MEDIATING EFFECT OF ACADEMIC SELF-EFFICACY ON THE RELATIONSHIP

BETWEEN SELF-DIRECTED LEARNING AND PROBLEM-SOLVING

SKILLS OF STUDENTS IN MATHEMATICS

Elleosa Roxanne V. Macalinda

MAED – Mathematics

Background of the Study

Problem-solving skills build students’ confidence in solving mathematical problems and

real-world challenges. Being a problem-solver can provide many benefits. Therefore, learning

should be advanced to educate students to be able to realize and solve the problems that they

face (Phonapichat et al., 2014). However, several research findings indicate that students have

difficulty in problem-solving (Herawatty et al., 2018).

The Program International Student Assessment (PISA), which was coordinated by the

Organization for Economic Cooperation and Development (OECD), has measured the

performance of 15-year-old students both in reading, mathematics, and science literacy every

three years since 2000. In 2018, PISA was administered in 791 countries and education

systems, including all 37 OECD member countries. In mathematics literacy, the average score

in 2018 ranged from 325 in the Dominican Republic to 591 in B-S-J-Z (China). The U.S.

average score in mathematics (478) was lower than the OECD average score (489). The survey

showed that 91% of Dominican Republic students were low-level mathematics problem solvers.

Panama accounted for 81 percent, Kosovo accounted for 77 percent, and Saudi Arabia also

accounted for 73 percent of low performance in mathematics problem-solving.

In countries like Malaysia, studies have shown that students find it difficult to understand

and retrieve mathematics concepts, formulas, facts, and procedures, and the inability to

visualize mathematics problems and concepts (Zahrah et al., 2016; Liu, 2016). Failures in

understanding concepts, logical thinking, and lack of strategic knowledge have led to errors in

problem-solving (Heong, 2017). Zakaria (2018) reiterated that many students were unable to
gain an understanding of the problems and did not know how to plan and implement the

problem-solving strategies.

In the Philippines, a study by Dela Cruz and Lapinid (2019) showed that 40% of their

respondents were below the satisfactory level of translation of mathematical problems due to

difficulty in understanding, interpreting, and understanding. The Program International Student

Assessment (2018) showed that Filipino students achieved an average score of 353 points in

mathematical problem-solving, which was significantly lower than the Organization for Economic

Co-operation and Development (OECD) average of 489 points. Only 1 out of 5 Filipino students

(19.7%) achieved at least the minimum level of proficiency (Level 2) in mathematical problem-

solving skills.

In the Division of Davao de Oro, most of the Grade 9 public junior high school students

show poor mathematical problem-solving skills. On the evaluation of students’ problem-solving

skills, it has been found that 48 percent of the grade 9 students had a 75-78 percent average on

the problem-solving questions in mathematics last school year, 2019-2020. This leaded the

mathematics teachers to conduct removals or remediation to the failing students, and low-

performing learners.

Some studies test the relationship between self-directed learning and problem-solving

skills (Zhanga et al., 2018; Wang, 2010; Evenson et al., 2001), self-efficacy and mathematics

problem- solving (Zhang, 2016; Saeid, 2017; Xi, 2012; Evenson et al., 2001), and self-directed

learning and self-efficacy (Basereh & Pishkar, 2016; Evenson et al., 2001). However, there are

limited studies about the mediating effect of academic self-efficacy on the relationship between

self-directed learning and problem-solving skills of students in mathematics. Moreover, it was

the aim of the study to determine such connection in Grade 9 students of the Division of Davao

de Oro, the respondents.

It was with all these that the study aimed to improve the problem-solving skills of

students in mathematics. Results of this study were essential to students who face the new
normal, modular distance learning and online classes, self-directed learning, and academic self-

efficacy may play an important role in their problem-solving skills in mathematics. Teachers may

discover innovative strategies that encourage students to improve their problem-solving skills in

mathematics especially in times of COVID-19 pandemic and utilize this study as means to

address the needs and challenges of 21st-century education.

The low mathematical problem-solving skills may be closely related to or a product of

poor self-directed learning. The above-cited scenarios prompted the researcher to investigate

the mediating result of academic self-efficacy on the relationship between self-directed learning

and mathematical problem-solving skills in the Division of Davao de Oro grade 9 students S.Y.

2020-2021.

Statement of the Problem

The purpose of this study was to determine whether academic self-efficacy significantly

mediates the relationship between self-directed learning and problem-solving skills of students

in mathematics.

Specifically, this sought answers to the following questions:

1. What is the extent of self-directed learning of students in terms of:

1.1. learning motivation;

1.2. planning and implementing;

1.3. self-monitoring; and

1.4. interpersonal communication?

2. What is the level of problem-solving skills of students in terms of:

2.1. understand the problem;

2.2. devise a plan;

2.3. carry out the plan; and

2.4. look back?

3. What is the level of academic self-efficacy of students in terms of:

 3.1. perceived control;

3.2. competence;

3.3. persistence; and

3.4. self-regulated learning?

4. Is there a significant relationship between:

4.1. self-directed learning and problem – solving skills of students?

4.2. academic self-efficacy and problem – solving skills of students?

4.3. self-directed learning and academic self-efficacy?

5. Does academic self-efficacy significantly mediate the relationship between self-directed

learning and problem – solving skills of students?

Theoretical and Conceptual Framework

This study was based on the concept of Zhanga et al. (2018) which stated that self-

directed learning was a key factor for improving problem-solving skills. Similary, Candy (1991)

theory confirmed that self-directed learning plays a significant role in attaining effective problem-

solving skills. Wang (2010) attested that self-directed learning was positively correlated with

problem-solving ability, indicating that higher levels of self-directed learning in students lead to

better problem-solving skills.

Moreover, Basereh & Pishkar (2016) mentioned that there was a positive and

significant relationship between self-directed learning and academic self-efficacy. Research

conducted at the University of Payamnoor added that there was a relationship between

student’s self-directed learning and academic self-efficacy. Further, academic self-efficacy had

a remarkable positive correlation with self-directed learning and problem-solving skills, and

based on the results, self-directed learning was necessary to achieve academic self-efficacy

(Saeid, 2017).

Collectively, Zhang (2016) supported that academic self-efficacy was a key factor that

improves students’ problem-solving skills. Bandura (1994) mentioned that self-efficacy was a
process that starts individuals in controlling learning. Moreover, Saeid (2017) stated that

independence in learning academic self-efficacy was a powerful predictive item in achieving

problem-solving skills. In the same way, Xi (2012) attested that self-efficacy has a positive

psychological effect on an individual’s problem-solving skills, which was conducive to solving

problems. In addition to the above-mentioned concepts, Evenson et al. (2001) theory

highlighted that learners who applied self-directed learning provides a crucial role for students in

initiating a learning task and showed development in coping with challenges in mathematics

problem-solving skills especially when intervened by goal setting and academic self-efficacy.

Shen et al. (2014) further emphasized that learning motivation, planning and

implementing, self-monitoring, and interpersonal communication were the four domains that

measure self-directed learning. Moreover, Dullas (2018) mentioned that the concepts of self-

regulated learning, persistence, competence, and perceived control were the constructed

domains of academic self-efficacy. Polya (1973) stated that to understand the problem, devise a

plan, carry out the plan, and look back were the four-step process to problem-solving.

Figure 1 shows the conceptual paradigm of the study. The independent variable of this

study was self-directed learning, which comprises learning motivation, planning and

implementing, self-monitoring, and interpersonal communication. The dependent variable was

the problem-solving skills in mathematics with indicators interpretation, production, and

evaluation. The mediator variable was academic self-efficacy with indicators of self-regulated

learning, internal locus of control, persistence, and competence. Linking the results of these

studies leads to the conceptualized model shown in Figure 1.

 Independent Variable Dependent Variable

SELF-DIRECTED PROBLEM SOLVING

LEARNING SKILLS
 Learning Motivation  Understand the
 Planning and Problem
Implementing  Devise a Plan
 Self-Monitoring  Carry Out the Plan
 Interpersonal  Look Back
Communication

Mediating Variable

ACADEMIC
SELF-EFFICACY

• Perceived Control
• Competence
• Persistence
• Self-regulated
Learning

Figure 1. Conceptual Paradigm of the Study

1.
Definition of Terms

The following terms were defined conceptually and operationally to attain a common

understanding.

Self-directed Learning. Self-directed learning was described as a process in which

individuals take the initiative, with or without the help of others, in diagnosing their learning

needs, formulating learning goals, identifying human and material resources for learning,

choosing and implementing appropriate learning strategies, and evaluating learning outcomes

(Knowles, 1975, p. 18). In this study, it refers to students’ independent practice in terms of

learning motivation, planning and implementing, self-monitoring, and interpersonal

communication.

Learning Motivation. Driving influences from internal (intrinsic) or external (extrinsic)

forces give students the power to learn effectively (Ololube et al., 2015). In this study, it refers to

the driving influence of the student to do the academic task.

Planning and Implementing. Planning refers to the establishment of goals, policies,

and procedures for a social or economic unit, and implementing refers to the implementing

means giving practical effect to and ensure of actual fulfillment by concrete measures (Merriam-

Webster, 2020). In this study, it refer to the ability to process making plans, execute, and

practice the academic task.

Self-Monitoring. Self-Monitoring a personality trait reflecting an ability to modify one’s

behavior in response to situational pressures, opportunities, and norms (American

Psychological Association, 2020). In this study, it refers to the students’ ability to observe and

evaluate their behavior.

Interpersonal Communication. Interpersonal communication is the process of

exchange of information, ideas, feelings, and meaning between two or more people through
verbal and/or non-verbal methods (Bajracharya, 2018 In this study, it refers to the exchange of

information between two or more people.

Problem Solving Skills. This is defined as the interaction between a student's

knowledge with an application process that uses cognitive and affective factors in solving

problems, a high-level mental process and requires a more complex thought process and

involves the concept, skills, and mathematical process to solve mathematical problems

(Haryani, 2014). In this study, it refers to a process that involves a set of factors and tasks to

achieve a defined goal and students’ skills in understanding and solving Mathematical concepts

in terms of interpretation, production, and evaluation.

Understand the Problem. Understanding the problem means identifying

the problem carefully and having a clear understanding of where it currently was about the

perceived problem (Zorfass & Gray, 2020). In this study, it refers to the student’s skill to choose

and identify the correct answer from the given situation.

Devise a Plan. This involves coming up with a way to solve the problem. Setting up an

equation, drawing a diagram, and making a chart were all ways a problem solver can go about

solving the problem (Seward, 2011). In this study, it refers to the student’s skill to choose the

right equation from the given problem.

Carry Out the Plan. Carry out the plan describes to make something such as an idea,

plan, system, or law start to work and be used (Macmillan Dictionary, 2020). In this study, it

refers to the student’s skill to identify the exact answer in the problem situation.

Look Back. This refers to check and interpret the final answer. It is necessary to check

to see if all the information and that the answer makes sense (Seward, 2011). In this study, it

refers to the student’s ability to check his/her answer which can be done by choosing the right

answer to the given problem.

Academic Self-Efficacy. Academic self-efficacy is a situational or problem-specific

assessment of an individual's confidence in her or his ability to successfully perform or

accomplish a particular task or problem (Hackett & Betz, 1989, p. 262). In this study, it refers to

the students’ conviction that they can successfully achieve a designated level in a specific

academic area in terms of students’ self-regulated learning, perceived control, persistence, and

competence.

Self-Regulated Learning. Self-regulated learning refers to self-governing processes

and self-beliefs that facilitate the transformation of mental abilities into school performance

abilities (Zimmerman, 2008). In this study, it refers to the students’ ability to monitor and control

their behavior, emotions, or thoughts.

Perceived Control. Perceived control typically refers to how students perceive the

causes of their academic success or failure in school. Students believe that their success or

failure is a result of the effort and hard work they invest in their education (Education Reform,

2020). In this study, it refers to the students’ belief that they have control over the outcome of

events in their lives.

Persistence. Persistence strongly influenced the choices people make, the effort they

expend, the strength of their perseverance in the face of adversity, and the degree of anxiety

they experience (Bandura, 1994). In this study, it refers to students’ ability to continue in pursuit

of a goal even when challenges arise.

Competence. Competence refers to the expectations for success and perceptions of

competence (Wigfield and Eccles, 2000). In this study, it refers to the students’ capability to

apply a set of related knowledge, skill, and attitude to complete a task.