SELF-CONFIDENCE AND MATHEMATICS PERFORMANCE: THE MODERATING ROLE

OF FAMILY SUPPORT

An Undergraduate Thesis
Presented to the Faculty of the College of Education
MINDANAO STATE UNIVERSITY-BUUG COLLEGE
Datu Panas,Buug, Zamboanga Sibugay

In Partial Fulfilment of the

Requirements for the Degree of
Bachelor of Secondary Education (BSED)
Major in Mathematics

LEAH JAY A. COLIGADO

JULIET SAMPILO
September 2023
 Chapter 1

Introduction

Background of the Study

Young Children should be encouraged to develop their mathematical thinking since

confidence is vital.(Master,2022)The fundamental techniques of counting, measuring, and

describing the shapes of objects have given rise to mathematics, the science of structure, order,

and relation. It deals with quantitative calculations and logical reasoning, and as it has evolved,

its subject matter has become increasingly idealized and abstract. (Bergen et. Al 2022)

The impact of mathematics on students' confidence is significant. The most crucial

quality for success in mathematics is confidence. On the other hand, confidence is significantly

impacted by mathematical performance. As a result, arithmetic offers a fantastic chance to boost

confidence. Your confidence in math can be established or broken with little effort. One

experience of feeling stupid about a math issue is all it takes for a kid to determine that math is

not their thing. We've witnessed it time and time again: a kid who "hates math" or "sucks at

math" asks us for assistance in their math class. (Alexander, 2023)

Mathematics has a lot of really beneficial effects on our minds. It strengthens our

analytical thinking, sharpens our minds, fosters pragmatism, and its applications can be used in

daily life. Everyday activities involve mathematics. (Gupta, 2020)

Students need to develop their mathematical confidence. Confident people are less frightened to

make mistakes and are more inclined to challenge themselves by attempting to answer more

difficult math problems. Thus, their math abilities improve as a result. (Uscianowski, 2017)
 Even if a child comes from a low- income family, comes from an immigrant background,

is raised by a single parent, or has limited resources at home learning shouldn’t be delayed or

restricted in any manner. The majority of today’s effective educational systems have recognized

this, and they have each developed their own methods for allocating resources in order to level

the playing field. (OECD 2016)

The early skills and later educational outcomes of children are significantly influenced by

the family related factors such as educational level, values and expectation of the parents.

Additionally, parents give their child a broad mathematical and early literacy input in addition to

other learning environments.(Watts,T.W et al, 2014)

As more students are facing bullying and harassment, confidence in school will suffer

and when it happens grades will also suffer. If a child losses self- confidence, they may lose

motivation in learning. By building confidence in students, parents and teachers can secure the

most important key to success: motivation (Kohli, 2023). This study will be conducted to

determine the relationship of self-confidence and mathematics performance and to help students

who lack of self-confidence especially in Mathematics.

Theoretical Framework

One of the pioneers of constructivism theory was Jean Piaget. His beliefs suggest that

people acquire knowledge through fusing their ideas and experiences. Due to his belief that the

individual is at the center of the process of knowledge creation and acquisition, his conception of

constructivism serves as the inspiration for radical constructivism. The great majority of Piaget's

beliefs were developed through his study with kids, and he frequently disputed the notion that

kids thought less than adults do. His research shows that kids don't have worse cognitive abilities

than adults. By putting up a theory including cognitive phases, he establishes that children

develop in diverse ways.

Jean Piaget's Theory of Learning

According to Jean Piaget (1979), human intellectual development progresses

chronologically through four sequential stages. The order in which the stages occur have been

found to be largely invariant, however the ages at which people enter each higher order stage

vary according to each person's hereditary and environmental characteristics.

Piaget defined intelligence as the ability to adapt to the environment. Adaptation takes

place through assimilation and through accommodation, with the two processes interacting

throughout life in different ways, according to the stage of mental development.

In assimilation, the individual absorbs new information, fitting features of the

environment into internal cognitive structures. In accommodation, the individual modifies those

internal cognitive structures to conform to the new information and meet the demands of the

environment. A balance is maintained through equilibration, as the individual organizes the

demands of the environment in terms of previously existing cognitive structures. A child moves

from one stage of cognitive development to another through the process of equilibration, through

understanding the underlying concept so that the understanding can be applied to new situations.

Equilibration is a balance between assimilation and accommodation.

The stages of cognitive development that Piaget distinguished are four: (Piaget, 1968)

Sensorimotor (0-2 years of age) - children begin to use imitation, memory and thought. They

begin to recognize that objects do not cease to exist when they are hidden from view. They move

from reflex actions to goal-directed activity.

Preoperational (2-7 years) - Children gradually develop language and the ability to think in

symbolic form. They are able to think operations through logically in one direction and they have

difficulty seeing another person’s point of view.

Concrete operational (7-11 years) - Children are able to solve concrete (hands-on) problems in

logical fashion. They understand the laws of conservation and are able to classify and serrate.

They also understand reversibility.

Formal operational (11-15 years of age) - Children are able to solve abstract problems in logical

fashion. Their thinking becomes more scientific, they develop concerns about social issues and

about identity.

Piaget suggested that when children do not understand or have difficulty with a certain

concept, it is due to a too-rapid passage from the qualitative structure of the problem (by simple

logical reasoning -e.g. a ball existing physically) to the quantitative or mathematical formulation

(in the sense of differences, similarity, weight, number, etc.). Conditions that can help the child

in his search for understanding according to Piaget is the use of active methods that permit the
child to explore spontaneously and require that "new truths" be learned, rediscovered or at least

reconstructed by the student not simply told to him (Piaget, 1968). He pointed out that the role of

the teacher is that of facilitator and organizer who creates situations and activities that present a

problem to the student. The teacher must also provide counter examples that lead children to

reflect on and reconsider hasty solutions. Piaget argued that a student who achieves a certain

knowledge through free investigation and spontaneous effort will later be able to retain it. He

will have acquired a methodology that serves him for the rest of his life and will stimulate his

curiosity without risk of exhausting it.

A third type of knowledge that Piaget suggests is social or conventional knowledge. He

said that it is always through the external educational action of family surroundings that the

young child learns language, which Piaget (1973) called is an "expression of collective values."

Piaget pointed out that without external social transmission (which is also educational) the

continuity of collective language remains practically impossible.

There are three types of feelings or emotional tendencies, according to Piaget, that affect

the ethical life of the child, that are first found in his mental constitution. In the first place is the

need for love, which plays a basic role in development in various forms from the cradle to

adolescence. There is a feeling of fear of those who are bigger and stronger than himself, which

plays an important role in his conduct. The third is mixed, composed of affection and fear at the

same time. It is the feeling of respect that is very important in the formation or exercise of moral

conscience.

Nodding’s (1990a) points out certain characteristics that constructivist teachers must have

an ethical commitment to inquiry in order to aid students in their investigations, and the
receptivity and responsiveness of an ethic of care which involves sharing and listening to

students, taking interest in their purposes as well as in those of the teachers' truth.

A constructivist view of knowledge implies that knowledge is continuously created and

reconstructed so that there can be no template for constructivist teaching (Peterson & Knapp,

1993). Since this point of view holds that learning involves student's constructing their own

knowledge, this leads to a redefinition of the teachers' role to one of facilitator. This also leads to

teaching that emphasizes the importance of listening to and valuing students' perception, even

when their understanding differs from conventional knowledge (Cochran, Barson & Davis,

1970).

A social cognitive theory served as the foundation for the development of the self-

efficacy hypothesis (Bandura, 1986). Bandura suggests that people's sense of self-worth serves as

a typical cognitive mechanism for managing their motivation, intellectual processes, emotional

responses, and behavioral choices. The notion was initially put up to explain the disparate

outcomes produced by the various approaches to treating anxiety in clinical psychology. Since

then, it has been developed and applied to additional psychosocial functioning domains, such as

motivation, the development of cognitive skills, job choice and development, exercise and health

behavior, and motor performance.

According to the Family Systems Theory, a family can be better understood by looking at

it as a full system. This one system is made up of a complicated network of interconnected parts,

subsystems, and family members, each of which serves a specific role.

Some crucial ideas in the Family Systems Theory include:

 Boundaries (such as who is a member of the system), equilibrium (such as when stressed

or in a crisis, the system tries to return to its initial condition where members are comfortable and

functional), and bidirectional communication are all important (e.g., a change with one member

will impact at least one other member, and hence impact the whole system).

According to this theory, assessments that involve other members of the system rather

than focusing on just one family member are beneficial for those who are going through a crisis

or have a problem .

The underlying premise of this idea is that families are capable of self-reflection and

conscious goal-setting. When a family system recognizes that a specific family pattern is

dysfunctional and identifies new procedures that meet the family's objectives, change can take

place. One significant shift that a family system may decide to undertake or is compelled to

make is resettlement.

We must look at the structure of the family unit and the activities that take place within

that family system in order to evaluate patterns of adjustment in families that have relocated to a

new nation.
Conceptual Framework

Dependent Variable. Independent Variable

Mathematics performance Self Confidence

S

Moderating Variable

Family Support

Figure 1. Conceptual Paradigm

The conceptual paradigm shows the relationship between independent and dependent

variables. Self-Confidence and Mathematics performance: The moderating role of Family

Support.

Statement of the Problem

The study is all about Self-Confidence and Mathematics Performance with The

Moderating variable of Family support.

It tries to answer the following questions:

1. What is the level of Self-Confidence of grade VII learners?

2. What is the level of Mathematics performance of grade VII learners?
3. What is the level of Family support of grade VII learners?
4. Is there a significant relationship between self-confidence and Mathematics performance?

5. Is there a significant relationship between self-confidence and Family Support?

6. Is there a significant relationship between family support and Mathematics Performance?

7. Does Family support have an impact to Self-Confidence and Mathematics Performance?

Hypothesis

Ho: There is no significant relationship between self-confidence and mathematics performance

with moderating variable.

Significance of the Study

The following individuals or groups are considered as the beneficiary of the study as they are

directly benefits this study.

Administrator- This study will help the administrator to conduct or improve the school

curriculum to help improve students’ performance.

Guidance Counselor- This study gives an overview to the guidance counselor or on how to guide

the students in boosting self-confidence in mathematics class.

Other Researchers- The other researchers can use this study to gain knowledge, and can be their

basis in making their study.

Parents- This study will inform the parents what or how beneficial family support is to self-

confidence and mathematics performance.

Students-This study will be remarkable to the students for them to analyze the importance of

Self-confidence and mathematics performance.

Scope and Limitation of the Study

The Limitation of this study focuses primarily on the Self Confidence and Mathematics

Performance with the moderating role of Family Support in Mindanao State University-Buug

Campus.

Operational Definition of Terms

Family support. It refers to the emotional, financial, and practical assistance that family members
offer to one another.
Mathematics Performance. It refers to the first grading grade of the students in mathematics.
Moderation Variable. It is a type of variable that affects the relationship between a dependent
variable and an independent variable
Motivation. It is the act or process of giving someone a reason for doing something: the act or

process of motivating someone.

Perseverance. It refers to the persistence in doing something despite difficulty or delay in

achieving success.
Self Confidence. It refers to the attitude about the skills and abilities. It also means acceptance

and trust in yourself and have a sense of control in your life.

Self-Reliance. It refers to the ability to independently choose and execute a course of action that

results in you getting something you want.

Taking risks. It refers to the act or fact of doing something that involves danger or risk in order to
achieve a goal.
Valuing Mistakes. It refers to the act of making a mistake and making it as a new opportunity to
learn new things.
 Chapter 2

Review of Related Literature` and Studies

Children must have confidence in their ability to comprehend and learn math in order for

them to understand it. In our culture, there is a widespread notion that aptitude for arithmetic

comes naturally. Researchers like Carol Dweck, however, have made significant efforts to refute

this notion. Those with a growth mindset believed that their talents can be changed by study,

practice, and hard work, but people with a fixed mindset feel that our abilities and intelligence

cannot be changed. We need to encourage a growth mentality in our kids as teachers. A growth

mindset is shown in mathematical confidence, which includes tenacity, a positive attitude toward

errors, a willingness to take chances, and self-reliance.

Perseverance

Children's attitudes toward difficulties and failure are influenced by their mathematical

confidence. Youngsters who lack self-confidence may make a mistake or fail and define

themselves by that mistake, coming to the conclusion that they lack intelligence. Some kids

could become frustrated and give up when faced with a problem since they don't think they are

intelligent enough to solve it. On the other hand, pupils who consider themselves to be "smart"

could think that any difficulty proves their lack of intelligence. They would then try to avoid
something that might require labor in order to maintain their appearance of "smartness" as a

result. Math-confident kids approach difficult arithmetic problems in an entirely different way

than those who lack that confidence. Failure is an opportunity to develop and learn. That is an

opportunity to think.

This is an opportunity for reflection and self-evaluation. Children are instructed to "make

sense of arithmetic problems and persevere in solving them" in Common Core Mathematical

Practice Standard 1. (CCSSO 2010). Teenagers who are confident in their mathematics abilities

can continue through difficult problems, trying and trying again until they find the solution. It is

our duty as educators to assist them in developing this tenacity.

Valuing Mistakes

Fear of making mistakes, and being labeled as "wrong" or "failed," is one of the greatest

hurdles to endurance and to mathematical confidence. It is impossible for students to solve

problems effectively when they are afraid of making mistakes. Because they can't be certain a

tactic will lead to the correct solution, they are cautious to undertake it. Strong arithmetic

confidence in kids allows them to try new things without fear of failing. They understand that

errors serve as learning opportunities. In her book Mathematical Mindsets, Jo Boaler explores

the findings of brain studies that demonstrate how our minds change and improve as a result of

mistakes. There is no creation of brand-new brain connections when students correctly solve a

problem.

Nevertheless, when a pupil blunders, synapses in the brain activate, creating fresh

connections and pathways. Most unexpectedly, even when we aren't aware of our blunders, new

neural pathways are created as a result of them (Boaler 2016). According to Boaler's research,
people of all ages learn best when they are pushed and make mistakes. Errors should be praised

in a math classroom as "wonderful errors! “And educational possibilities, not only as erroneous

replies.

Taking Risk

Young children must develop their courage with novel concepts if they want to succeed

as mathematicians. They must have the self-assurance to experiment, try new things, and express

their opinions, even when they differ from those of others. When pupils have the self-confidence

to take calculated risks, they are aware that if one approach doesn't work, they can always try

another. If young children wish to succeed as mathematicians, they must cultivate their boldness

with fresh ideas. They must possess the confidence to take risks, try new things, and speak their

minds, even when they don't agree with others. When students are self-assured enough to take

calculated risks, they are conscious of the fact that they can always try a different strategy if the

first one doesn't work.

Self-Reliance

When pupils are confident in their abilities as mathematicians, they don't rely on the

teacher to direct them or explain a solution to a problem. They check their own work and provide

justification for their conclusions rather than seeking confirmation of their solutions. They need

to gain the mathematical self-assurance necessary to persevere through challenging tasks, accept

constructive failures, and challenge themselves by attempting novel tactics and ideas without

continually turning to the teacher for guidance.

Encouraging Mathematical Confidence

It is our duty as educators to work toward creating a learning environment where kids can

strive, make mistakes, and take chances with unfamiliar concepts while still feeling confidence

in their mathematical skills. Little can prevent children from developing their mathematics skills

when they have this confidence. (Audet, 2018)

Self-efficacy is also referred to by Zimmerman (2000) as "an individual's a conclusion

regarding his or her capacity to do the task. In contrast, self-confidence refers more generally to a

person's faith in their own abilities. Hence, considering both definitions make it clear that self-

efficacy is a special kind of belief. While self-assurance is a general personality quality,

confidence is specific to a scenario.

Accordingly, Self-efficacy can be thought of as situational self-assurance. For instance, a

student's confidence in his or her capacity to carry out the actions necessary to finish an

assignment since the arithmetic course demonstrates self-efficacy, but the student's views in

Overall aptitude for learning mathematics is a sign of confidence. Each of these ideas are

acknowledged as psychological building blocks that play an important role in the literature.

Achievement in mathematics is essential to overall academic success. Early math

proficiency in kids can strongly predict later academic success, financial success, and career

choices (e.g., Duncan et al., 2007). Both internal and external factors, such as academic self-

concept, cognitive abilities, popularity among classmates, and perceived teacher support at

school, can have an impact on children's math achievement (Niehaus et al., 2012; Veas et al.,

2015).In particular, school policies that encourage parents to assist their children in learning

mathematics at home have been linked to pupils performing better on standardized arithmetic
achievement tests (Sheldon and Epstein, 2005). Positive mathematics outcomes in children have

been found to be enabled by activities like parents providing home-based support for learning

and applauding student accomplishments, for instance (Ginsburg-Block et al., 2010).

There are numerous methods to operationalize the concept of parents being involved in

their children's education (Hornby, 2011). Some researchers define parent involvement

specifically as including a variety of parental behaviors and activities that are relevant to

children's learning at school and at home; others define parental involvement generally as the

investment parents make in their children's education, whether it be financially or behaviorally

(Hoover-Dempsey and Sandler, 1997; LaRocque et al., 2011).

Hornby (2011) defined the six most prevalent models of parental involvement in

children's education as being a protective, expert, transmission, curriculum enrichment,

consumer, and partnership model. Although reviewing all of these models would go beyond the

scope of the current research, there are few factors that set them apart. One important factor in

these models, for instance, is how parents interact with the educational system. Because teachers

are seen as the experts in the protective and expert models, there is little parent involvement.

Instead, parents are only expected to make sure their children comply with school expectations.

In contrast, parents engage with the school system more in the curriculum enrichment and

partnership models because school officials consider them as resources for how to support their

students' learning as well as experts on their children. Some still view parental engagement as
encompassing more than just how parents collaborate with educators or allocate funds to their

kids' education. Ryan and Deci's (2008)

The degree to which parental characteristics enable their kids to be active, creative agents

in their own learning is covered by the self-determination theory. Liu et al (2013).’s research, for

instance, demonstrated that parental involvement controlled children's self-directed motivation,

which in turn influenced their capacity for creative thought. Numerous other research (e.g.,

Cooper et al., 2000; Dumont et al., 2012; Moè et al., 2020) have demonstrated that parental

practices can either help or hinder children's accomplishment depending on whether they nurture

autonomy or control in their offspring.

The literature suggests that a student's academic success may also be influenced by the

family characteristics in which they are raised. Hurn (1993) asserted that one of the key elements

affecting achievement is the family. According to the literature, some of the key family-related

variables influencing students' math achievement include socioeconomic and cultural status of

the family (Yamamoto & Holloway, 2010), parental involvement in their child's education

(Christenson, 2004; Fantuzzo et al., 2000; ad, 2012), and the expectations that families have for

their children (Marchesi & Martin, 2002; Siraj-Blatchford, 2010). Family socioeconomic status

is a collective terminology comprising of social class/status, economic status, family size, family

structure, parental education level, occupation and other factors pertaining to family life (Muola,

2010). (Muola, 2010). According to OECD (2019), the parents of the students with low academic

success are more likely to have low educational levels, work in less prestigious jobs with low

wages, migrate, speak a different language at home rather than educational language and have a

rural origin.
 The explanatory power of Socioeconomic Status (SES) factors for student achievement

varies in different countries (Harju-Luukkainen et al., 2020). (Harju-Luukkainen et al., 2020).

Irin (2005) asserts that in addition to being directly related to academic achievement, the SES of

the student's upbringing is also indirectly related through a number of interaction systems, such

as the students' racial and ethnic backgrounds, grade levels, and school/neighbourhood locations.

For instance, the family's socioeconomic status (SES), which will largely determine where the

child will live and attend school, not only provides resources for the home but also indirectly

establishes supportive relationships between structural forces and people (such as parent-school

relationships) through social capital. The SES promotes sharing of social norms and values

required for students to succeed in schools through social capital. It is suggested that

socioeconomic indicators such as parents’ highest education level, parents’ highest occupation

level, family income and size are important determinants of achievement (Chevalier & Lanot,

2002; Juma et al., 2012; Şirin, 2005; Tomul & Savasci, 2012).

There is high probability of families with a high level of the SES to offer their children a

better quality of academic support availability (Alokan et al., 2013; Kudari, 2016; McNeal,

1999). Parents’ highest education level and family income are suggested to be the long-term

determinants of achievement and specifically the parental education level is the most important

reason for the difference in student achievement (Chevalier & Lanot, 2002). It is remarked that

the increase in family income leads to school achievement at every level of education (Juma et

al., 2012) and generally the children of poor family have lower achievement (Chevalier & Lanot,

2002).

According to Kyriakides et al. (2019), on the one hand, students are unable to live in a

more developed settlement area, have a supportive peer group, or attend a school that offers a
quality education. It restricts the degree to which families can pay for a child's education. In

addition to these, family traits like size, sibling count, and birth order, as well as the household's

neighbourhood and parents' highest level of education, also seem to have an impact on students'

academic performance. It is reported that as the number of individuals in the family increases,

the achievement decreases (Juma et al., 2012). (Juma et al., 2012). In contrast to their younger

siblings, older children in developing nations have lower success rates and fewer opportunities

for higher education (Smits, 2007).

Harju-Luukkainen et al. (2020) presented that the family-related factors, like parent’s

educational level, their values and expectations have a significant impact on child’s early skills

and later educational outcomes. Especially the early years math knowledge is significantly

correlated with later math and reading skills (Harju-Luukkainen et al., 2020; Watts et al., 2014).

Hence parents tend to provide their child with a broad math and early literacy input. According

to recent longitudinal study (Lehrl et al., 2020), book exposure and the quality of verbal

interaction regarding math predicted 554 3-year-old children’s math outcomes in secondary

school and those effects were mediated through early language and arithmetic skills. The

findings revealed that family support had consistent and positive effect on academic achievement

and self–concept of learners. Similarly, Schmitt and Kleine (2010) studied the influence of

family–school relations on achievement. They have found that family relationship affects

student's achievement. On the other hand, Zippert and Rittle-Johnson (2020) reported barely any

links between parent support and children’s broad math skills. And depending on a student's

gender, SES, and language ability, the effect of early academic skills on their educational

outcomes can vary (Hannover Research, 2016).

Related studies
 Beginning around the turn of the 20th century, researchers began to study beliefs as a

psychological construct but diminished as behaviorism spread (Leder, Pehkonen, Törner, &

ebrary Inc., 2002), which considered observing people's conduct to be the sole way applicable

when one's thinking. In light of the development of cognitive psychology in the Attempts in the

1950s to understand this mind and its internal organization utilizing mechanical analogies (Leder

et al., 2002). (Leder et al., 2002). Researchers in mathematics education were also observing

similar pattern. Using cognitivist structures to comprehend mathematical reasoning has affected

this direction.

According to the research of Cascara &Morales (2014) after conducting a critical analysis

of the study's findings, they felt it was necessary to make the following recommendations:

Students should practice math problems every day, stressing the importance of repetition in math

and the fact that practice will help students achieve the highest level of mathematical confidence

necessary to solve problems. Less capable children shouldn't be put in threatening situations by

teachers. Instead, they ought to give these children the right direction for participating in class up

until their level of math confidence increases. In order to boost their children's self-confidence in

mathematics and enhance their performance, parents should take an active role by providing

them with the right motivation and encouragement. To confirm the outcome of further research,

these studies. “Students' understanding of mathematics, their ability to use it to solve problems,

their confidence in, and disposition toward, mathematics are all shaped by the teaching they

encounter in school," the National Council of Teachers of Mathematics (NCTM) National

Council of Teachers of Mathematics standards (2000) state to the teachers.

 Chapter 3

Methodology

Research Design

This study utilized quantitative method. Especially descriptive design to get the necessary

data for the Self-Confidence and Mathematics Performance: The Moderating role of Family

Support to the Grade 7 learners of MSU-Buug Laboratory High School. According to Cresswell

(2013). A Quantitative method involves data collection, analyzing, interpreting and putting the

results of the study down. Factors like population. Sample Design are the guided tools in this

approach. Peculiar methods are available are available in both survey and experimental research

that direct bearing with the factors named above This study is a form of descriptive research

utilizing survey method. Kothari (2004) stated that descriptive research design utilized survey

method of all kinds to include comparative and correlational methods. It is considered as survey

method because the researcher collected and analyze a large amount of data pertaining to the

variable being studied.

Research Locale
 This study will be conducted in Mindanao State University-Buug Campus Laboratory

Junior High School which is located at Datu Panas, Buug Zamboanga Sibugay.It is one of the

prestigious schools in the entire Zamboanga Sibugay which is about 600 meters from the Buug,

National Highway. This school is accessible by any land transportation.

Research Participants

The respondents of this study is the Grade 7 Gold learners of Mindanao State University-

Buug Laboratory High School, Buug, Zamboanga Sibugay Province during the school year

2022-2023 and currently taking Mathematics subjects.

Sample and Sampling Procedures

The selection of the participants will be made by purposive sampling. The researchers

will select the Grade VII-Gold students to be part of this study based on their own existing

knowledge that the first section is expected to be competitive. Aside from that, they are also new

from high school environment and during the 2 years pandemic their modes of instruction

changed. By that, researchers are expected that the respondents are very helpful in this study,

that is to determine the relationship of Self- confidence and mathematics performance with the

moderating role of family support.

Research Instrument
 This research study uses questionnaire-checklist. It is composed of 20 statements where

the respondents can answer according to their perceptions. It can be answered by checking the

statements whether, Always, Usually, Sometimes, Rarely and Never. This questionnaire will be

adopted but will undergo Reliability Test.

Data Gathering Procedure

The researchers will send a letter to the dean of College of Education informing about the

said research to be conducted and to seek approval. Upon the approval, the researchers will send

a letter to the principal of Mindanao State University-Buug Laboratory Junior High School to

conduct the study and gather data. Upon the approval, the researchers will send a letter to the

adviser and the subject teacher informing them about the study. After given permission by the

principal and adviser to conduct a study, the researchers will hand a consent to the parents of the

participants upon their willingness for their child to be a participant of the study. Also, the

researchers will ask permission to the Math teacher for the copy of first grading grades of the

respondents. After the permission, the researchers will gave the questionnaire-checklist prepared

by the researchers in their vacant time. The first grading grades of the participants in

mathematics serve as their mathematics performance and these made available by the subject

teachers. Furthermore, researchers informed the respondents that their names and grades are of

great confidentiality.
Statistical Tools

The following statistical tools will be used to answer the statement of the problem of the

study.

Pearson Correlation

T-test

Weighted Mean

1. Weighted Mean

WM=
∑ (WX )
∑W
Where:

WM = Weighted mean

⅀ = Summation

w = Weight

x = Value

2. Pearson Product Moment Correlation Coefficient:

Where:

r = correlation coefficient

n = number of responses

⅀x = sum of mean responses

⅀y = sum of academic performances

 x 2−x 1
t=
3. T-test
√
2 2
δ2 δ1
+
N2 N1

Ethical Considerations

The researcher of this study made known to the participants the kind and purpose of this

research. After which, the researcher asked the permission of the Dean of the College of

Education, Principal of the MSU-Buug Laboratory Junior High School, Grade VII Gold adviser

and their Mathematics teacher to conduct interview to the students as to their willingness to be

part of the study. The researcher gives informed consent to the Class Adviser. It was also assured

to the participants their inclusions to this study as participants in all respects and the data

gathered from the interview they answered will be kept confidential. It was also explained to the

participants that anytime they do not like to continue as participants they may quit.

BIBLIOGRAPHY
Cooper, H., Lindsay, J. J., and Nye, B. (2000). Homework in the home: how student, family,
and parenting-style differences relate to the homework process. Contemp. Educ. Psychol. 25,
464–487. doi: 10.1006/ceps.1999.1036

Deci, E. L., and Ryan, R. M. (2008). Self-determination theory: a macrotheory of human

motivation, development, and health. Can. Psychol. 49, 182–185. doi: 10.1037/a0012801

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et
al. (2007). School readiness and later achievement. Dev. Psychol. 43, 1428–1446.

Dumont, H., Trautwein, U., Lüdtke, O., Neumann, M., Niggli, A., and Schnyder, I. (2012).
Does parental homework involvement mediate the relationship between family background
and educational outcomes? Contemp. Educ. Psychol. 37, 55–69. doi:
10.1016/j.cedpsych.2011.09.004

Ginsburg-Block, M., Manz, P. H., and McWayne, C. (2010). “Partnering to foster

achievement in reading and mathematics,” in Handbook of School-Family Partnerships, eds
S. Christenson and A. Reschly (New York, NY: Routledge), 175–203.

Hornby, G. (2011). Parental Involvement in Childhood Education. New York, NY: Springer.

Hoover-Dempsey, K. V., and Sandler, H. M. (1997). Why do parents become involved in

their children’s education? Rev. Educ. Res. 67, 3–42. doi: 10.3102/00346543067001003

Importance of Mathematics in our life. (n.d.). Importance of Mathematics in Our Life.

https://www.linkedin.com/pulse/importance-mathematics-our-life-kush-gupta

LaRocque, M., Kleiman, I., and Darling, S. M. (2011). Parental involvement: the missing
link in school achievement. Prevent. Sch. Fail. 55, 115–122. doi:
10.1080/10459880903472876

Liu, G., Zhang, S., Zhang, J., Lee, C., Wang, Y., and Brownell, M. (2013). Autonomous
motivation and Chinese adolescents’ creative thinking: the moderating role of parental
involvement. Creat. Res. J. 25, 446–456. doi: 10.1080/10400419.2013.843401

Moè, A., Katz, I., and Alesi, M. (2018). Scaffolding for motivation by parents, and child
homework motivations and emotions: effects of a training programme. Br. J. Educ. Psychol.
88, 323–344. doi: 10.1111/bjep.12216

Niehaus, K., Rudasill, K. M., and Rakes, C. R. (2012). A longitudinal study of school
connectedness and academic outcomes across sixth grade. J. Sch. Psychol. 50, 443–460. doi:
10.1016/j.jsp.2012.03.002

Park, A. (2022, March 25). Why Math Is Important In Early Education For Your Child.
Avalon Park. https://kidsrkids.com/avalon-park/2022/03/25/why-math-is-important-in-early-
education/
Self-Confidence and Performance | Learning, Remembering, Believing: Enhancing Human
Performance |The National Academies Press. (n.d.). Self-Confidence and Performance |
Learning, Remembering, Believing: Enhancing Human Performance |the National
Academies Press. https://doi.org/10.17226/2303

Sheldon, S. B., and Epstein, J. L. (2007). Parent Survey of Family and Community
Involvement in the Elementary and Middle Grades. Baltimore: Johns Hopkins University.

Tomul, E., Önder, E., & Taslidere, E. (2021, October 22). The relative effect of student,
family and school-related factors on math achievement by location of the school - Large-
scale Assessments in Education. SpringerOpen. https://doi.org/10.1186/s40536-021-00117-1

Veas, A., Castejón, J. L., Gilar, R., and Miñano, P. (2015). Academic achievement in early
adolescence: the influence of cognitive and non-cognitive variables. J. Gen. Psychol. 142,
273–294. doi: 10.1080/00221309.2015.1092940

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary

Educational Psychology, 25, 82-91.
 Republic of the Philippines
Mindanao State University- Buug Campus
Datu Panas, Buug Zamboanga Sibugay

September 25,2023

ALDIN PAUL S. GENOVIA, Ed. D, JD

Dean
This Campus

Sir:

We, LEAH JAY A. COLIGADO and JULIET D. SAMPILO, fourth year college students
taking up BSED MATHEMATICS from the College of Education of Mindanao State University-
Buug Campus are currently undertaking our undergraduate thesis entitled “SELF-
CONFIDENCE AND MATHEMATICS PERFORMANCE: THE MODERATING ROLE OF
FAMILY SUPPORT” as part of the requirements in the course.

In this regard, we would like to ask permission that we will be allowed to distribute
questionnaire checklist to the respondents.

Your favourable action extended to this request is much appreciated. Thank you and more
power!

Very truly yours,

 (Sgd.) LEAH JAY A. COLIGADO

(Sgd.) JULIET D. SAMPILO

BSED MATH STUDENTS

Noted by:
(Sgd.) ANGELITO A. RENDIZA
Thesis Adviser
Republic of the Philippines
Mindanao State University- Buug Campus
Datu Panas, Buug Zamboanga Sibugay

September 25, 2023

DR. JAMERAIDA A. HADJI JAMEL

Principal
Laboratory, Junior High School
This Campus

Ma’am,

Greetings of Peace!

The undersigned are fourth year students from the College of Education taking up
Bachelor of Secondary Education Major in Mathematics, and are currently taking thesis writing.
We have chosen the Mindanao State University Buug Laboratory Junior High School
Department to be the Locale of the study.

In line with this, we would like to ask permission from your good office to allow us to
conduct a study by allowing us to give questionnaire to the respondents.

We are hoping for your favorable response and kind consideration.

 Thank you and more power!
Very truly yours,

(Sgd.) LEAH JAY A. COLIGADO

(Sgd.) JULIET D. SAMPILO

BSED MATH STUDENTS

Noted by: (Sgd.) ANGELITO A. RENDIZA

Thesis Adviser
Republic of the Philippines
Mindanao State University- Buug Campus
Datu Panas, Buug Zamboanga Sibugay

September 25, 2023M

MRS. MAAIDA U. SALIPADA
Adviser
Grade VII Gold
Laboratory Junior High School Department

Ma’am,

Greetings of Peace!

The undersigned are fourth year students from the College of Education taking up
Bachelor of Secondary Education Major in Mathematics, and are currently taking thesis writing.
We have chosen the Mindanao State University Buug Laboratory Junior High School
Department to be the Locale of the study.

In line with this, we would like to ask permission from your good office to allow us to
conduct a study by allowing us to give questionnaire to the respondents in their vacant time.

We are hoping for your favorable response and kind consideration. Thank you and more
power!
 Respectfully yours,

(Sgd.) LEAH JAY A. COLIGADO

(Sgd.) JULIET D. SAMPILO

BSED MATH STUDENTS

Noted by: (Sgd.) ANGELITO A. RENDIZA

Thesis Adviser
Republic of the Philippines
Mindanao State University- Buug Campus
Datu Panas, Buug Zamboanga Sibugay

Dear Respondents,

The researchers are currently conduction a research entitled “SELF-CONFIDENCE

AND MATHEMATICS PERFORMANCE: THE MODERATING ROLE OF FAMILY
SUPPORT” in Grade VII Gold of MSU- BC.

In this connection the researchers humbly ask your consent to answer the questionnaire
given by the researchers for the completion and success of the study.

They will appreciate much if you will participate and do well in the evaluation. Rest
assured that your answers as well as your identity will be treated with strict confidentiality.

Thank you very much for your cooperation and God Bless.

Respectfully yours,

(Sgd.) LEAH JAY A. COLIGADO

(Sgd.) JULIET D. SAMPILO

 BSED MATH STUDENTS

Noted by:
(Sgd.) ANGELITO A. RENDIZA
Thesis Adviser

Republic of the Philippines

Mindanao State University- Buug Campus
Datu Panas, Buug Zamboanga Sibugay

Dear Parents,

The researchers are currently conducting a research entitled “SELF-CONFIDENCE

AND MATHEMATICS PERFORMANCE: THE MODERATING ROLE OF FAMILY
SUPPORT” in Grade VII Gold of Mindanao State University.

In this regard the researchers humbly ask your consent to allow your child to be part of
the said study. Rest assured that their answers and identity will be treated with strict
confidentiality. Thank you and God Bless.

Please fill in the missing terms.

I ___________________________________________ the ______________ of

(Name of parent) (Mother/father/guardian)

_____________________________________ of Grade VII Gold allows my child to participate

(Name of child)

in the research given by the researchers as long as their identity and answers will be kept

confidential.
 (Sgd.) LEAH JAY A. COLIGADO

(Sgd.) JULIET D. SAMPILO

BSED MATH STUDENTS

Noted by: (Sgd.) ANGELITO A. RENDIZA

Thesis Adviser