Chapter 3

RESULTS

This chapter contained an overview of the results after the data was gathered. The

provided information assisted in identifying the levels of two variables: Self-concept on

academic Performance and Students’ Attitude toward Learning Mathematics of Grade

11 STEM Student to see if there was a significant relationship between the two

variables: Students’ Attitude toward Learning Mathematics and Self-concept on

academic Performance.

Table 5.

The level of Self-concept on academic Performance

Indicator M* SD* Descriptive Level

Dynamic 3.75 .68 High

Organized 3.59 .64 High

Learned 3.50 .68 High

Overall 3.67 .63 High

*M and SD represent mean and standard deviation, respectively.

Table 5 was the level of Students' Attitude Toward Learning Mathematics. The overall

mean level ofStudents' Attitude Toward Learning Mathematics was 3.67, with a

standard deviation of .63. It was described as high and depicted that Students' Attitude

Toward Learning Mathematics was often observed. Dynamichad obtained the highest

mean(M = 3.75, SD = .68) and had a high descriptive level and was interpreted as often

observed. This was followed by Organize (M = 3.59, SD = .64) and had a high
descriptive level andinterpreted as often observed. Lastly, the Learned ( M= 3.50,

SD= .68 ) had a high descriptive level and was often observed.

Table 6.

The level ofStudents' Attitude Toward Learning Mathematics.

Indicator M* SD* Descriptive Level

Importance of Mathematics 3.93 .60 High

Confidence in Mathematics 3.49 .52 High

Engagement in Mathematics 3.43 .60 High

Overall 3.62 .46 High

*M and SD represent mean and standard deviation, respectively.

Table 6 shows theStudents' Attitude Towards Learning Mathematics. The overall mean

level of Students Satisfaction in Online Learning was 3.62, with a standard deviation

of .46. It was rated as high and showed that Self-concept on academic Performance

was often observed. Importance of mathematics contained high mean (M = 3.93, SD

= .60). It has a high descriptive level and was interpreted as often observed. This was

followed by confidence in mathematics (M = 3.49, SD = .52), Subsequently,

engagement in mathematics (M = 3.43, SD = .60) had a high descriptive level and was

often interpreted.
Table 7.

Correlation between Self-concept on academic Performance and Students’ Attitude

toward Learning Mathematics.

Self-concept on academic Performance

Student Attitude Towards Learned Organized Dynamic Overall Decision

Learning Mathematics on H 0

Importance of Mathematics .506 .578 .631 .639 Reject

.000 .000 .000 .000

Confidence in Mathematics .449 .474 .453 .453 Reject

.000 .000 .000 .000

Engagementin Mathematics .697 .742 .683 .751 Reject

.000 .000 .000 .000

Overall .686 .747 .736 .782 Reject

.000 .000 .000 .000

*Correlation is significant at the α=.05 level

The overall correlation of the above results had an r-value of 0.782 and was significant

at p = .000. An inspection of Table 7 revealed that: (1) Confidence in mathematics and

learned had a positively moderately low correlation (r= .449, p= .000), (2) Confidence in

mathematics and organize had a positively moderately low correlation (r= .474,

p= .000), (3) Confidence in mathematics and dynamic had a positively moderately low

correlation (r= .453, p= .000), (4) Importance in mathematics and learned had a
positively moderately high correlation (r= .506, p= .000), (5) Importance in mathematics

and organize had a positively moderately high correlation (r= .578, p= .000), (6)

Importance in mathematics and dynamic had a positively moderately high correlation (r=

.631, p= .000), (7) Engagement in mathematics and learned had a positively moderately

high correlation ( r= .697, p= .000), and (8) Engagement in mathematics and organize

had a positively moderately high correlation ( r= .742, p= .000), (9) Engagement in

mathematics and learned had a positively moderately high correlation ( r= .683,

p= .000). Based on the preceding results, it was concluded that there was a positive and

significant relationship between Self-concept on academic Performance and Students’

Attitude toward Learning Mathematics; it obtained a very high correlation (r= .782,

p= .000). Thus, the null hypothesis was rejected.