Self-Efficacy Among Grade 11 STEM Students in Marinduque

State College Towards Mathematics Subject

A Research Paper

Presented to the Faculty of the Integrated High School

Marinduque State College

In Partial Fulfillment of the Requirements

for Research/Capstone Project

by

Macunat, Daven Dave U.

Peña, Jerardwyn Grace R.

Ponce, Mark Daniel O.

Saez, Brylle Ildefon V.

Siena, Bien Carlo M.

 CHAPTER I

INTRODUCTION

Background of the Study

Mathematics has always been considered as one of the most essential core in school

curriculum (Orton & Frobisher, 2004). However, performance in Mathematics continues to be a

problem for many countries, especially in the Philippines. Base from the results of the National

Achievemnt Test (NAT) for SY 2011-2012, students fall flat in Mathematics. Having an overall

mean of only 46.37 MPS which goes down second to the lowest, next to Science. Same

conclusion was revealed by the further studies and the given results of the Trends in International

Mathematics and Science Study (TIMSS).

According to Parker et al. (2013) one of the reasons why students performed poorly in

Mathematics is their attitude towards the subject. This was supported by several studies which

proved that their attitude has strong relationships with their performance. On the other hand, self-

efficacy was also seen as a strong factor, as several studies revealed that there is a strong

relationship between self-efficacy and students’ Mathematical performance (Pampaka et al.,

2011; Fast et al., 2010; Liang, 2010).

As self-efficacy when combined with the concept of Mathematics indicates the student’s

self-belief in their ability to overcome difficulties or obstacles in solving Math problems. Then

such a belief has something important to do with motivation, since confidence that an individual

will be able to solve a problem will be a precursor in investing time and effort that was crucial in

tackling it.

And as a lot of students still perceive Mathematics as a rather complex subject, they often

shows a low self-efficacy towards the learning of it. In 2005, Gallup conducted a poll that asked
students to name the school subject that they considered to be the most difficult. And not

surprisingly, Mathematics came out on top of the difficulty chart. Thus concludes that the

problem with Math starts with the fact that students believe that it is difficult, and they are not

capable in solving such.

According to Perry & Ashley (2018), students fall into three categories when it comes to

understanding Math; (1) Math comes easy, (2) Math is difficult, and (3) “I will never get it”.

They also suggest that the problem why many perceived Mathematics as a difficult subject is

because it requires patience and persistence. Therefore, simply it requires a lot of effort time and

energy to comprehend. It was never because of brain power, rather it is because of student’s

staying power. Their beliefs that they can or can never do it, and their will to continue or just

give up trying to understand the topic.

Recent researches, just like those of Alpacion et al., 2014 shows that the Mathematics

subjects continues to pose a challenge for students, with their results showing the low

performance of students in the said subject. They had also concluded that there is still so much to

be done in the area of Mathematics. And for not approaching the proficiency level, coupled with

data supported by the NAT nad TIMSS results, their research validated the country’s need to

work for the better improvement of the particular subject. Results also show that the student’s

self-efficacy, was neither high nor low. This is why they concluded that this is not only a cause

for alarm, but rather a call for an immediate action. Since if this was not properly adressed, the

Philippines will continue to dig deep into the bottom of low performing country.

It is one of the reasons why the researchers are willing to undertake the study about the

self-efficacy of students towards the Mathematics subject. Using Marinduque State College as

the research locale, and focusing on students who belong to STEM 11, which the researchers
view to have the greatest concern and wider experiences.The researchers aim to determine the

level of self-efficacy of STEM 11 Students in Marinduque State College towards Mathematics

Subject. As well as the factors affecting the self-efficacy of the said students. Furthermore, to

ascertain the Mathematics activities which intensify the self-efficacy of STEM 11 Students in

Marinduque State College towards Mathematics Subject. Upon gathering and analyzing the

results, the researchers believe that this study will be a great benefit in crafting appropriate

solutions for the problem presented above.

Statement of the Problem

This study will be conducted to recognize the level of self-efficacy of STEM 11 Students

in Marinduque State College towards Mathematics.

Specifically, the researchers sought to answer the following questions:

What are the factors affecting the self-efficacy of STEM 11 Students in Marinduque State

College towards Mathematics?

What Mathematics tasks intensify the self-efficacy of STEM 11 Students in Marinduque

State College towards Mathematics Subject?

Significance of the Study

The results of this study will be of great benefits and assistance to the following:
 The MSC. They will be able to comprehend the significance of students' self-efficacy in

mathematics. This research will assist them in considering methods to improve students' attitudes

toward mathematics.

The DEPED. They will be aware of how each student's beliefs can lead to some learning

objectives in the mathematics subjects. They will be able to devise more effective methods to

assist students in learning mathematics.

The Students. They will be given the chance to express their current thoughts and ideas

on how they motivate themselves to study mathematics. This research will assist them in

informing the DEPED and the school about how they evaluate themselves in mathematics.

The Researchers. They will have a better knowledge of how students are productive in

mathematics and how they have attained particular goals.

The Future Researchers. This research will serve as a starting point, a guide, and a

point of reference for further related studies.

Scope and Delimitation

This study is to focus on identifying the Self-efficacy of STEM 11 Students in

Marinduque State College Towards Mathematics Subject. The collection of data will be
conducted on the Grade 11 STEM students of (MSC IHS), which will represent the population.

Other questions that are not related to the self-efficacy of students towards Mathematics Subject

will be disregarded by the researchers and will not be tackled in this study. Students from the

other strands are not within the scope of the research. The data gathering procedure will begin

and will end before the end of April 2022 at the Marinduque State College Integrated High

School (MSC IHS).

Conceptual Framework

The framework of this study is supported by the research done by Demaray and Malecki (2002,

2003; Demaray et al. 2009), where in a series of studies of third through 12th grade students,

they found that the perceived frequencies of parental, teacher, and peer support were related

positively to higher academic self-concept, yet during that same time period, students’ feelings

about the importance and frequency of social support from teachers, schools, parents, and peers

declined.

Research Paradigm

Self-Efficacy Among STEM 11 Students in Marinduque State College Towards

Mathematics Subject

Independent Variable Dependent Variable

Students’ Self-Efficacy Towards

Students’ Social Support Mathematics Subject

Figure 1. Research Paradigm

 The study aims to determine the self-efficacy of 11 STEM students at Marinduque State

College towards mathematics subjects. This paradigm depicts the study’s independent and

dependent variables, whereas the independent variables are students’ demographic characteristics

and social support, which is believed to have an effect on the dependent variable, students’ self-

efficacy towards mathematics subject. Thus, the current study investigates how three distinct

sources of social support (parents, teachers, and friends) affect math attitudes and self-efficacy in

order to advance the growing literature on social support in mathematics.

Definition of Terms

Mathematics – the science of structure, order, and relation that has evolved from

elemental practices of counting, measuring, and describing the shapes of objects. It deals with

logical reasoning and quantitative calculation, and its development has involved an increasing

degree of idealization and abstraction of its subject matter (Knorr, W. R. , Folkerts, . Menso ,

Berggren, . John L. , Gray, . Jeremy John and Fraser, . Craig G., 2020).

STEM – a curriculum based on the idea of educating students in four specific disciplines

— science, technology, engineering and mathematics (Anon., 2021)

Self-efficacy - an individual's belief in his or her capacity to execute behaviors necessary

to produce specific performance attainments (Bandura, 1977, 1986, 1997).

Intensify - to make (something) stronger or more extreme (Merriam-Webster., n.d.).

Core subject - means mathematics; science; reading, English, writing, and language arts;

history and social studies; world languages; and subjects taught as Advanced Placement in high

schools (Law Insider, n.d.)

 CHAPTER II 

REVIEW OF RELATED LITERATURE 

This chapter discusses the different literature and studies related to the self-efficacy of

Grade 11 STEM Students towards Mathematics subject in Marinduque State College.

Various reading materials provide a wide range of concepts and ideas, which are relevant and

shed light on the development of the study.

Self-Efficacy

According to Albert Bandura, self-efficacy is a person’s belief in their ability to succeed

in a particular situation. It is the belief in one’s capabilities to organize and execute the courses

of actions required to manage prospective situations. Bandura further described these beliefs as

determinations of how people think, behave, and feel (as cited by Cherry in Self-Efficacy and

Why Believing in Yourself Matters, 2022). Self-efficacy determines what goals an individual

chooses to pursue, how will individuals go about accomplishing their goals, and how will

individuals reflect upon our own performance.

Self-efficacy in education refers to a learner's willingness to try, persevere, and succeed

at a task. If they fail, there are two probable reasons: they may lack the necessary skills to

succeed, or they may have the necessary skills but lack the sense of efficacy to put them to use.

These self-perceptions of their abilities influence how people think, act, and feel (Cherry, 2018).
Mathematics

According to Berggren et al., (2020) “Mathematics is the science of structure, order,

and relation that has evolrom elemental practices of counting, measuring, and describing the

shape of objects. It deals with logical reasoning and quantitative calculation, and its development

has involved an increasing degree of idealization and abstraction of the matter”. It also seeks out

patterns, formulate new conjectures, as well as establish truth by rigorous deduction from

appropriately chosen axiom aand definitions (Jones, 2022).

Academic Self-Efficacy

As the Philippines venture into a new learning mode, several factors need to consider.

These include teacher capacity, situation and context of the learner, and efficiency of the learning

environment (Joaquin, 2020). In support of the study mentioned above, self-efficacy connected

with the students' motivation in this pandemic; the student with a higher self-efficacy

would be confident enough in doing any task given. This self-efficacy would turn out to be their

motivation to perceived more achievement. An increased sense of self-efficacy achieved more

dreams in life: Bandura Motivation Theory in 1977 (as cited in McLeod, 2017). On the contrary,

if self- efficacy is lesser, then the students' motivation is more secondary since self-efficacy

is a crucial internal motivational factor affected by personal or environmental variables.

In addition, self-efficacy influenced fulfilling goals such as mastery, performance, social

and extrinsic goals (Bhatt & Bahadur, 2020).

Self-Efficacy on Academic Performance

Academic self-efficacy is one of the important factors influencing academic performance.

Academic self-efficacy refers to the students’ beliefs and attitudes toward their capabilities to

achieve academic success, as well as belief in their ability to fulfill academic tasks and the

successful learning of the materials. In accordance to the study of Alyami et al. (2017), it

revealed that academic self-efficacy has a positive and significant effect on their academic

performance. Other studies have shown that academic self-efficacy has a considerable effect on

the students’ learning, motivation, and academic performance.

Self-Efficacy in Mathematics

Self-efficacy in Mathematics indicates students’ belief within themselves in their

ability to overcome difficult obstacles in solving Mathematical problems. This belief will be their

drive since their confidence that they can be able to solve a problem, will be the moderator in

investing the required time and effort they will need to obtain the answer (PISA, 2009).

Self-Efficacy and Students’ Achievement in Mathematics

Using approximately three million high school sophomores, research of Liu & Koirala

(2009) indicated that Mathematics self-efficacy and Mathematics achieved has a positive relation

with each other. And in fact, Mathematics self-efficacy is a significant positive predictor of a

student's achievement on the subject. Same findings was revealed by Ayotola & Adedeji (2009)
after they used three hundred and fifty-two students for their study and placed an emphasis on

the fact that a student's confidence is an important factor to succeed in Mathematics. This was

further supported by Skaalvik E & S (2006), “Self-concept and self-efficacy are important

mediators of academic achievement”.

Academic Motivation

Blaskova, Lepczyk, Hrinikova, and Blasko (2019) define sustainable academic

motivation as the motivating relationship of primary ideas, workability, and primary attributes of

academic motivation. Additionally, generating a good relationship and higher financial

assessment was the most helpful motivation measure. Sustainable motivation is defined from

five perspectives: (a) as the most prominent part of conscious behavior; (b) as the beginning tip

of behavior; (c) as the pedal of behavior and growth; (d) as the action; and (e) as the resulting

amount of all motivational actions at any higher levels of educational institutions.

Self-Regulation

Due to the fact that self-efficacy cannot be presumed as the direct reason for academic

achievement, however, it will be the self- regulation that causes academic achievements. The

self-efficacy will cause the use of self- regulation and therefore the relation between self-efficacy

and self- regulation may be defined as follows: self-efficacy for self- regulated learning. The

self-efficacy for self- regulated learning refers to the individual's beliefs on application of the

self- regulation processes such as the goal setting, self-monitoring, strategy use, self- evaluation

and self- reaction (Bandura, 2006).

Self-Efficacy on Academic Achievements

Doménech-Betoret, Abellán-Roselló, and Gómez-Artiga, (2017) concluded that some

motivational factors mediate in the relationship of self-efficacy and academic achievement.

Honicke and Broadbent (2016) reviewed research studies on the relationship of academic self-

efficacy and academic achievement over 12 years. They concluded that academic self-efficacy

moderately correlates with academic achievement and some other factors play role of mediators

in this relationship. Köseoğlu (2015) found that academic self-efficacy significantly predicted

academic performance. Dogan (2015) also came to the similar findings.

Self-Efficacy on Students’ Expectations/Satisfactions

When students face a new academic task, they ask themselves, “Can I perform this task?”

(self-efficacy) and “Why should I do this task?” (task value). According to Keskin (2014), this

reasoning suggests that it is not only a positive relationship between both constructs, but also,

self-efficacy is considered a predictor of task value, and not vice versa. Prior research has also

revealed significant and substantial direct effects of students’ self-efficacy on academic

expectations (Chemers et al., 2001; Lent et al., 2008). According to these authors, students with

high self-efficacy have greater academic expectations and display better academic performance

that with low self- efficacy. These findings are consistent with what Bandura’s postulated

Bandura’s (1997) when he argued that self-efficacy is causally prior to outcome expectancy as

the results that individuals anticipate depend mainly on their judgments of how well they would

be able to perform in a given situation.

Self-Efficacy and Self Regulation

Oxford (2017) has proposed an enhanced Strategic Self-Regulation Model based on

literature on SRL and motivation. A wealth of studies identifies self-efficacy as a significant

predictor of academic achievement (Ayllón et al., 2019; Honicke & Broadbent, 2016;

Sawtelle et al., 2012). Social cognitive models of SRL could explain variables affecting SRL

processes and relationships between variables in L2 learning contexts (e.g., Zarei et al., 2016).

These might be attributed to limited understanding of social cognitive models of SRL in the L2

area. According to Onoda’s study (2014), it contributed to the understanding of the relationships

between self-efficacy and the use of SRL strategies in L2 learning settings. However, this study

only focused on an effort regulation strategy.

Self-Efficacy on Mathematics Subject

According to Collins & O’Brien (2011), the level of self-efficacy can be used to

determine whether a task will be initiated, the amount of effort that will be extended and the

level of persistence to complete the task when faced with obstacles and immersive experiences.

Having this quality among students during this time of uncertainty may help them cope in their

mathematics learning struggles. Mathematics performance is the degree of success attained by

the student based on his mathematics achievement or on tests designed to mastery of subject

matter. Self- efficacy is an excellent predictor of academic performance in Mathematics,

according to Akram and Ghazanfar (2014), who verified previous findings. Hasan Hossain and

Islam (2014) found a positive relationship between self-efficacy and academic performance.
Foreign

Mathematics can also be applied in sciences; it shows that math can be part of our daily

lives every day on how we think, analyze and solve a problem; we can apply it in many different

ways when there is a situation that we need to use our logical thinking skills on problem-solving.

Mathematics is everywhere; it's beneficial for us to find out all the problems because there's

always a solution. The goal of this study is to observe if self-efficacy and motivation have an

impact on students' performance. This study's result is that learning mathematics is based on

student's attitudes, self-efficacy, and motivation. Therefore, there is a possibility and can be used

to monitor how motivated they are when it comes to this subject to enhance their skills and

expand their logical thinking and face all the problems easily (Paguican & Torreon, 2020).

According to Shin (2018), on student's motivation and self-efficacy. The result of this

study motivation & self-efficacy becomes more significant, the fact that 79 students grouped into

13 teams to partake and aim their goal. In this case, each team has an assigned project. Any of

the students have a participation to do the task given to them to work and reach their goal as a

team; the specific plan is to show how students will bond together in making a video production

to observe how well they work as a team. Therefore, the effect of project-based learning on

students' motivation and self-efficacy significantly impacts their accomplishment. After that,

based on the student's responses on the survey, it shows that project-based learning positively

affects students' motivation and self-efficacy even in different aspects."

Further, Rafiola, Radjah, and Ramli (2020) have found out the effect of learning

motivation, self-efficacy, and blended learning on student achievement in the industrial

revolution. Self-efficacy does not affect, and Blended learning has a positive effect on students'

learning achievement. When these three are combined, "Learning motivation, self-efficacy, and

blended learning, the result of this there is a significant effect in Public High School students in

Padang. In other words, using technology and face-to-face, blended learning strategies have a

more impact on education to make a better condition for both students and workplaces. The

importance for these students is to have the knowledge to carry out their learning process on

what they understand in actuality and turn out to be more motivated."

Local

Thus, Munroe (2021) explained that online education was the most effective alternative

to give continuous work and development even at home during a pandemic. Motivation is the

most fundamental thing to a successful student learning for their new kind of educational

experience. Furthermore, measurements for motivation are divided into three parts; participation,

attendance, and academic performance.

According to Campos and Madrigal (2020), students in Antique who have parents

working abroad are commonly productive in school and motivated in their academics. Moreover,

it is good that self-determination and self-efficacy are suitable measures to succeed in their

academics. Nevertheless, other factors like awards, support from people, motivation for finishing

the task can build up the extrinsic behavior to obtain their aim. Furthermore, both instructor's and

parent's roles significantly boost the development and increase students' potential to get good

changes.

According to Del Villar and Napawit (2018), students nowadays are affected by

Globalization, and the changes occur in many aspects of learning that affect self-efficacy and
motivation. Students found academic performance has influenced their self-efficacy and

motivation. Also, the study of self-efficacy and motivation has a high correlation's academic

performance. This is because their performances are the outcome of what they can finish.

Besides, the student's motivation to increase their cognitive processes manages to achieve their

goal in school. Furthermore, students' motivation pushes them to act and exert an effort to

elevate their eagerness to do academic tasks.

Factors Affecting Students Self-Efficacy

According to Bandura (2012), self-efficacy beliefs can be developed either from any of

the four sources; mastery experience, vicarious experience, social persuasions, and

physiological/emotional state.

Mastery experience is the most influential among the sources of self-efficacy (Usher &

Pajares, 2009). Because according to Lau et al. (2018), it is the individual’s experience of

success or failure which can affect his or her ability to perform tasks. In the learning process,

evaluation of the individual’s achievement will be the way to identify his or her own academic

self-efficacy. When students achieve their desired results as a consequence of their efforts and

hard work for a certain task, their confidence in performing similar tasks increases significantly.

On the other hand, when their efforts do not achieve the results they are expecting, their belief in

their ability to perform alike or related tasks decreases. (Usher & Pajares, 2008). Therefore

indeed, one of the primary sources of self-efficacy beliefs is the individual’s success and failure

performances (Zimmerman et al., 2011).

The second source to develop and strengthen self-efficacy beliefs is the vicarious

experiences provided by social models (Zimmerman, 2000). According to Usher (2009) social
models play a substantial role in self-efficacy development, especially when students are not

quite sure in their abilities or have limited experience in academic duty. When determining their

academic abilities, students compare themselves with specific individuals; classmates, peers, and

adults are some examples for instance. Observing a successful performance can increase

observers self-efficacy beliefs, whereas observing failures can decrease performance (Schunk &

DiBenedetto, 2020).

The third source for developing self-efficacy beliefs will be social persuasions.

According to Zimmerman (2000), compared with mastery and vicarious experiences, social

persuasions has a more limited effect on students’ self-efficacy. Encouragement coming from

student’s parents, teachers, and peers whom they trust, can increase students’ belief in their

academic abilities (Usher & Pajares, 2009). Thus, when an individual is persuaded by people

around them to believe in themselves, they are more insistent on struggling with difficulties.

While on the other hand, when an individual has been convinced that they do not have

capabilities, they tend to avoid activities that can improve their potential and quickly give up in

the midst of a challenge. (Bandura, 2012). Furthermore, according to Britner and Pajares (2006),

it is often much easier to weaken one’s self-efficacy beliefs through negative encouragement

than to strengthen it through positive encouragement.

The fourth will be through physiological/emotional state. This will include improving the

physical condition, reducing stress and negative emotional tendencies, while correcting the

misinterpretation of bodily reactions. According to Zimmerman (2000) it is upon a situation

wherein an individual bases their judgements of self-efficacy on physiological responses to

emotions interpreted as signs of fatigue, stress, and physical inadequacy. For an instance,

students who experience a sense of terror when they are going to a particular class probably
interpret their concerns as evidence of lack of skills in that specific area (Usher & Pajares, 2009).

However, according to the research of Phan (2012), the impact of the power of an individual’s

physiological and emotional states on self-efficacy depends on how they cognitively evaluate

these sources. (danskie 31)

The concept of self-efficacy plays a central role in Bandura’s Social Cognitive Theory

(Bandura, 2001, 1999, 1982). In Social Cognitive Theory (SCT), individuals are neither

controlled by their environment, nor are they completely autonomous (Bandura, 2001). Instead,

the relationship is viewed as being bidirectional, where the environment can limit the options

that are available to an individual, but at the same time, the individual has the ability to

determine which part of the potential environment will actually be experienced (Zimmerman,

1990). This process of activating certain elements of the environment is referred to as selection

processes (Bandura, 1989). These selection processes, in turn, depend on the individual’s self-

efficacy since people avoid activities that they believe exceed their capabilities, even if the belief

is not factual (Badura, 1977). Therefore, in SCT, what matters is perceived self-efficacy, not

actual efficacy. Thus, according to this view, perceived self-efficacy becomes the foundation of

human agency since it determines which actions the individual will undertake and which he or

she will avoid (Bandura, 1982; Zimmerman, 1990). Studies have found that perceived self-

efficacy was more useful than outcome expectations in predicting occupational preferences (Lent

et al., 1987). Students’ confidence in their abilities and perceptions of subjective values are also

critical factors that influence their performances (Akey, 2006; Wigfield & Eccles, 2000). Many

studies proved the positive association between student self-efficacy and academic success

(Henson, 2001; Pajares, 1996; Reyes, 2010). Studies also found that student self-efficacy and
expectancy-value beliefs significantly impact their career development and career choices

(Ketenci et al., 2020; Lent et al., 2010; Zeldin et al., 2008). Unfried et al. (2015) used the term

attitudes to indicate both self-efficacy and expectancy-value beliefs. They noted that students’

attitudes toward STEM content, as well as their interests in STEM careers and their 21st century

skills, can predict student participation in STEM-related careers. The present study also uses the

term attitudes to indicate student self-efficacy in learning STEM content and their expectancy-

value beliefs (Unfried et al., 2015; Wiebe et al., 2018).

 CHAPTER III

METHODOLOGY

Research Design

This study will examined the self-efficacy of STEM students towards mathematics

subject using a qualitative design, specifically a grounded theory method. The focus of this

research will be on Grade-11 STEM students at Marinduque State College. Qualitative research

entails gathering and evaluating non-numerical data to understand concepts, opinions, or

experiences. Grounded theory, on the other hand, refers to research into a process, activity, or

interaction with the purpose of generating a theory that is "grounded" in

observations.

Participants of the Study

This study made use of the three (3) sections of Science, Technology, Engineering and

Mathematics (STEM) strand of Marinduque State College Integrated Highschool as the

respondents of the research.

Upon discussion, the researchers decided to use the whole population as respondents

from the study that will be conducted. From the 121 students, at least fifty percent (50 %) of the

population will be expected to answer the survey questionnaires voluntarily. The researchers

then believe that with this number, accurate results will be gathered through the process of

investigation.
 The expected respondents of the study are shown as follows:

Section Total Population as of S.Y. 2021-2022 Expected Respondents

STEM 11-A 40 20

STEM 11-B 41 21

STEM 11-C 40 20

Total Expected Respondents 61

Table 1. Expected Respondents of the Study

Research Locale

The study will be conducted at the Marinduque State College-Integrated High School

located at Tanza, Boac, Marinduque. The researchers chose this institution because it is

convenient since the proponents of the study are currently studying at the said institution. Also, it

is observed that mathematics subjects are a concern for STEM 11 students, yet their self-efficacy

is not yet determined.

Instrument of Data Collection

The instrument will utilize a researcher-made survey questionnaire based on different

literatures and studies gathered related to the study. The questions were then aligned based on the

research questions and main objectives of the study. The research instrument of this study will be

divided into three parts namely: letter to the respondents, profile of the respondents and the
survey questionnaire. The first part indicates requests for the respondent’s participation in the

study including their informed consent regarding the acquisition of data needed which includes

aim and purpose of the study, risks, and discomfort, voluntary participation, withdrawal,

confidentiality, queries about the research, and the agreement of the participants. In the profile of

the respondent section, the respondents will be asked about the following: address, gender, and

e-mail address. The third part will consist of several questions regarding the self-efficacy

towards Mathematics Subject.

Data Gathering Procedure

The researchers will utilize a probability sampling method, specifically random sampling,

as a sampling technique for the study. Random sampling will be used to select random

respondents from a population of STEM 11 students of Marinduque State College. In this study,

the population will be three (3) sections STEM 11 A (40), STEM 11 B (41), STEM 11 C (40),

and the respondents will be the volunteers from the 121 total number of the population and we

expect at least 50% of the population should answer the questionnaires to maintain the validity of

the results .

Withdrawal from participation prior to the study will be an acceptable condition that will

allow the respondent to freely assess whether they are comfortable enough to provide statements

or results critical to the study’s success. If a respondent will choose to withdraw from the study,

further inspection of a replacement will be required to compensate for the removal or vacancy of

the respondent/s.

Data Analysis
 Data will come from STEM 11 students studying in Marinduque State College as

respondents. The data will be gathered through the use of Google Form online. The researchers

will compare the data from different sources and search for the common results about the level of

self-efficacy towards the Mathematics Subject. A careful and critical analysis of data will be

performed in order to determine the factors affecting the self-efficacy of the respondents.

Additionally, the researchers will ascertain which Mathematics activities intensify the self-

efficacy of STEM 11 Students in Marinduque State College towards the Mathematics Subject.

Ethical consideration

The researchers will send an Informed Consent Form to all STEM 11 students. Whoever

volunteers to participate will be well-taken care of. Their e-signatures will be attached to the

form for certainty. The objectives and purpose of this study will be explained to them, and they

will be assured of the confidentiality of all personal information and responses that will be

provided. The respondents’ name will be optional, for them to freely answer the questions in the

form. Any answers from them will be highly accepted and respected as long as they are based on

their own experiences and perspectives.

Unstructured Questionnaire

1. How would you rate your level of self-efficacy towards Mathematics Subject?

2. In your perspective, what are the factors that affect your self-efficacy towards

Mathematics?

3. What Mathematics activities do you think intensify your self-efficacy towards

Mathematics Subject?
Statistical Treatment of the Study 

For the statistical treatment of the study, the proponents used the weighted mean formula

in computing for the average responses of the respondents on the administered questionnaire.

Formula: X =
∑x                                    where: X = weighted mean                         
N

x = sum of all scores

N = number of cases

Scale Range: 

Weighted Mean Verbal Interpretation

1.00-1.80 Strongly Disagree

1.81-2.60 Disagree

2.61-3.40 Undecided

3.41-4.20 Agree
 4.21-5.00 Strongly Agree

DESIGNATION OF TASKS
CHAPTER I
Introduction - Ponce, Mark Daniel O.

Statement of the Problem - Peña, Jerardwyn Grace R.

Significance of the Study - Macunat, Daven Dave U.

Scope and Delimitation - Saez, Brylle Ildefon V.

Conceptual Framework - Siena, Bien Carlo M.

Conceptual Paradigm - Siena, Bien Carlo M.

Definitions of Terms - Peña, Jerardwyn Grace R.

CHAPTER II
Review of Related Literature and Studies - ALL

CHAPTER III
Research Design - Macunat, Daven Dave U.

Participants of the Study - Ponce, Mark Daniel O.

Research Locale - Siena, Bien Carlo M.

Instrument of Data Collection - Peña, Jerardwyn Grace R.

Data Gathering Procedure - Saez, Brylle Ildefon V.

Data Analysis - Peña, Jerardwyn Grace R.
Ethical Consideration - Peña, Jerardwyn Grace R.
Unstructured Questionnaire - Peña, Jerardwyn Grace R.
Statistical Treatment - Peña, Jerardwyn Grace R.