University of Science and Technology of Southern Philippines

College of Science and Technology Education

Math 223 – Advanced Statistics

Performance Innovative Task Midterm
2nd Semester, SY 2022 – 2023

Study Title: Emotional Quotient, Mental Toughness, Mathematics Anxiety, and

Performance of Teacher Education Students

Authors: Leonida P. Sobrevega & Elvira R. Arellano

Year Published: December 2014

Source of Published Paper: WVSU Research Journal

APA Style Citation: Sobrevega L & Elvira, A. (2014). Emotional Quotient, Mental
Toughness, Mathematics Anxiety, and Performance of Teacher Education Students.
WVSU Research Journal.

1. What is the problem that the researcher/s would like to solve? Explain.

Low mathematics performance among teacher education students in the Philippines is a major
source of concern for educators and policymakers. Poor performance in international
assessments such as the Third International Mathematics and Science Study (TIMSS) has
highlighted the need for the country to improve the quality of mathematics education.
Furthermore, local assessments conducted by the Mathematics Teachers Association of the
Philippines (MTAP) revealed that both high school and elementary school preservice teachers
struggle with basic arithmetic, algebra, and geometry, indicating that teacher education
programs need to be improved. disabilities. Therefore, the aim of the researchers in this case
study is to investigate the challenges of teaching mathematics to visually impaired students in
school of the blind. Given these potential variables, the study's goal is to look into the
relationship between emotional quotient, mental toughness, mathematics anxiety, and
mathematics performance among teacher education students. The study may provide insights
for educators and policymakers on how to improve mathematics education in the Philippines
by identifying the relationships between these variables. The research could also help to
develop teacher education programs that combine cognitive and affective skills in order to
better prepare teacher education students to contribute to the holistic development of their
future students.

2. How will the researcher/s solve the problem? Explain.

The study's findings allow the researchers to make recommendations to improve mathematics
education in teacher education programs. To begin, the researchers propose that emotional
intelligence and mental toughness training be included in the teacher education curriculum.
Because emotional quotient and mental toughness have been found to have significant
positive relationships with mathematics performance, developing these skills among teacher
 University of Science and Technology of Southern Philippines
College of Science and Technology Education

Math 223 – Advanced Statistics

Performance Innovative Task Midterm
2nd Semester, SY 2022 – 2023

education students can also improve the mathematics performance of their future students.
The teacher education program can also offer seminars and workshops on how to foster
positive attitudes toward mathematics and how to manage students' mathematics anxiety.
Second, the researchers advocate for the development and implementation of teaching
strategies that emphasize the affective aspects of mathematics learning. Techniques for
making mathematics more interesting and enjoyable for students, as well as strategies for
reducing mathematics anxiety, can be included among these strategies. Furthermore, the
teacher education program can stress the significance of making mathematics relevant to
students' lives and future careers. Third, the researchers propose that future research should
look into other factors that influence mathematics performance, such as teaching styles,
classroom management, and student engagement. Further research can look into how other
affective factors, such as self-efficacy, motivation, and attitude toward learning, influence
math performance in teacher education students.

Overall, the researchers hope to provide insights and recommendations that will help improve
mathematics education in teacher education programs, and thus improve future students'
mathematics performance in the Philippines.

3. Identify the statistical tools applied in the study.

Frequencies, means, standard deviation, Pearson's r, and regression analysis are among the
statistical tools used in the study. The number of respondents in each variable category was
determined using frequencies, while the profile of the respondents' emotional quotient,
mental toughness, mathematics anxiety, and mathematics performance was determined using
means. The standard deviation was used to determine whether the respondents were
homogeneous or heterogeneous in terms of the variables. Pearson's r was used to assess the
relationship between the variables, and regression analysis was used to determine which of
the independent variables predicted mathematics performance. The Statistical Package for the
Social Sciences (SPSS) software was used to conduct all analyses.

4. Explain why such statistical tools were considered in the study.

The statistical tools used in the study were chosen based on their ability to answer the study's
research questions and objectives. Frequencies, means, and standard deviations were used to
describe the sample's characteristics in terms of emotional quotient, mental toughness,
mathematics anxiety, and mathematics performance. These statistics aid in providing a
summary of the data and a better understanding of the respondent profile. To determine the
relationship between the variables, Pearson's correlation coefficient was used. This statistical
tool determines the strength and direction of a linear relationship between two variables. The
relationship between emotional quotient, mental toughness, mathematics anxiety, and
mathematics performance was investigated in this study. The researcher can determine if there
is a significant relationship between these variables by examining their correlation. Regression
analysis was used to determine which independent variables predict mathematics performance.
This statistical tool is used to identify the relationship between a dependent variable and one or
more independent variables. In this study, the dependent variable was mathematics
performance, and the independent variables were emotional quotient, mental toughness, and
 University of Science and Technology of Southern Philippines
College of Science and Technology Education

Math 223 – Advanced Statistics

Performance Innovative Task Midterm
2nd Semester, SY 2022 – 2023

mathematics anxiety. The regression analysis helps to determine which independent variables
have a significant impact on the dependent variable. Sum up, the statistical tools used in the
study were chosen for their ability to shed light on the relationships between emotional
quotient, mental toughness, mathematics anxiety, and mathematics performance.

5. What are your realizations after reading this paper? Explain. (Minimum of 2 paragraphs).

According to the study, the students' overall performance in mathematics was average,
indicating that there is room for improvement. It should be noted that mathematics
achievement has become a significant challenge in many educational settings, particularly in
the Philippines. In international assessments such as the Third International Mathematics and
Science Study, the country has consistently scored near the bottom in terms of mathematics
performance (TIMSS). To address this challenge, educators are thinking about curricular
changes and professional development to help students achieve the desired level of
mathematics performance. It is critical to concentrate not only on the course/subject content,
but also on the processes and affective aspects of mathematics learning.

The results showed that emotional quotient and mental toughness had a significant positive
relationship with mathematics performance, while mathematics anxiety had a significant
negative relationship. These findings imply that emotional and affective factors are important
in math achievement. Furthermore, among the variables studied, mathematics anxiety was
found to be the most significant predictor of mathematics performance. This emphasizes the
significance of addressing anxiety and emotional factors in mathematics education to improve
student performance and achievement. Eventually, the study emphasizes the significance of
considering both cognitive and affective factors in mathematics education. It proposes that
teacher education programs combine knowledge and skills in order to better prepare teachers
to contribute to their students' holistic development. Educators can help students achieve
greater success in mathematics and improve their overall performance by addressing emotional
and affective factors such as mathematics anxiety.
 University of Science and Technology of Southern
Philippines College of Science and Technology Education

Math 223 - Advanced Statistics

Performance Innovative Task Midterm
2nd Semester, S.Y. 2023 – 2024

Submitted To: Maria Antonieta A. Bacabac, PhD.

Instructor

Submitted By: Louiegie G. Bonggot

CSTE_BSEd – Math 2C