FACTORS AFFECTING EMPLOYEE PERFORMANCE AND JOB SATISFACTION

OF FAST-FOOD CHAINS: A STUDY OF JOLLIBEE AND MCDONALD’S IN BOGO

CITY

A research Proposal
Presented to
the Faculty of the College of Commerce
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu

In Partial Fulfilment
of the Requirement for the degree
BACHELOR OF BUSINESS ADMINISTRATION
Major in Financial Management

LYN LUMAPAS
CYRENE PUNAY
KATHLEEN DABLO
MARY GRACE TERO
KATHLYN QUINATADCAN
JHENNIE GHENE DELOS REYES
December 2023
 TABLE OF CONTENTS
I THE PROBLEM

Introduction 1

Theoretical Framework 4

Statement of the Problem 7

Statement of Null Hypothesis 8

Significance of the Study 9

Definition of Terms 12

II REVIEW OF RELATED LITERATURE

Introduction 14

Discussion of Related Literature 16

Synthesis 34

III RESEARCH METHODOLOGY

Research Design 35

Environment/ Locale 35

Respondents/Participants 36

Instruments/ Source of Data 37

Data Gathering Procedure 39

Data Analysis/ Treatment of Data 41

Ethical Consideration 43

REFERENCES 50
APPENDICES
Appendix A - Transmittal Letter 63
Appendix B – Assent Form 65
Appendix C – Research Questionnaire 68

CIRRICULUM VITAE 76

LIST OF TABLES

Table Description Page

1. Participants of the Study 37

LIST OF FIGURES

FIGURE PAGE

1. Schematic Diagram of Theoretical Framework 6

 Chapter 1
THE PROBLEM

Introduction

According to Enotes (2020), business is one of the main contributors to economic growth.

Economic growth often relies on the establishment, expansion, and success of businesses, both

small and large. Entrepreneurs and businesses contribute to job creation, innovation, and overall

economic development. To achieve a successful business, it takes outstanding performance and

job satisfaction of employees. The majority of Filipinos and other businesses invest in starting

their various forms of food businesses in Cebu, where Cebuanos are known for their love of fast

food. Fast food is often chosen for its convenience, quick service, and standardized menu items,

making it a popular choice for many consumers. Currently, lots of fast food chains are estab-

lished around the city. These fastfood businesses include Jollibee, and McDonald’s in Bogo City,

Cebu.

Employee performance is frequently seen as an indicator of an organization's performance

and has a significant impact on the organization's reputation, claim Silitonga and Sadeli (2020).

High-performing employees contribute to increased productivity, efficiency, and overall success.

The performance of individual employees contributes to the overall productivity of the organiza-

tion. Highly motivated and skilled employees are likely to be more productive, leading to better

organizational outcomes. Khosa et al. (2015) also stated that many businesses in today's strongly

competitive environment must have committed, competent workers to achieve their goals and

sustain success. Their commitment ensures consistent effort, while their capabilities drive effec-

tive problem-solving and the ability to adapt in a competitive landscape. These employees play a
crucial role in helping businesses achieve their goals and objectives. Companies require individ-

uals who are not only dedicated to their roles but also possess the necessary qualifications and

abilities that align with the company's needs. Having such competent employees is vital for orga-

nizations to stay ahead in the competitive market and achieve their desired outcomes. Building

competent and motivated employees also requires job satisfaction. According to a study by In-

ayat and Khan (2021), job satisfaction is the positive and enjoyable feeling that results from the

evaluation of one’s job or job experience. Individuals who find their work meaningful and fulfill-

ing are likely to experience higher job satisfaction.

Improving productivity in a good employee performance organization is one important factor

in running the agency efforts for performance generated by an employee in accordance with its

role in the organization within a certain period (Teknologi et al., 2015). Therefore, employee per-

formance can affect the success rate of a job because the results achieved can be known how

much an employee's performance results. Several factors can contribute to poor employee perfor-

mance and job dissatisfaction, including unclear expectations, inadequate training, lack of recog-

nition, limited career advancement opportunities, poor workplace culture, ineffective communi-

cation, and insufficient work-life balance. Understanding and addressing these factors can help

improve overall job satisfaction and performance.

Understanding the factors that contribute to employee performance and job satisfaction is es-

sential for enhancing overall organizational effectiveness. High-performing and satisfied em-

ployees are more likely to contribute positively to the achievement of organizational goals. The

purpose of the current study is to determine the factors affecting employee job satisfaction and

how it relates to performance level, keeping in mind the role the private sector plays in society

and the importance of job satisfaction in raising employee performance. This study is valuable
for organizations seeking to optimize their human resources, improve workplace conditions, and

achieve long-term success. The insights gained from this study contribute to informed decision-

making and the development of strategies that support both employees and organizational objec-

tives.

Theoretical Framework

The theoretical framework guiding this study, which explores the factors affecting employee

performance and job satisfaction in fast-food chains, draws from two key theories: Campbell’s

Theory of Performance by John Campbell (1990) and the Discrepancy Theory by Edwin A.

Locke (1976).

Campbell (1990) defined performance as behaviors or actions that are relevant to the organi-

zation's goals and that can be measured in terms of the level of contribution to those goals. These

actions can be separated from efficacy, which is the effect an action has on results. He goes on to

say that an individual's ability to do technical abilities are the foundation of their task compe-

tency for a certain job. Also, work performance evaluates how successfully an individual does

their work. Academic research on job performance is conducted in the field of industrial and or-

ganizational psychology, which is closely related to human resources management. Performance

is a crucial factor in determining the success and consequences of a business. According to John

P. Campbell, a single person's performance on the job is an individual-level variable. This sets it

apart from higher-level variables that are more inclusive constructs like organizational perfor-

mance or national performance.

Discrepancy theory focuses on the comparison between what an individual wants from their

job and what they perceive they are getting, leading to job satisfaction or dissatisfaction based on
 Proposed
the perceived gaps. This theory suggests thatAction Plan engage in cognitive comparisons be-
individuals

tween their job-related expectations and the outcomes they receive from their job. Job satisfac-

tion, according to this theory, is influenced by the perceived discrepancy between what individu -

als want from their job (their preferences or expectations) and what they perceive they are get-

ting. If individuals perceive that they are getting more from their job than they expected or

wanted, they experience positive job satisfaction. This positive discrepancy contributes to posi-

tive feelings about the job. Conversely, if individuals perceive that they are getting less from

their job than they expected or wanted, they experience negative job satisfaction. This negative
Self-esteem
discrepancy contributes to dissatisfaction with the job. Mathematics Engage-
ment
(Dependent Variable)
In this study's theoretical framework, both Campbell’sStudents:
Theory of Performance and Discrep-

· Study
ancy Theory contribute to improving and justifying the performance ofhabit
employees in accordance
· Self-confidence in
learning
with their level of job satisfaction. However, each theory provides a unique perspective on how
· PerceivedAcademic
value
individuals evaluate and respond to their work experiences. · Enjoyment Strand
Profile of the Re-
· Motivation Gender
spondents
Figure 1.
Age

Schematic Diagram of the Conceptual Framework of the Study

Campbell’s Theory of Performance

(John Campbell, 1990)
 Statement of the Problem
This study aims to determine the factors affecting employee performance and job satisfac-

tion in fast-food chains, specifically the establishments of Jollibee and McDonald’s in Bogo

City. The findings served as the basis for the proposed action plan.

Specifically, this study will address the following questions:

1. What are the factors affecting employee performance in Fast-Food Chains as perceived by

the respondents?

2. What is the respondents’ level of job satisfaction in the fast-food chains in terms of:

2.1. Overall satisfaction with working conditions

2.2. Relations with the superior

2.3. Relations with the superior

3. What are the problems encountered by the respondents in terms of employee perfor-

mance?
 4. Is there significant relationship between the factors affecting employee performance and

job satisfaction?

5. Based on the findings, what interventions can be proposed?

Statement of Hypotheses

To answer the objective of the study, the following hypotheses were tested.

Null Hypothesis (H01): There is no significant difference in mathematics engagement of the re-
spondents when group according to their level of self-esteem.

Null Hypothesis (H02): There is no significant interrelationship between and among respon-
dents’ profile, mathematical engagement, and self-esteem.

Significance of the Study

The study on determining the correlation between self-esteem and mathematics engagement

among senior high school students in private schools benefits the following:

Commission on Higher Education (CHED). It will provide valuable insights into the

factors influencing mathematics engagement among junior high school students in private

schools, which can inform curriculum development and teaching strategies. Understanding the

correlation between self-esteem and mathematics engagement can also aid in the design of tar-

geted interventions to enhance students' overall learning experiences. Moreover, the study's find-

ings can contribute to evidence-based policymaking and resource allocation for private schools,

potentially leading to improved educational outcomes for students. Ultimately, CHED stands to

gain a deeper understanding of the dynamics at play in mathematics education, allowing for

more informed decisions and enhanced support for students in private schools.
 Institution. The school will gain insights into the intricate relationship between students'

self-esteem and their level of engagement with mathematics, enabling the institution to tailor its

teaching methods and support systems accordingly. Also, the findings can inform strategies to

boost students' self-esteem, thereby enhancing their overall academic performance and emotional

well-being. Ultimately, this study can contribute to creating a more nurturing and effective learn -

ing environment, which will lead to better educational outcomes and prepare students to be more

confident, competent, and successful in their academic endeavours.

Administrators. It offers valuable insights into the factors influencing students' engagement

with mathematics, helping administrators refine curriculum and teaching methodologies to foster

a more engaging and effective learning experience. Then, understanding the connection between

self-esteem and mathematics performance allows for targeted interventions to boost students'

confidence and motivation, potentially leading to improved academic outcomes and reduced

dropout rates. Furthermore, the study can inform the development of support programs and ini-

tiatives that promote positive self-esteem among students, contributing to a more positive school

culture and, ultimately, enhanced reputation and success for the institution as a whole.

Students. It provides them with a better understanding of their own learning processes, al-

lowing them to identify and address potential barriers related to self-esteem that may be affecting

their performance in mathematics. Then, the study can lead to the development of targeted sup-

port systems and strategies to boost self-esteem, leading to increased confidence and motivation

in tackling mathematical challenges. Ultimately, this research empowers students to not only ex-

cel in mathematics but also to cultivate a more positive self-image and a broader range of prob -

lem-solving skills, which can have lifelong benefits in both their academic and personal pursuits.
 Teachers. It equips them with a deeper understanding of the psychological factors that influ-

ence students' engagement with mathematics, enabling them to tailor their teaching approaches

to better support individual needs. This knowledge can help teachers identify students who may

be struggling due to self-esteem issues and implement targeted interventions to boost their confi -

dence and participation in math-related activities. Additionally, the study can inform the creation

of a more inclusive and supportive classroom environment, fostering positive relationships with

students and ultimately improving the overall teaching and learning experience. Ultimately, this

research empowers teachers to be more effective educators, capable of nurturing students' self-

esteem and enhancing their mathematics engagement, leading to better academic outcomes and a

more positive classroom atmosphere.

Researchers. The goal of this study is to contributes to the body of knowledge in the fields

of psychology and education, offering valuable insights into the complex interplay between self-

esteem and mathematics performance. These findings can lead to the development of new theo-

ries and models in educational psychology. Also, researchers can apply the results to inform fu-

ture studies and interventions aimed at improving self-esteem and mathematics engagement, po-

tentially leading to innovative strategies for educational improvement. Additionally, this research

can enhance the reputation and credibility of the researchers, potentially opening up further op-

portunities for collaboration and funding in the fields of education and psychology. Ultimately,

the study offers intellectual and professional growth for researchers, as well as the potential to

make a meaningful impact on educational practices and student well-being.

Future Researchers. It provides a foundational understanding of the relationship between

self-esteem and mathematics engagement, serving as a reference point for further investigations

in this area. This groundwork can inspire and guide future studies, enabling researchers to delve
deeper into specific aspects of self-esteem and engagement, potentially uncovering new dimen-

sions or variables of interest. Additionally, this study may suggest potential areas for innovation,

such as the development of interventions or educational approaches to enhance self-esteem and

mathematics engagement, offering a rich source of inspiration for future research endeavors

aimed at improving educational outcomes and student well-being. Ultimately, this study paves

the way for a continued exploration of this critical intersection between self-esteem and mathe-

matics engagement, fostering ongoing inquiry and discovery in the field of education.

Definition of Terms

The process of research is akin to crafting a finely tuned instrument. The definition of

terms serves as the tuning key, ensuring that the melody of inquiry is harmonious and clear. Just

as a musician must meticulously adjust the strings of an instrument, researchers must rigorously

define their terms to resonate with precision and clarity in the symphony of scholarship

(Williams, 2019).

Grade 11-Students refers to the senior high school students from Cebu Roosevelt

Memorial Colleges, Inc., Bogo City, Cebu, in the school year 2023-2024. The 6 strands, such as

General Academic (GAS), Humanities and Social Sciences (HUMMS), Science, Technology,

Engineering, and Mathematics (STEM), Information and Communication Technology (ICT),

Home Economics (HE), and Accountancy, Business, and Management (ABM).

Mathematics Engagement refers to the level of study habits, self-confidence, per-

ceived value, enjoyment, and motivation of the respondents in mathematics. Improved self-confi-

dence can enhance motivation and enjoyment, which, in turn, can positively affect study habits

and perceived value. A well-designed study on mathematics engagement would consider these
interdependencies to gain a comprehensive understanding of how these factors collectively influ-

ence engagement with mathematics.

Profile refers to the gender, age, and academic strand of the respondents. Gender ex-

plores whether self-esteem and mathematical engagement differ between male and female re-

spondents. Then, we can assess whether there is gender-based disparities in self-esteem, math in-

terest, and performance. Additionally, analyzing gender differences may help identify potential

gender-related factors that influence math engagement, such as societal stereotypes or expecta-

tions. Age investigates how age might influence the relationship between self-esteem and mathe-

matical engagement. The academic strand examines whether the choice of academic strand im-

pacts self-esteem and mathematical engagement among the respondents.

Proposed Action Plan refers to the proposed recommendations given by this research

that will enhance students’ self-esteem, mathematics engagement and give solution to the diffi-

culties encountered.

Self-esteem refers to an individual's overall subjective evaluation of their own worth,

value, and self-worth. It encompasses the beliefs, feelings, and perceptions one holds about one-

self and plays a fundamental role in shaping one's self-concept and psychological well-being.

Self-esteem can manifest as a combination of self-respect, self-acceptance, and self-confidence,

influencing various aspects of an individual's life, including their behavior, emotions, and deci-

sion-making processes. Also, the overall subjective evaluation and perception an individual

holds about their own worth, competence, and value in various domains, including academic per-

formance and personal attributes" (Rosenberg, 1965). Researchers often measure self-esteem us-

ing standardized scales and assessments that capture the degree to which an individual holds pos-

itive or negative views of themselves.

 Chapter 2
REVIEW RELATED LITERATURE
The literature review serves as a critical foundation for understanding the key concepts

and research findings that form the backdrop of the investigation. Chapter 1 of this study sets the

stage for exploration into the intricate relationship between self-esteem and mathematical en-

gagement among senior high school students. To appreciate the significance of this correlation,

the literature review delves into existing academic literature and studies, shedding light on vari-

ous theories, empirical evidence, and educational practices. In connection with Chapter 1, the re-

searcher bridges the gap between prior research and the current inquiry, setting the context for

the study's research questions, methodology, and subsequent findings.

Introduction
This chapter provides an introductory exploration of the study's contextual backdrop and

the specific educational environment under consideration. It examines the pertinent matters re-

lated to the impact of self-esteem on mathematics learning and endeavors to establish a meaning-

ful connection between self-esteem and the active participation of senior high school students in

the realm of mathematics education. To facilitate this examination, the chapter is structured into

four main thematic sections, each complemented by a series of subtopics aimed at enhancing the

depth of our understanding. First, its inquiries about the self-esteem levels of senior high school

students attending private schools; second, mathematics engagement; third, the reciprocal rela-

tionship between self-esteem and mathematics engagement among senior high school students in

private schools; and fourth, it investigates whether cultural factors, such as cultural norms, val-
ues, and expectations regarding mathematics education, impact the self-esteem of senior high

school students in a private school.

In the dynamic landscape of modern education, understanding the multifaceted factors that

influence a student's academic performance and overall well-being has become increasingly vi-

tal. Among these factors, self-esteem and mathematics engagement have emerged as significant

determinants in shaping a student's educational journey. However, research on self-esteem and

mathematics engagement among senior high school students is uncommon, and there is a grow-

ing need to explore these dimensions within the specific context of private schools, where unique

dynamics and pedagogical approaches may influence students' experiences. Also, regarding the

influence of cultural and socioeconomic factors on this correlation, understanding how cultural

and socioeconomic backgrounds may interact with self-esteem and mathematics engagement can

provide a more comprehensive view of the dynamics at play in private school environments.

The literature study conducts a comprehensive evaluation of the underlying concept that

informs the correlation between self-esteem and mathematics engagement among senior high

school students in private school settings. Through an in-depth exploration of relevant scholarly

research, this review seeks to elucidate the intricate dynamics at play, examining not only the di-

rect link between self-esteem levels and mathematics engagement but also the multifaceted fac -

tors, both intrinsic and extrinsic, that shape this relationship within the unique context of private

school education. By delving into the nuanced interactions between self-esteem as a psychologi-

cal construct and the various dimensions of mathematics engagement, including interest, motiva-

tion, self-efficacy, and effort, this study aims to provide a holistic understanding of how these el -

ements intersect and influence students' academic experiences in senior high school within the

private school milieu.

Self-Esteem Levels of Senior High School Students Attending Private Schools

The term "self-esteem levels of senior high school students attending private schools"

refers to the assessment or measurement of the students' sense of worth or self-worth who are en-

rolled in private educational institutions and who fall within the typical senior high (usually be-

tween the ages of 15 and 19). A person's overall impression of their own worth, deservingness,

and confidence is referred to as self-esteem, which is a psychological term. Self-esteem is a part

of one’s self-concept, that is, one’s knowledge and beliefs about their personal attributes (Mann

et al., 2004). Self-esteem is a fundamental component of healthy development from childhood

through adulthood. It can be generally defined as an individual’s overall sense of self-worth or

how good they feel about themselves (Rosenberg, 1965).

Researchers have found that child maltreatment is associated with low self-esteem, low

self-compassion, and external locus of control (that is, perceiving external factors as having con-

trol over one’s actions and outcomes) (Bolger & Patterson, 2001; Eskin, 2012; Tanaka, et al.,

2011). In this context, "self-esteem levels" refers to a quantitative or qualitative evaluation of

how positively or negatively these students feel about themselves, as well as their feelings of

self-worth, self-confidence, and self-belief. Understanding the self-esteem levels of senior high

school students in private schools can be useful for educational research to pinpoint variables

that affect their academic and emotional well-being and inform interventions or support strate-

gies to enhance their overall development.

According to Erikson's (1968) theory of psychosocial development, which includes the

concepts of identity formation and self-esteem as crucial components, Erikson's theory suggests

that during adolescence, individuals go through a stage called "Identity vs. Role Confusion,"

where they seek to establish a sense of self and identity. The successful resolution of this stage
contributes to healthy self-esteem. Provides a valuable framework for understanding how senior

high school students attending private schools navigate the development of their self-identities

and self-esteem. The private school environment, with its unique characteristics and influences,

can have both positive and negative effects on this developmental process. Research and obser-

vation within the specific context of private schools can help educators and psychologists better

understand and support the self-esteem needs of these students.

Self-esteem is a multifaceted concept influenced by various factors, including one's self-

perception, abilities, and interactions with others. It is clear that low self-esteem can have detri-

mental effects on students' performance and overall well-being, while a healthy sense of self-

worth can enhance their success and personal development.

Ahmad et al. (2013) emphasized the pivotal role of self-esteem as a fundamental aca-

demic construct within the realm of education. Their study, titled "Relationship between Self-Es-

teem and Academic Performances of Students from Government Secondary Schools," under-

scored self-esteem as a primary determinant of students' learning outcomes. Their findings un-

equivocally demonstrated that students with positive self-esteem consistently exhibited higher

levels of academic performance. Consequently, it can be inferred that a substantial and statisti-

cally significant correlation exists between academic achievements and self-esteem among stu-

dents. Similarly, Ogot (2017) conducted research affirming the profound influence of self-esteem

on students' academic performance and the significance of their interpersonal relationships.

Ogot's study further substantiated the strong link between academic success and self-esteem,

concluding that students with elevated self-esteem tend to attain superior grades. Akinleke

(2012) delved into the interplay between students' anxiety levels, self-esteem, and academic per-

formance. Through the administration of questionnaires and the collection of Grade Point Aver-
ages (GPAs), Akinleke's investigation discerned a noteworthy pattern. It revealed that students

with lower anxiety levels tended to achieve higher GPAs compared to their more anxious coun-

terparts. Additionally, Akinleke's research corroborated the existence of a positive relationship

between self-esteem and academic performance.

Studies by Kong et al. (2013), Standage & Gillison (2007), and Diseth et al. (2014) high-

light the importance of treating students with respect, helping them build confidence in their abil-

ities, and fostering a sense of pride in their achievements. These efforts can lead to increased

self-esteem, which, as noted by Hilmy Abdullah & Takwin (2018), positively correlates with bet-

ter performance.

Furthermore, the relationship between self-esteem and academic achievement, as demon-

strated by Pellas (2014) and Jambor & Elliott (2005), underscores the significance of addressing

self-esteem within educational contexts. A strong sense of self-worth can contribute to improved

academic outcomes and overall personal growth.

Overall, self-esteem is a fundamental human need that influences behavior and interac-

tions. It is crucial for educators to recognize the importance of enhancing students' self-esteem to

support their holistic development and success both in and outside the classroom. By fostering a

positive self-image, teachers can empower their students to become more confident, capable, and

resilient individuals.

Mathematics Engagement

Mathematics engagement refers to a student's active and positive involvement in learning

and interacting with mathematical concepts, problems, and activities. It includes a student's pas-

sion for the subject, curiosity about it, and motivation, as well as their readiness to engage in
mathematical debates, problem-solving, and investigation. Students who are actively involved in

their learning are more likely to look for opportunities to expand their mathematical knowledge,

tackle tough problems, and persevere despite setbacks. It involves a sense of interest and delight

as well as a conviction that mathematics is relevant to and important to their academic and every-

day lives. Teaching strategies, the classroom atmosphere, peer relationships, and individual atti-

tudes toward the topic all have an impact on students' involvement in mathematics.

In Expectancy-Value Theory, it suggests that students' engagement in mathematics is in-

fluenced by two key factors: their expectancy of success and the value they place on the subject.

High self-esteem tends to respond positively to credible feedback, while low self-esteem individ-

uals are more sensitive to negative feedback. In this context, school engagement behaviors, such

as the effort put into schoolwork, adherence to school rules, and participation in extracurricular

activities, may play a significant role in eliciting positive feedback and evaluations. For instance,

a longitudinal study found that adolescents who engaged in more rule-breaking behaviors or dis-

played lower levels of school engagement, such as skipping classes and associating with deviant

peers, reported experiencing less affiliation and closeness in their relationships with teachers

over time (De Laet et al., 2016). The higher their confidence in their math abilities, the more

likely they are to engage actively in mathematics. Value, on the other hand, refers to students'

perceptions of the importance and relevance of mathematics to their personal goals and interests.

When students see the value in mathematics for their future education or career, they are more

likely to engage with the subject.

Since 1999, East Asian countries/regions have consistently outperformed their Western

counterparts in international comparative studies of mathematics achievements, such as the

Trends in International Mathematics and Science Study (TIMSS) and the Programme for Interna-
tional Student Assessment (PISA) (e.g., Mullis et al., 2000; Mullis, Martin, & Foy, 2008; OECD,

2013). This superiority has led to a realization of the urgent need to address issues concerning

students' affective and cognitive engagement in learning mathematics, particularly among low-

achieving students. The literature reveals that engaging students in mathematics classes is more

challenging compared to other subjects (Kong, Wong, & Lam, 2003; Plenty & Heubeck, 2011).

However, it is crucial to emphasize that student engagement with mathematics significantly in-

fluences their development of mathematical literacy, a skill deemed vital in today's era of global-

ization, rapid economic change, and information proliferation (Kilpatrick, Swafford, & Findell,

2001; OECD, 2013; Steen, 1990). Consequently, the challenges faced by these countries/regions

revolve around determining what actions policymakers, mathematics educators, and teachers can

take to effectively address the issues brought to light by the results of TIMSS and PISA. In con -

clusion, the consistent outperformance of East Asian countries/regions in international mathe-

matics assessments like TIMSS and PISA has underscored the urgent need to address issues re-

lated to students' affective and cognitive engagement in learning mathematics, particularly

among low-achieving students. The literature highlights the unique challenges associated with

engaging students in mathematics education, emphasizing that it tends to be more challenging

compared to other subjects. However, the importance of fostering student engagement in mathe-

matics cannot be overstated, as mathematical literacy is increasingly vital in today's globalized,

rapidly changing economy and information-driven world. The key challenge facing these East

Asian countries/regions is to determine what strategies and approaches policymakers, mathemat-

ics educators, and teachers can implement to tackle the issues identified by TIMSS and PISA re-

sults. This may involve reevaluating teaching methods, curriculum design, and support systems

to create a more engaging and inclusive learning environment for all students, with particular at-
tention to those who struggle with mathematics. By addressing these challenges and enhancing

mathematics education, these countries/regions can continue to prepare their students for success

in an increasingly competitive and interconnected world.

Students' personality traits and the qualities of the mathematical learning experience itself

can both have an impact on students' levels of engagement in mathematics learning (Wang et al.,

2019a). Consequently, there are various strategies to enhance engagement, specifically in the

realm of mathematics education, with a primary focus on bolstering students' motivation for

learning mathematics (Lazowski and Hulleman, 2016) and refining their self-regulation skills

(Cleary and Zimmerman, 2004).

Alternatively, interventions can also promote heightened mathematical engagement

through the thoughtful design of mathematical learning activities. For instance, to evoke affec-

tive engagement in the context of mathematics, educators may introduce unconventional, surpris-

ing, or innovative mathematical concepts and ideas to spark students' curiosity.

To elevate cognitive engagement within the realm of mathematics, instructors can em-

ploy open-ended mathematical tasks that challenge students to generate diverse representations

and solutions. Such tasks may involve tackling intricate, ill-defined mathematical problems, such

as those encountered in problem-based learning approaches. Educators can also stimulate stu-

dents to clarify their mathematical reasoning and substantiate their conclusions through purpose-

ful questioning during lessons. Additionally, they can bridge the gap between students' intuitive

mathematical notions and the formal mathematical concepts they encounter (Fitzgerald and Pal-

incsar, 2019; Shin and Kim, 2019).

 There remains uncertainty regarding whether a general motivation model can adequately

capture students' engagement with mathematics or if a distinct set of factors, potentially in a

unique combination, comes into play when students grapple with mathematical challenges. It is

worth noting that even the most comprehensive theory of motivation, designed for more "gen-

eral" contexts, may not fully encompass the specific nuances relevant to a particular subject like

mathematics (Bong, 2001). An exception to this might be the application of Expectancy-Value

Theory to the realm of mathematics (Wigfield & Eccles, 2000), where research has indicated that

values and expectancies for success are indeed linked to students' effort, course enrollment deci-

sions, and ultimately, their achievement in mathematics. While this model does incorporate as-

pects related to affective memories, it's essential to acknowledge that the predominant focus in

both theory and research has primarily revolved around its cognitive components.

The primary objective of education is to equip students with the skills to think critically,

work collaboratively, and tackle new challenges—an imperative task in the realm of inclusive

education, particularly in the context of mathematics (Alnasser, 2020; Faisal & Martin, 2019;

Harlow et al., 2018). The achievement of children in mathematics is profoundly influenced by

the pedagogical approaches employed and the identification of factors hindering their mathemat-

ical comprehension (Rahayu et al., 2020; Schwartz et al., 2018; Turgut & Turgut, 2020). The sig-

nificance of aptitude in mathematics is so profound that math anxiety not only obstructs immedi-

ate performance but also holds the potential for enduring consequences (Mutlu, 2019; Shawky et

al., 2021; Soltanlou et al., 2019). As a result, there arises a need for innovative approaches to ele-

mentary mathematics education, one of which involves harnessing the rich tapestry of Asian cul-

ture through the incorporation of traditional games. A recent study conducted by Juliantari et al.

(2020) illuminates the potential of integrating regional cultural elements, such as traditional toys,
into mathematics education. This innovative approach, particularly the use of traditional kite

games, demonstrates promise as an effective and previously unexplored method for enhancing

mathematical literacy in primary school students.

In accordance with Allen et al. (2018), student engagement in mathematics education is a

dynamic construct that is influenced by both the students' unique traits and the unique elements

of the mathematics learning environment. Given that mathematics engagement involves students'

connection with the social context of mathematics education, one effective strategy to promote

engagement is to enhance students' social and emotional competences (SECs). These compe-

tences encompass self-awareness, self-management, social awareness, relationship skills, and re-

sponsible decision-making, and they can be cultivated through the implementation of social-

emotional learning (SEL) approaches (see Durlak et al., 2011) tailored specifically to the mathe-

matics classroom. Equipping students with these essential SECs can empower them to navigate

the social spaces within the mathematics learning environment effectively.

Beyond the SECs of individual students, educators and practitioners can improve mathe-

matics engagement through organizational and environmental improvements, understanding that

mathematics engagement is closely related to the climate of the mathematics classroom (Yang et

al., 2018). Drawing inspiration from strategies outlined in the Handbook of Student Engagement

Interventions (Fredricks et al., 2019), there are various approaches that can be adapted to mathe-

matics education. For example, mentorship programs within the mathematics classroom can fa-

cilitate the establishment of trusting relationships between students and their mathematics in-

structors, fostering a sense of belonging and engagement. Encouraging students to participate in

mathematics-related extracurricular activities can also promote their connection with the subject

and provide opportunities for collaborative learning.

 Furthermore, interventions that target peer support and aim to shift norms and attitudes

within the mathematics classroom can contribute to preventing potential barriers to engagement,

such as math anxiety or a fear of making mistakes. These interventions share a common goal: to

create a friendly and supportive mathematics learning environment where students feel a sense of

belonging and can develop socially as effective participants in the world of mathematics.

Teachers can enhance the appeal of mathematics lessons through various instructional ap-

proaches, one of which is the adoption of a realistic mathematical education method. Realistic

mathematical education encourages students to grasp mathematical concepts in a practical, non-

abstract manner by employing relatable examples or tangible objects from their immediate sur-

roundings. This approach serves to pique students' curiosity towards mathematical concepts that

might otherwise appear abstract and monotonous, as it closely ties mathematical concepts to real-

life problems. As a result, mathematics instruction becomes more tangible and relatable, helping

most students to engage with the material in an enjoyable and non-abstract way (Passos et al.,

2019).

In mathematics, this can mean that teachers have the flexibility to adapt their teaching

methods to cater to individual student needs. They can provide additional support to struggling

students and challenge advanced learners, creating a more dynamic learning experience. More-

over, private schools often have access to better resources and technology, which can enhance

the way students interact with mathematics. Students might have access to state-of-the-art math

software, online platforms, and interactive learning tools, making the subject more engaging and

accessible. This technology can also facilitate a deeper understanding of mathematical concepts

through visualization and interactive problem-solving.

Reciprocal Relationship Between Self-Esteem and Mathematics Engagement

 The reciprocal relationship between self-esteem and mathematics engagement describes a

dynamic interaction between an individual's self-esteem and their level of engagement with

mathematics. This concept suggests that these two psychological factors are interrelated and can

influence each other over time.

School engagement encompasses two fundamental aspects: a psychological component

related to students' sense of belonging and alignment with school values, and a behavioral com -

ponent linked to their active participation in school-related activities (Finn, 1989). The engage-

ment of young adolescents at school holds significant importance as it plays a pivotal role in

shaping various psycho-social and educational outcomes, including school adjustment, self-es-

teem, and academic achievement (Mihalec-Adkins & Cooley, 2019; Virtanen, Kiuru, Lerkkanen,

Poikkeus, & Kuorelahti, 2016). According to the framework proposed by Ryan and Deci (2009),

when students experience a sense of belonging within the school community, they are more

likely to internalize the values and goals set by the institution, fostering deeper school engage-

ment. More specifically, students' feeling of connection to their school environment creates a

conducive context where they strive to meet the school's expectations and cultivate positive in-

school relationships. This dynamic promotes the adoption and internalization of behaviors and

cognitive processes associated with active engagement in learning (Markowitz, 2017).

Numerous studies have indicated a negative correlation between school belonging and

connectedness with low self-esteem (Begen & Turner-Cobb, 2015; Korpershoek, Canrinus,

Fokkens-Bruinsma, & de Boer, 2019; Watson, 2017). As noted by Harter (2003), fostering high-

quality relationships with peers and teachers within the school environment, which is indicative

of quality school engagement, elevates adolescents' self-worth. This heightened perception of be-

ing accepted and valued by others is instrumental in bolstering their self-esteem. Consequently,
school engagement emerges as a pivotal factor in nurturing healthy self-esteem among adoles-

cents. Since, self-esteem refers to an individual's overall evaluation of their own worth, compe-

tence, and value as a person. It is a measure of how positively or negatively a person views them-

selves.

According to Conner (2011), adolescent volunteering could offer an opportunity for de-

veloping vocational and social skills, including team working skills, problem-solving skills, plan-

ning and organizational skills, task skills, communication skills, community support, and career

aspirations. Those skills developed through volunteering enable adolescents to achieve psy-

chosocial adjustment in the school environment. (The National Youth Agency, 2007). For exam-

ple, adolescents' exposure to different people through volunteering enhances their ability to man-

age relationships with people, which can positively influence their relationship with peers and

teachers at school. Strong relationships with peers and teachers increase student motivation for

staying engaged in and connected to school (Bakadorova & Raufelder, 2017). Further, adoles-

cents’ high levels of school engagement by the quality and stability of adolescents’ relationships

with others at school, school adjustment, and classmate support have a protective effect on self-

esteem (Birkeland, Breivik, & Wold, 2014; Harter, 2003). A person's level of self-esteem can

significantly impact their approach to mathematics. Individuals with higher self-esteem in the

context of mathematics tend to believe in their abilities, feel more confident, and are more likely

to approach math tasks with a positive attitude.

Mathematics engagement represents a comprehensive involvement in mathematics learn-

ing, encompassing emotional, cognitive, and behavioural dimensions. Engaged students actively

display a genuine interest in mathematics, demonstrate high levels of motivation, and exhibit a

strong commitment to mastering mathematical concepts and skills. Numerous empirical studies
have provided evidence supporting the idea that heightened school engagement positively con-

tributes to an individual's self-esteem (Bang, Won, & Park, 2020; Danneel et al., 2019). Asak-

ereh and Yousofi (2018) provide further support for this concept by highlighting the significant

relationship between self-esteem and the academic achievement of Iranian students. However,

it's worth noting that not all research findings align perfectly. For instance, Hadinezhad and Ma-

soudzadeh (2018) assert that self-esteem has a relatively weak correlation with academic

achievement.

Conversely, research has unveiled the predictive role of self-esteem in determining the

level of school engagement (Hernández, Robins, Widaman, & Conger, 2017; Lim & Lee, 2017).

These findings suggest that a student's self-esteem can significantly influence their engagement

with school-related activities, which aligns with the notion that school engagement is a malleable

construct and can be influenced by individual students themselves (Wang & Eccles, 2013).

In summary, the reciprocal relationship between self-esteem and school engagement is

supported by empirical research, highlighting that the level of engagement in school can bolster

self-esteem, while one's self-esteem can also impact their degree of school engagement. This dy-

namic interplay underscores the potential for interventions and strategies aimed at enhancing

both self-esteem and school engagement to yield positive outcomes in education. Engaging with

mathematics and experiencing success can positively influence self-esteem. When students ac-

tively participate in math, set, and achieve goals, and receive positive feedback and recognition

for their efforts, it can boost their self-esteem.

Albert Bandura’s Self-Efficacy Theory (Bandura, 1977) posits that an individual's belief

in their own abilities to perform a specific task or achieve a particular goal plays a critical role in

determining their motivation, behavior, and overall performance. In the context of mathematics,
students with higher self-esteem may have greater self-efficacy beliefs related to their math

skills. This belief in their ability to succeed in math tasks can lead to increased participation and

greater effort in math-related activities. One key area of research within mathematics education

has focused on students' mathematics self-efficacy beliefs. These beliefs refer to students' per-

ceptions of their ability to perform specific mathematical tasks and succeed in mathematics-re-

lated activities (Pajares & Miller, 1994). Studies have consistently shown that students with

higher mathematics self-efficacy are more likely to engage actively in mathematical learning

(Hackett & Betz, 1989) and persist in the face of challenges (Usher & Pajares, 2008).

The relationship between self-efficacy beliefs and mathematics performance is well-es-

tablished. Researchers have found that students who possess strong mathematics self-efficacy be-

liefs tend to achieve better in mathematics courses (Multon, Brown, & Lent, 1991). This positive

relationship is mediated by students' willingness to invest effort, set challenging goals, and em -

ploy effective problem-solving strategies in mathematics (Pajares, 1996). Early experiences in

mathematics, such as success or failure in elementary school, can shape students' self-efficacy

beliefs and subsequently influence their long-term engagement with the subject (Pajares &

Valiante, 2001). Educators must be mindful of the developmental aspects of self-efficacy beliefs

to support students effectively in their mathematical journeys.

When students with higher self-esteem engage with mathematics, their confidence often

leads to increased participation and better performance. Success in math reinforces their positive

self-image, creating a positive feedback loop. Educational psychologists and researchers study

this reciprocal relationship to better understand how to foster positive self-esteem and promote

mathematics engagement in students. Educational interventions may aim to boost self-confi-

dence, provide opportunities for mastery, and create a positive learning atmosphere, ultimately

enhancing both self-esteem and mathematics engagement.

Cultural Factors, Such as Cultural Norms, Values, and Expectations Regarding Mathemat-

ics Education, Impact Self-Esteem

Cultural factors, including cultural norms, values, and expectations, play a significant

role in building an individual's self-esteem in the context of mathematics education. These cul-

tural influences may affect students' perceptions of their mathematical skills and value in both di-

rect and indirect ways.

First off, within a given community or society, cultural norms may define special require-

ments for mathematical performance. Cultural capital refers to the cultural knowledge, norms,

values, and practices that are embedded within a particular social or cultural group. In the con-

text of high school mathematics education, these cultural norms often dictate what is considered

'appropriate' or 'valued' mathematical performance within a given community. Students from cul-

tures that highly value mathematical achievement may have a strong cultural capital related to

mathematics, which can positively impact their attitudes, motivation, and performance in the

subject. Conversely, students from cultures where mathematical achievement is less emphasized

may have limited cultural capital in this area, potentially affecting their self-perception and en -

gagement with mathematics in high school. (Bourdieu, 1986). This aspect holds significant rele-

vance because growth mindset interventions have emerged as vital tools for addressing dispari-

ties in educational outcomes among students from economically and socially disadvantaged

backgrounds (Rattan et al., 2015). Studies have underscored the effectiveness of growth mindset

interventions in narrowing the achievement gaps between students hailing from socioeconomi-

cally disadvantaged backgrounds and their more privileged counterparts (Claro et al., 2016; Yea-
ger et al., 2016). This research highlights the transformative potential of growth mindset inter-

ventions in promoting more equitable educational outcomes and opportunities. These expecta-

tions may put pressure on students to satisfy them, and failure to do so may result in low self-es -

teem and feelings of inadequacy. On the other hand, students who thrive in mathematics may

feel more proud of themselves and have higher self-esteem if cultural norms recognize and prior-

itize mathematical skills.

Secondly, cultural values often determine the importance assigned to various educational

pursuits, including mathematics. In the realm of mathematics education, cultural values extend

beyond mere academic pursuits. Mathematics education, like science, encompasses not only the

acquisition of knowledge but also the cultivation of positive attitudes and values among students

(Chen et al., 2012; Dewi & Rati, 2017; Sumarti et al., 2018; Sukmawa et al., 2019).

Mathematics education functions as a multifaceted process. It involves not only the mas-

tery of mathematical concepts and skills but also the development of problem-solving abilities

that are essential in daily life (Hosnan, 2016; Amir, 2018). As such, the integration of cultural

values into mathematical learning activities, akin to culture-based learning, assumes paramount

importance (Shen et al., 2012; Parmin et al., 2015; Khusniati et al., 2017).

In this context, instilling cultural values within the framework of mathematics education

takes on added significance. It shapes students' character and fosters not just mathematical profi-

ciency but also a deeper appreciation for the cultural contexts in which mathematics operates. As

students engage in the mathematical learning process, they should be encouraged to develop not

only their mathematical knowledge and skills but also a positive attitude that values diversity and

cultural perspectives.
 The infusion of cultural values into mathematics education contributes not only to mathe-

matical competence but also to the broader development of students' self-esteem. It underscores

the interconnectedness between cultural identity, mathematics education, and the nurturing of

well-rounded individuals who can navigate mathematical challenges while respecting diverse

cultural backgrounds.

In cultures where mathematics is highly valued and seen as a pathway to success, stu-

dents may be more motivated to engage in mathematics and, as a result, may experience in-

creased self-esteem when they perform well. Conversely, in cultures where mathematics is less

emphasized, students who excel in mathematics may not receive the same level of recognition or

validation, potentially impacting their self-esteem.

Lastly, cultural expectations concerning gender and mathematics have an extreme impact

on self-esteem. One of the important phenomena in this regard is stereotype threat, where indi-

viduals become highly conscious of negative stereotypes surrounding their group's performance

in particular tasks. In the context of mathematics, when women are confronted with stereotypes

insinuating that men possess superior mathematical abilities, the ensuing anxiety and self-doubt

can detrimentally affect their performance (Spencer, Steele, & Quinn, 1999, p. 799). This idea of

stereotype threat illuminates the role of cultural expectations in shaping individuals' performance

in mathematical endeavors.

Furthermore, recent research highlights that gender stereotypes regarding mathematical

aptitude exert a considerable influence on girls' self-perception and their actual performance in

mathematics (Smith et al., 2020, p. 265). Exposure to gender-stereotyped content related to

mathematics can reinforce these detrimental stereotypes, potentially hindering girls' mathemati-

cal achievements.
 To delve deeper into the intersection of cultural expectations and mathematical self-con-

cept, Garcia and Rodriguez's research (2021, p. 148) explores how strong mathematical self-con-

cepts, coupled with a sense of mathematics' relevance to their future, empower girls to defy gen-

der-related stereotypes and excel in mathematics. This underscores the complexity of cultural ex-

pectations and their implications for self-esteem and academic performance, particularly in the

domain of mathematics. Stereotypes and societal expectations linked to gender roles within the

realm of mathematics can give rise to disparities in self-esteem among male and female students,

as well as individuals hailing from diverse cultural backgrounds. These entrenched stereotypes

and societal outlooks have the potential to significantly shape students' self-perceptions regard-

ing their mathematical abilities and their perceived standing within the mathematics field.

In summary, cultural factors, comprising established norms, values, and expectations

concerning mathematics education, wield considerable influence over students' self-esteem in the

context of mathematics. It is of paramount importance for educators and policymakers to not

only acknowledge but also comprehend these cultural dynamics. This understanding is essential

for the creation of inclusive and nurturing learning environments that empower every student to

foster robust self-esteem and achieve excellence in mathematics.

Synthesis
In this chapter, the researcher embarks on a comprehensive journey to illuminate the in-

tricate relationship between self-esteem and mathematics engagement within the context of se-

nior high school students attending private schools. The endeavour extends beyond the pursuit of

knowledge; it seeks to enrich our comprehension of the multifaceted dynamics that shape mathe -

matics education within these distinctive educational settings. Furthermore, it aspires to furnish
educators, administrators, and policymakers with invaluable insights, aiming to optimize the edu-

cational experiences and outcomes of students enrolled in private schools.

Throughout this chapter, it’s not only synthesized existing research but also identify and

delineate the prevailing gaps in the literature. These gaps serve as guideposts, refining the focus

and emphasis of our current study. Additionally, we engage in a global exploration of relevant

research studies, offering a panoramic view of the intersection of engagement and self-esteem in

the context of mathematical performance.

The subsequent chapter expounds on the research approach employed to amass and scru-

tinize the data integral to our study's objectives. It is through this methodological lens that we en-

deavour to shed light on the intricate dynamics at play within the nexus of self-esteem and math-

ematics engagement among senior high school students in private schools.

Chapter 3

RESEARCH METHODOLOGY

This chapter provides details regarding the research flow, encompassing the research de-

sign, research setting, research participants, and research methodology. Additionally, it empha-

sizes the tools and statistical analysis employed in the study.

Design

This study employs a descriptive-correlational- comparative design, in accordance with

the research methodology outlined by Leedy and Ormrod (2010). As described by Woodworth, a

correlational design involves the measurement of two or more characteristics, followed by the

calculation of correlations between them. In this study, the aim is to explore the potential rela-

tionship or correlation between two variables: self-esteem and mathematics engagement. Impor-

tantly, no manipulation of variables is undertaken in this research. The two primary variables of

interest are operationally defined as follows: the independent variable is self-esteem, which rep-

resents students' perceptions of their self-worth and self-concept, while the dependent variable is

mathematics engagement, quantifying the degree to which students actively participate in and

demonstrate interest in the field of mathematics.

Environment

The researcher will conduct the study at Cebu Roosevelt Memorial College, which aims

to investigate the correlation between self-esteem and mathematics engagement among senior

high school students in private schools. CRMC, situated in Bogo City, is a prominent private ed-

ucational institution. The researcher's decision to conduct the study at CRMC was facilitated by

its status as one of the city's private schools, providing a convenient setting for this research en-

deavour. Furthermore, CRMC holds personal significance for the researcher, as it is her alma

mater.

CRMC enjoys commendable recognition and accreditation from relevant educational au-

thorities. Both the Commission on Higher Education (CHED) and the Department of Education
(DepEd) have acknowledged the institution and its programs. Moreover, CRMC is an esteemed

member of the Philippine Association of Colleges and Universities (PACU).

With a substantial population of 4,257 individuals, CRMC comprises various academic

levels. Specifically, the junior high school section accommodates 632 students, the senior high

school enrols 373 students, and higher education programs engage 2,782 learners. The institution

is supported by a dedicated team of 155 personnel, comprising 37 full-time college instructors,

13 elementary teachers, 34 high school educators, 26 administrative staff, 24 non-teaching per-

sonnel, and 22 part-time contributors. This diverse and dynamic academic environment at

CRMC serves as a fitting backdrop for the research's objectives and enhances the study's rele-

vance and applicability.

Respondents

This study's participants would ideally comprise a carefully selected group of senior high

school students enrolled in private schools. This group of grade 11 senior high school students

from Cebu Roosevelt Memorial Colleges, Inc., Bogo City, Cebu, in the school year 2023-2024

The 6 strands, such as General Academic (GAS), Humanities and Social Sciences (HUMMS),

Science, Technology, Engineering, and Mathematics (STEM), Information and Communication

Technology (ICT), Home Economics (HE), and Accountancy, Business, and Management

(ABM), which are composed of 19 students, 25 students, 55 students, 26 students, 37 students,

and 13 students, respectively, in grade 11, were chosen as respondents to represent the core of

the study's focus, as they are essential in unravelling the potential relationship between self-es-

teem and mathematics engagement in the context of their educational environment.

Table 1: Distribution of Respondents

 Respondents Respondents (N)

GAS 19
HUMMS 25
STEM 55
ICT 26
HE 37
ABM 13

Total 175
______________________________________________________________________

Instruments

This study employed a comprehensive set of research instruments to thoroughly examine

the interplay between self-esteem, mathematics engagement, and academic performance among

Grade 11 senior high school students. These instruments were comprised of three components:

the Self-Esteem Questionnaire, the Mathematics Engagement Survey, and the Academic Records

in mathematics.

The Self-Esteem Questionnaire were adapted from the ROSENBERG SELF-ESTEEM

SCALE published by Rosenberg, M. (1965) to gather data on student’s level of self-esteem. The

first questionnaire features a series of questions from Rosenberg Self-esteem Scale consisting of

10 items scored using 4-likert scale with items 2,5,6,8, and 9 as reversely scored. Likert-scale

questions or statements on a scale from 1 = strongly disagree to 4 = strongly agree. Respondents

used this instrument to evaluate their agreement with statements regarding self-esteem, self-

worth, and self-concept. Sample questions encompassed statements like "I feel confident about

myself," "I believe I am a valuable person," and "I am proud of my abilities." The researcher cal -

culated a composite score by aggregating responses across all statements, with higher scores in-
dicating elevated levels of self-esteem, while lower scores pointed to diminished self-esteem.

The total score ranged from less than 20 (indicating low self-esteem), 20-30 (indicating moderate

self-esteem) to greater 30 (indicating high self-esteem).

The second component is the Mathematics Engagement Survey, adapted from the study

of Capuno, R and Necesario, R, et. Al (2019) consisting of 5 aspects namely: (1) study habits

with 9 items, (2) self-confidence in mathematics with 12 items, (3) perceived value of mathemat-

ics with 7 items, (4) enjoyment in mathematics with 9 items, and (5) motivation in mathematics

with 4 items, which is aimed at assessing students' attitude and involvement with mathematics.

This survey encompassed questions designed to gauge their level of interest in mathematics and

active participation in math-related activities. Sample inquiries included items such as "I con-

sider mathematics notwithstanding when I am incredibly drained," "Mathematics makes me feel

uncomfortable," and "I seek out opportunities to learn more about mathematics." Respondents

utilized a 4-point Likert scale (4 = strongly agree, 3 = agree, 2 = disagree, 1 = strongly disagree,),

with items in asterisk are to be scored reversely, to express their agreement with these state -

ments. The researcher computed an overall score by summing the responses to all survey state-

ments coming from the 5 components of mathematics engagement, where higher scores indi-

cated heightened mathematics engagement and lower scores suggested lower engagement. The

total score ranged from less than 39 (reflecting very low mathematics engagement), 39-79 (re-

flecting low engagement), 80-121 (reflecting moderate engagement), and greater than 121 (indi-

cating high mathematics engagement).

Lastly, the study incorporated the academic records of students. Academic records pro-

vided quantitative data that mirrored students' performance and progression in mathematics. Typ-

ically, higher grades convey a deeper understanding, greater involvement, and increased interest
in the subject. These records complemented the self-reported data derived from surveys and

questionnaires. They will be analyzed in conjunction with survey responses to uncover potential

correlations between self-esteem, mathematics engagement, and academic performance. This tri-

angulation of data sources fortified the validity and reliability of the research findings. Employ-

ing academic records as an additional measure of mathematics engagement furnished an objec-

tive lens through which to evaluate students' mathematics performance, further augmenting the

comprehensive exploration of the relationship between self-esteem and mathematics engagement

among Grade 11 senior high school students.

Data Gathering Procedure

In the context of this study, which seeks to explore the intricate correlation between self-

esteem and mathematics engagement among grade 11 students, the data gathering procedure is

structured into distinct stages. These stages encompass activities that occur both before, during,

and after data collection. Here, the researcher provides a comprehensive overview of the data

gathering process, breaking it down into three key components: pre-data gathering, actual data

gathering, and post-data gathering. Each of these phases plays a crucial role in the successful ex-

ecution of this research, ensuring that the collected data is reliable, comprehensive, and capable

of yielding meaningful insights. Let's delve into the specifics of each stage of the data-gathering

process.

In the pre-data gathering, the researcher will begin by obtaining formal permission from

the school authorities to conduct the study among grade 11 students. This involves securing ap-

proval from the school president and sending a formal letter to the high school principal.
 In actual data gathering, to collect data, a questionnaire and survey will be administered

to the grade 11 students. These instruments will include a cover letter explaining the research's

purpose, rationale, objectives, and completion guidelines. The questionnaire and survey consist

of 20 items and utilize a 5-point Likert scale rating system (1 = strongly disagree, 4 = strongly

agree). Participants will be assured of the confidentiality of their responses and encouraged to

thoughtfully consider each statement before selecting the appropriate Likert scale response. Si-

multaneously, the academic records of the students, including their mathematics scores and

grades from the current school year's previous examination, will be gathered. These records will

be sourced directly from the school's records department, indicating full cooperation and consent

from the school administration and advisers.

In post-data gathering, the quantitative data will be extracted from the academic records,

specifically students' mathematics scores and grades, and meticulously collected, ordered, and

subsequently encoded by the researcher. This encoding is done using the Statistical Package for

Social Sciences (SPSS).

By integrating data from the surveys, questionnaires, and academic records, the study

aims to discern potential correlations and associations among self-esteem, mathematics engage-

ment, and academic performance. The study will utilize a triangulation approach to enhance its

validity and derive meaningful conclusions regarding the relationships being explored among

grade 11 senior high school students. The academic performance data served as crucial indicators

of students' performance and progress in mathematics, allowing for a comprehensive analysis of

the correlation between self-esteem, mathematics engagement, and academic success.

Treatment of Data
 To address the research questions outlined in the problem statement, a suite of statistical

tools was harnessed. The software SPSS served as the analytical engine to process and assess the

data gleaned from the questionnaires and surveys.

The initial phase of the analysis will encompass a summary of the dataset, which will in-

volve the computation of central tendency metrics, including mean, median, and standard devia-

tion, as well as frequency counts and percentages. These analytical techniques will be deployed

to provide a comprehensive snapshot of the respondents' profiles, their self-esteem levels, and

their engagement with mathematics. By employing these statistical measures, it aims to distill

meaningful insights from the data, laying a strong foundation for the subsequent stages of an

analysis.

Second, a two-way ANOVA is appropriate for analyzing whether there is a significant

difference in mathematics engagement based on two categorical factors - in this case, self-esteem

(which can be categorized into groups, e.g., low, moderate, high) and mathematical engagement.

The analysis will help determine if there are significant main effects for self-esteem and if the in -

teraction between self-esteem levels and mathematical engagement is significant. This test as-

sesses if the means of mathematical engagement are different across the different levels of self-

esteem.

Lastly, the chi-square test will be employed to scrutinize the relationship between self-es-

teem and mathematical engagement. This statistical tool will allow us to investigate whether

there is a significant association or dependency between the two categorical variables, shedding

light on how variations in self-esteem levels may be linked to different patterns of mathematical

engagement among the respondents. By categorizing self-esteem and mathematical engagement

into distinct groups or levels, we can discern if there are any meaningful connections or dispari -
ties between these crucial elements. The chi-squared tests will help us draw meaningful conclu-

sions about the interplay between self-esteem and mathematical engagement, contributing to a

more comprehensive understanding of the factors that impact students' academic and emotional

involvement with mathematics. This data treatment approach is essential for unraveling the intri-

cate dynamics between self-esteem and mathematical engagement within our research frame-

work.

Ethical Considerations

A. Protection of Human Rights

Prior to their participation, participants were fully informed about the study's objectives,

and they willingly granted their informed consent. They were explicitly informed of their entitle-

ment to refrain from sharing any information that made them uncomfortable and had the option

to withdraw from the study at any point. The study received ethical approval from an ethics re -

view committee or research ethics committee (REC), and it adhered to established protocols to

minimize potential risks and maximize the benefits to the participants.

B. Risk of this study to Participants

The participants in this research were not exposed to any risks. Their involvement was

entirely voluntary, and any information they shared was handled with the utmost confidentiality

and discretion.

C. Content, Comprehension, and Documentation of Informed Consent

Consent Participants Status

 The participants were informed about their status and how participation could be advanta-

geous to them as part of the consent procedure. They were fully cognizant of the study's overar-

ching objectives.

Study Goals

The primary objectives of this research were to establish a correlation between self-es-

teem and mathematics engagement among senior high school students enrolled in private

schools. The findings of this study offer valuable insights that can be of significant benefit to

both students and educators.

Type of Data

The data collected for this study predominantly consisted of quantitative data. To gather

the necessary data, the researcher initiated the process by formally requesting permission from

the school administration, the school principal, and the students through written letters.

Procedures

Private information will only be accessible with the appropriate authorization. The school

principal will provide formal authorization for the study's ethical approval. The researcher will

maintain the strictest confidentiality regarding the data gathered. The survey's respondents will

have the freedom to finish it anywhere they choose, and they will be given a copy to complete

whenever it is most convenient for them. Participants will receive instructions on how to respond

to the questions from the researcher, who will also give them time to consider their answers. The

researcher will be on hand to help and address participants' concerns if they run into any prob-

lems or have any queries about the survey questionnaire.

Sponsorship

Regarding sponsorship, the individuals or organizations that provided support for this

study were disclosed to the participants. Sponsors were made aware that the research was con-

ducted as a requirement for the researcher's academic degree and professional growth.

Participant Selection

Included within the consent process were details about the required number of respon-

dents for this study. The intended participants for this research were specifically Grade 11 senior

high school students enrolled at Cebu Roosevelt Memorial Colleges during the School Year

2023-2024.

Potential Risk

The researcher explicitly communicated to the respondents that their participation did not

entail any risks, and they had the choice to disclose only the information they felt comfortable

sharing.

Potential Benefit

This research provided valuable insights and recommendations to educators and school

administrators. By understanding the relationship between self-esteem and mathematics engage-

ment, educational institutions can develop more effective teaching methods and support systems

tailored to the unique needs of their students. This, in turn, may lead to improved academic per-

formance, enhanced self-esteem, and a more positive learning environment for high school stu-

dents in private schools.

Alternatives
 Participants were informed that they had the autonomy to decide what information to

share or withhold, allowing them to contribute according to their comfort and convenience.

Compensation

The researcher expressed gratitude for the participants' willingness to engage in the study,

recognizing their commitment and extra effort despite their busy schedules.

Confidentiality Pledge

Respondents were reassured that all information provided would be treated with the high-

est level of confidentiality, emphasizing the secure handling of their data.

Voluntary Consent

Furthermore, participants were reminded that their involvement in the study would not

impact their personal lives or work commitments, underscoring the voluntary nature of their par-

ticipation.

Right to Withdraw and Withhold Information

The consent form explicitly stated participants' rights to withdraw from the study or

choose not to share specific information, with the guarantee that all disclosed data would remain

strictly confidential.

Contact Details

The consent form, from the outset of the study, upheld participants' rights to withdraw or

withhold specific details, ensuring that all received information would be safeguarded with the

utmost confidentiality.
 D. Confidentiality Procedure

In this study, identifying information was integrated into the data collection process. Rig-

orous measures were implemented to uphold the privacy and confidentiality of all gathered data,

which were securely stored in a protected location. Importantly, the researcher maintained a

strict policy of not disclosing the identities of the respondents in any research output or publica-

tion, ensuring the preservation of their anonymity throughout the study.

E. Debriefing, Communication, and Referral

In the aftermath of data collection, the researcher expressed sincere gratitude to all partic-

ipants who contributed to the study. Respondents were provided the option to withdraw their

data, given that they were fully informed about the study's objectives. Additionally, participants

were advised against discussing the research's methodology with individuals interested in joining

the study to prevent potential result distortion. During the debriefing phase, the researcher en-

gaged in discussions with respondents about the final report, and if requested, provided them

with a copy of the study.

F. Incentives or Compensation

Participants will not receive financial or any other form of compensation for their in-

volvement. Instead, it will be clearly communicated to them that their willingness to contribute

as informants is deeply appreciated. Any expenses related to their participation, if covered by the

researcher, can be disregarded or halted upon request. Throughout the data collection process,

participants retain the choice to withdraw at any point.

G. Conflict of Interest
 This research remained free from conflicts of interest, as the researcher's personal inter-

ests did not influence any aspect of the study's design, execution, timing, location, or rationale.

An agreement was established to safeguard the identities of respondents if other researchers

sought to publish this work. In cases where the research adviser required financial information,

the researcher complied, adhering to the agreed-upon terms to prevent any conflicts of interest. A

formal research agreement was in place, encompassing criteria, terms, circumstances, and the le-

gal aspects of utilizing the research study as a future reference.

H. Recruitment

The recruitment process will involve a deliberation on the selection of recruiting parties,

ensuring their appropriateness. No forms of coercion, intimidation, or undue influence will be

employed in participant recruitment. Participants have the unassailable right to decline participa-

tion or withdraw from the study without facing any adverse consequences. They will also be en-

couraged to withdraw at any time if they feel uncomfortable continuing their involvement.

I. Vulnerability Assessment

Appropriate vulnerability measures will be accounted for in choosing the participants of

this study. Participation in the study was limited to those who met the inclusion criteria and com-

pleted the test questions. The exclusion criteria encompassed individuals with medical conditions

or disabilities that rendered them unable to participate, as well as those who did not provide con -

sent, and they were consequently not included in the study.

J. Collaborative Study Terms of Reference

A formal agreement is established between the researcher and the thesis adviser, encom-

passing matters related to intellectual property rights, publication rights, information exchange,
shared responsibilities, transparency, and opportunities for capacity building, all of which serve

as the guiding principles for the collaborative study.

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APPENDICES
 APPENDIX A
TRANSMITTAL LETTERS

A.1 Letter to the CRMC President

October 29, 2023

VICTOR ELLIOT S. LEPITEN III, CPA

The President
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu

Sir:

Greetings with peace and joy!

I am writing to request your approval and support for my research study titled "Correlation Be-
tween Self-Esteem and Mathematics Engagement in Grade 11 Senior High School Students in
a Private School." As a Graduate School student majoring in Mathematics Education at our in-
stitution, I believe this study could contribute significantly to our understanding of self-esteem
and math engagement in senior high school students.

The research will take place within our school premises, and I want to assure you that I will
strictly adhere to all ethical and procedural guidelines. The results of this study have the potential
to enhance the educational experience of our students.

I kindly request your permission to proceed with this research project and would greatly appreci-
ate any guidance or assistance you can provide during its execution. Your support is crucial to
the success of this endeavor.

Sincerely yours,

JANNENE M. BOOC
The Researcher

Noted:

SHIELA L. TIROL, Ph.D.

Adviser
A.2 Letter to the School Head

October 29, 2023

ARJE E. VELOSO, Ph.D

The Principal
Cebu Roosevelt Memorial Colleges
San Vicente St., Bogo City, Cebu

Sir:

Greetings with peace and joy!

I am currently conducting a research study entitled "Determining the Correlation Between Self-
Esteem and Mathematics Engagement Among Senior High School Students in a Private
School." I am writing to formally request your permission to carry out this research within your
department, specifically in the Grade 11 organization.

I kindly request your permission to proceed with this research project and would greatly appreci-
ate any guidance or assistance you may offer during its execution. Your support would be instru-
mental in ensuring the success of this endeavor. Please be assured that the data collected will be
handled with the utmost discretion and confidentiality. I am sincerely grateful for your approval.

Sincerely yours,

JANNENE M. BOOC
The Researcher

Noted:

SHIELA L. TIROL, Ph.D.

Adviser

APPENDIX B

ASSENT FORM

TITLE OF STUDY
Determining the Correlation Between Self-Esteem and Mathematics Engagement Among Senior
High School Students in a Private School.
PRINCIPAL INVESTIGATOR
Jannene M. Booc
Graduate School of Education
Cebu City
+971 505791905
ennenajbooc7@gmail.com
PURPOSE OF STUDY
You have been invited to participate in a research study. Before making your decision, it is es-
sential that you gain a comprehensive understanding of the study's purpose and what your in-
volvement will entail. We kindly request you to carefully review the following information and
feel free to ask the researcher if you have any questions or require further clarification.
The primary objective of this research is to investigate the correlation between self-esteem and
mathematics engagement among senior high school students in a private school.
The data collected from participants will serve as a valuable resource for the researcher to iden-
tify and address pertinent issues that are currently relevant. It is important to note that the infor-
mation gathered from participants will be used exclusively for research purposes.
STUDY PROCEDURES
The study will commence by securing the necessary permissions from the School Principal for
participation by the identified individuals. After receiving approval, the informed consent
process will be initiated prior to data collection. This procedure allows participants the time and
space to deliberate on their decision to take part in the study.
Following their consent, a mutually agreeable date and time for data collection will be scheduled
to minimize disruptions to their other commitments. On the designated date, a brief orientation
session will be conducted to provide participants with an understanding of the research process.
This will include an explanation of the survey and questionnaire that participants will be asked to
complete.
Participants will be explicitly informed that their involvement in the project is entirely voluntary,
and they may choose not to participate without any obligation or consequence. They will not be
pressured to respond to all questions in the researcher's guide, nor will their participation be tied
to any school-related incentives. The importance of maintaining the confidentiality of their re-
sponses will also be emphasized.
Each participant will be provided with a written consent form, which, once completed, should be
returned as a confirmation of their voluntary participation in the study.
RISKS

Your participation in this study carries no expected risks. Your involvement is entirely voluntary,
and any information you provide will be treated with the utmost confidentiality. To ensure your
privacy, no personal identifiers will be associated with the questionnaires. The entire research
process will be explained in detail, ensuring you have a clear understanding of what it entails.
We earnestly request your complete honesty when responding to the questionnaires, and it's im-
portant to emphasize that your participation is entirely free from coercion.
It is important to reiterate that there are no foreseeable risks associated with your participation,
and you have the freedom to decline answering any questions that make you uncomfortable.
Both the completion of questionnaires and participation in surveys are entirely at your discretion.
You have the right to refrain from answering any or all questions and can choose to terminate
your involvement in the study at any time if you so wish.
BENEFITS

Your participation in this study will not yield direct benefits to you. However, we believe that the
insights gathered through this study may be valuable to you as a participant. It can offer a deeper
understanding of the learning processes within the school, particularly how they impact students'
performance in board-course programs under the Outcome-Based Education (OBE) framework.
Schools are pivotal in shaping the future of professionals and innovators, bearing the responsibil-
ity of equipping individuals with the knowledge and skills needed to excel in their chosen fields.
To achieve this, schools must continually develop and refine their processes, which, in turn, can
inspire students.
I acknowledge that different participants may have varying preferences or levels of comfort with
respect to the information they choose to disclose. Therefore, an alternative procedure will be
made available to cater to your specific needs or convenience. This allows you the flexibility to
either withhold certain information or provide additional details that you believe could greatly
contribute to the success of this study. Your level of participation is entirely in your hands.

CONFIDENTIALITY
Your identity in this study will be handled with the highest level of confidentiality. The findings
from this study will be disseminated solely for academic purposes. Nevertheless, it is important
to note that the data collected because of your participation in this study may be subject to re-
view by the study's sponsor, the lead researcher, and/or the research panel. This is done to ensure
the integrity and accuracy of the research process. Your privacy remains a top priority through-
out the study.

CONTACT INFORMATION
Should you have any inquiries or encounter any adverse effects while participating in this study,
please do not hesitate to reach out to the researcher. The researcher's contact information can be
found on the initial page of this study document. Your well-being and concerns are of utmost im-
portance to me, and I am here to provide support and address any questions or issues you may
have.
VOLUNTARY PARTICIPATION
Your involvement in this study is entirely a matter of your choice. The decision to participate in
this study rests with you, and you are under no obligation to do so. If you choose to participate,
you will be requested to provide your signature on a consent form. Even after signing the consent
form, you retain the freedom to withdraw from the study at any point, without the need to pro -
vide a specific reason. It is important to note that your decision to withdraw will not have any
bearing on your existing relationship, if any, with the researcher. In the event of your withdrawal
prior to the completion of data collection, your data will either be returned to you or securely de-
stroyed, as per your preference.

CONSENT

I have thoroughly reviewed and comprehended the information provided, and I have been af-
forded the chance to seek clarification and ask questions as needed. I am aware that my involve-
ment in this study is entirely voluntary, and I possess the liberty to withdraw from the study at
any point, without the necessity of providing a justification, and without incurring any expenses.
I also acknowledge that I will be furnished with a copy of this consent form. With a full under -
standing of these conditions, I willingly consent to participate in this study.

Participant’s Signature Over Printed Name, Date: ______________

_______________________________________
Participant’s Guardian Over Printed Name (if underage), Date: ________________
____________________________________
Researcher’s Signature Over Printed Name
Date: _______________________________

APPENDIX C

RESEARCH INSTRUMENT

Determining the Correlation Between Self-Esteem and Mathematics Engagement Among

Senior High School Students in a Private School.

This survey is designed to collect data for the purpose of investigating the correlation be-
tween self-esteem and mathematics engagement among senior high school students at Cebu Roo-
sevelt Memorial Colleges, a private school. I kindly request your participation in answering the
following questions. Rest assured, the information you provide will be used exclusively for re-
search purposes and will be held in strict confidence.
Should you have any inquiries or require clarification about the survey, please feel free to
reach out to me at ennenajbooc7@gmail.com. I am here to assist you.
Your valuable contribution and support in this endeavor are greatly appreciated. Thank
you in advance for your participation.

I. Respondent’s Profile. Please check the appropriate circle.

Age: Sex: Respondent’s Strand:

15 Male HUMMS

16 Female STEM

17 ABM

18 GAS

19 ICT

20 above HE

II. This is a Self-Esteem questionnaire that has been adapted from the ROSENBERG SELF-ES-
TEEM SCALE, a measure developed by Rosenberg, M. (1965), to assess the self-esteem levels
of students. This section comprises 10 items scored on a 4-point Likert scale, with items 2, 5, 6,
8, and 9 being reverse-scored. Your responses will be quantified with "Strongly Disagree" as-
signed 1 point, "Disagree" allocated 2 points, "Agree" receiving 3 points, and "Strongly Agree"
getting 4 points. By summing the scores for all ten items, a continuous scale will be generated,
where higher totals indicate greater self-esteem. Below is a summary of the score and level of
self-esteem you will have.

Score Level of Self-esteem

Less than 20 Low self-esteem

20 - 30 Moderate self-esteem

Greater than 30 High self-esteem

To gain a deeper understanding of your thoughts and feelings regarding the subject of
mathematics, kindly respond to the following statements while considering your level of self-es-
teem in mathematics. As you complete the questionnaire, please carefully read each question and
select a single response. The information you provide will be used solely for research purposes,
and your cooperation is greatly appreciated.
 Your input is valuable, and the researcher extends gratitude for your patience and atten-
tion. Below is a list of statements relating to your overall sentiments about yourself. Please indi-
cate your level of agreement or disagreement by checking the appropriate box for each state-
ment.
Rating Scale Level of Self-Esteem
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
SELF-ESTEEM QUESTIONNAIRE
1. I feel content with my performance in
mathematics.
Description
You strongly believe that this
statement accurately de-
scribes your self-esteem when
it comes to mathematics. You
have a high level of self-es-
teem in math.
You agree with the statement
to some extent, indicating that
it partially reflects your self-
esteem in mathematics. You
have moderate self-esteem in
this context.
You do not agree with the
statement and feel that it
doesn't represent your self-es-
teem accurately in the realm
of mathematics. Your self-es-
teem regarding math may be
relatively low.
You strongly believe that this
statement does not apply to
you in the context of your
self-esteem related to mathe-
matics. You have a low opin-
ion of your mathematical
abilities.
1 2 3 4
 2. At times, I doubt my abilities in math.

3. I believe I possess several commendable

qualities related to math.

4. I can handle mathematical tasks as compe-

tently as most others.

5. I don't think there's much for me to boast

about regarding my math skills.

6. Occasionally, I do question my usefulness

in the realm of mathematics.

7. I consider myself a person of value, at least

on par with my peers in math.

8. I aspire to hold greater self-respect in my

mathematical abilities.

9. All things considered; I sometimes lean to-

wards feeling like I'm not succeeding in math.

10. I maintain a positive outlook toward my

mathematical abilities.

III. This is the Mathematics Engagement Survey, adapted from the study of Capuno, R and
Necesario, R, et. Al (2019) consisting of 5 aspects namely: (1) study habits with 9 items, (2) self-
confidence in mathematics with 12 items, (3) perceived value of mathematics with 7 items, (4)
enjoyment in mathematics with 9 items, and (5) motivation in mathematics with 4 items, which
is aimed at assessing students' attitude and involvement with mathematics. This survey encom-
passed questions designed to gauge their level of interest in mathematics and active participation
in math-related activities.
 Please indicate your level of agreement or disagreement by checking the appropriate box
for each statement.
Table 1: Respondent’s Study Habits in Math

Strongly Strongly
QUESTIONS Agree Disagree
Agree Disagree

1. I consider mathematics notwithstanding

when I am incredibly drained.

2. I examine mathematics first by choosing

what region to contemplate.

3. I ponder math for around 50 minutes and

then take around a ten-minute break before
beginning once more.

4. I always practice mathematics with a text-

book.

5. I consider mathematics with a friend(s), test

one another, share any useful information, and
foresee test questions.

6. In taking care of an issue, I give much con-

sideration to subtleties.

7. I think about mathematics for a long time

without respect to my timetable.

8. I feel good when I solve mathematics

problems by myself.

9. I study mathematics with a high level of

concentration.
Table II. Self-Confidence of the Respondents in Mathematics

Strongly Strongly
QUESTIONS Agree Disagree
Agree Disagree

1. Mathematics is one of my most hated sub-

jects.

2. My brain goes clear, and I am unfit to think

obviously when working with mathematics.

3. Studying mathematics makes me feel ner-

vous.

4. Mathematics makes me feel uncomfortable.

5. When I hear the word math, I have a feel-

ing of abhorrence.

6. Mathematics does not scare me at all.

7. I have a great deal of fearlessness regard-

ing mathematics.

8. I am ready to take care of scientific issues

without an excessive amount of trouble.

9. I hope to do genuinely well in any mathe-

matics class I take.

10. I am befuddled continuously in my mathe-

 matics class.

11. I learn mathematics easily.

12. I believe I am good at solving mathemati-

cal problems.

Table III. Value of Mathematics as Perceived by the Respondents

Strongly Strongly
QUESTIONS Agree Disagree
Agree Disagree

1. Mathematics is an extremely advantageous

and fundamental subject.

2. I want to develop my mathematics skills.

3. Mathematics builds up the psyche and

shows an individual’s way of thinking.

4. Mathematics is essential in everyday life.

5. Mathematics is a standout among the most

important subjects to consider.

6. A high school mathematics course would

be beneficial no matter what I decide to study.
 7. I can consider numerous ways that I use
math outside of school.

Table IV. Enjoyment of the Respondents in Mathematics

Strongly Strongly
QUESTIONS Agree Disagree
Agree Disagree

1. I have, for the most part, appreciated con-

sidering math in school.

2. Mathematics is dull and boring.

3. I like to take care of new issues in mathe-

matics.

4. I would want to complete a math task to

compose an exposition.

5. I like mathematics.

6. I am happier in a mathematics class than in

any other class.

7. Mathematics is a fascinating subject.

 8. I am open to communicating my thoughts
on the most proficient method to research for
answers to a troublesome issue in mathemat-
ics.

10. I am comfortable answering questions in

mathematics class.

Table V. Motivation of the Respondents in Mathematics

Strongly Strongly
QUESTIONS Agree Disagree
Agree Disagree

1. I am sure that I could teach people who

liked mathematics.

2. I might want to abstain from utilizing math

in tertiary study.

3. I will take more than the required measure

of mathematics.

4. I intend to do as much science as I can dur-

ing my training.
 CURRICULUM VITAE

JANNENE M. BOOC

Address: Malingin, Bogo City, Cebu

Date of Birth: January 18, 1999

Gender: Female

Status: Single

Contact No.: 09982030068

E-mail: ennenajbooc7@gmail.com

Academic Background:
Graduate Studies : Master of Arts in Education
Major in Mathematics
Cebu Roosevelt Memorial Colleges
San Vicente, Bogo City, Cebu
School Year 2020 – 2024
Tertiary : Bachelor of Secondary Education
Major in Mathematics
Cebu Roosevelt Memorial Colleges
San Vicente St. Bogo City Cebu
School Year 2015-2019
Secondary : Felipe R. Verallo Memorial Foundation Inc.
 Dakit, Bogo City, Cebu
School Year 2011-2015
Elementary : Malingin Elementary School
Malingin, Bogo City, Cebu
Year 2005-2011

Present Occupation:
Childcare Provider
Sitters Childcare Services
2022 – Present
Eligibility: LET Passer, 2022
Skills:
∙ Computer Literate: MS Word, MS Excel, MS PowerPoint
∙ Language: English, Filipino