University - Makati in the strand
of Accountancy, Business, and Management Strand in the year 2018. She can be
contacted through her email, sisonlariza@gmail.com
91
Anne Kyle Nitro Vidal, the researcher,
was born on January 10, 2000 in Taguig City and
currently resides in Marcelo Green Village,
Parañaque City, as the youngest child of Alberto
Equipaje Vidal and Merlita Evangelista Nitro
Vidal.
She attended Ricardo P. Cruz Sr.
Elementary School for her primary education and
Saint Francis of Assisi College for her secondary education, where she was a consistent
honor student and received an Excellence in Mathematics and English award. Anne Kyle
excels not only academically but also in other areas such as music, sports, and the arts.
During her four years in junior high school, she became the president of the Art Club, a
journalist for the school paper, and a member of the Robotics, Math and English Clubs.
In 2016, she was admitted to the Polytechnic University of the Philippines Sta. Mesa
Manila under the Accountancy, Business, and Management strand for two years of her
Senior High School and chose to continue her higher education at the Polytechnic
University of the Philippines Taguig.
Aside from academics, she also engaged in extra-curricular activities. She is a
member of PUP Mentors’ Society Organization, an academic organization. She is also
a member of PUP CBI. She can be contacted through her email, bableenx@gmail.com
92

Assessment On The College Students Mathematics Self Efficacy and Its Effect On Their Academic Achievement in Math Subjects

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Assessment On The College Students Mathematics Self Efficacy and Its Effect On Their Academic Achievement in Math Subjects

Uploaded by

Copyright:

Available Formats

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Philippine Copyright 2021

by Rose Ann Mandapat, Shiela Marie R. Simsuangco, Anne Kyle N. Vidal,

All rights reserved. Portions of this manuscript may be reproduced with

proper referencing and due acknowledgment of the authors.

ASSESSMENT ON THE COLLEGE STUDENTS’ MATHEMATICS SELF-EFFICACY

In Partial Fulfillment of the Requirements for the Subject

Rose Ann Mandapat

This undergraduate thesis entitled ASSESSMENT ON THE COLLEGE

The Evaluation Committee

MR. ISRAEL G. ORTEGA

RESEARCH REVIEW PANEL

MR. ISRAEL G. ORTEGA

DR. SATURNINA L. GOMEZ STEFANY G. DAVID, LPT

DR. MARISSA B. FERRER

entitled ASSESSMENT ON THE COLLEGE STUDENTS’ MATHEMATICS SELF-

EFFICACY AND ITS EFFECT ON THEIR ACADEMIC ACHIEVEMENT IN MATH

Rose Ann Mandapat

Shiela Marie R. Simsuangco

Anne Kyle N. Vidal

understanding, assistance, interest, attention, supervision throughout the research.

friendly advice during the research.

physically, emotionally, and especially for the financial assistance.

to manage time, collaborate, prioritize, be compassionate, and gain life-changing lessons

indebted to approve our work and exemplary recognition.

the survey’s validity, relevance, and accuracy.

Lastly, to the Polytechnic University of the Philippines-Taguig Branch students,

This research would not be possible without all of you.

To God be the Glory.

Title: Assessment on the College Students’ Mathematics Self-Efficacy

Degree: Bachelor of Secondary Education Major in Mathematics

Institution: Polytechnic University of the Philippines-Taguig Branch

Year: July 2021

Adviser: Mr. Israel G. Ortega

University of the Philippines-Taguig Branch in the school year 2020-2021. The

researchers examined whether there is a positive or negative relationship between the

significant difference between mathematics self-efficacy and academic achievement when

Pearson r Correlation, students' mathematical self-efficacy has no meaningful relationship

there is only a weak relationship between students' self-efficiency and achievement.

achievement. Lastly, recommendations are made to increase students’ academic

achievement through promoting self-efficacy; correlate an additional predictors for

Keywords: self-efficacy, sources of mathematics self-efficacy, mathematics

skills, academic achievement, self-concept, math anxiety

1 THE PROBLEM AND ITS SETTING 1

2 REVIEW OF LITERATURE AND STUDIES 13

4 RESULTS AND DISCUSSION 36

Level of Mathematics Skills Self-Efficacy 40

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 55

Number Title Page

1 Population and Sample of the Study 28

2 Rating Scale for Interpreting the Average Scores in 33

3 Rule of Thumb for Interpreting the Size of a 34

4 Frequency and Percentage Distribution of the 36

5 Frequency and Percentage Distribution of the 37

6 Frequency and Percentage Distribution of the 37

7 Frequency and Percentage Distribution of the 38

8 Mathematics Skills Self-Efficacy Scale 40

9 Sources of Mathematics Self-Efficacy 42

10 Pearson r: Significant Relationship between the 46

11 Significant Difference between Mathematics Self- 47

12 Significant Difference between Mathematics Self- 48

13 Significant Difference between Mathematics Self- 50