INFLUENCE OF NON-INTELLECTIVE FACTORS ON STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS By: Bautista, Charmaine Ortega

BAUTISTA, CHARMAINE O.
: INFLUENCE OF NON-INTELLECTIVE FACTORS

ON STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS
ABSTRACT
This study determined the influence of non-intelligence factors on the academic

performance of the students in public secondary schools in Bustos, Bulacan during the
fourth quarter of School Year 2021-2022. With explanatory sequential mixed methods as
research design and 594 junior high school students as respondents of the study, findings
showed that the public high school students assessed their motivation in terms of intrinsic
value, self-regulation, self-efficacy, and utility value as “sometimes true of me.” The
public high school students assessed their interest in Mathematics as “sometimes true of
me.” In similar vein, the public high school students assessed their emotion in
Mathematics as “sometimes true of me.” The academic performance of junior high
school students in Mathematics was described as “satisfactory.” Highly significant
relationship was found between non-intellective factors and junior high school students’
performance in Mathematics. Based on the findings of the study, this conclusion was
drawn: There is a significant relationship between the non-intellective factors and the
public junior high school students’ academic performance in Mathematics amidst
pandemic. The higher the level of students’ motivation, interest and emotions in
Mathematics, the higher their academic performance in the subject.
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Math teachers find their subject easy to teach but difficult to learn. Generally,
students consider math as the hardest subject. This is a universal truth. It’s the duty of
teachers to cure ignorance, help them as they learn and never drag students into
comparison, shame or failure so that they experience hardships in understanding the
lessons or topics. Teaching and learning math in the new normal is really tough and truly
challenging. There will be uncertainties, anxieties and fears. Misconceptions may arise
and hatred for the subject or the teacher may happen. Math teachers might fail in
developing the students toward the twin goals of the K-12 Math – critical thinking and
problem solving. The perennial notion that math is the hardest subject to learn should be
erased. The foundation in teaching and learning math in the basic education level needs
to be strong. Its applications in real life should be realistic and useful. Such should start
from the math teachers themselves, even in the new normal, so students will start or
continue to learn loving and to love learning the subject.
Non-intellective factors play a vital role in engaging people’s intelligence fully,
they are the key for students to form a good successful psychology, self-learning and self-
education ability, and are the core elements that help develop the personality of students.
Non-intellective factors include learning habits, motivation, interest, emotion, attitude
and
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students’ characteristics. Cultivating a good habit in Mathematics learning is the basis of
Mathematics study; to stimulate students’ motivation to achieve and to cultivate their
sense of achievement are the necessary means of Mathematics teaching; to train and
improve students’ interest in learning is the effective approach to Mathematics teaching;
to give emotional education to students and to have a harmonious teacher-student
relationship is the guarantee of Mathematics teaching (Yu, 2015). However, in the study
only motivation, interest and emotion are considered.
Human being’s learning behaviors are caused by motivation. Motivation is
the necessary condition of cognitive learning, but also the internal impetus of study
behavior occurrence and maintenance. Canadians Gardner and Lambert divided foreign
language learning motivation into “integrative motivation” and “instrumental
motivation.” The former refers to a learner with a special interest in the target language
community, for example to participate in or integrate into the social life of community.
The latter refers to a learner with a particular purpose: tests, education, travel, etc.
Obviously, most people have instrumental motivation of learning English. But as long as
you have a strong motivation, it can promote the English learning effectively (Yu, 2015).
However, in the present study the concern is on Mathematics motivation.
‘Interest is the best teacher’ - as long as learners have great interest in the learning
objective, learning motivation can be produced to improve learning efficiently until the
completion of the task. Chinese great ancient educator Confucius puts forward “he who is
interested in something is better than he who knows something”. Russian educator
Ushinski once said, “If there is no interest, students’ intention to master knowledge will
be killed by the obligation to study.” Interest can fully arouse a learner’s enthusiasm for
learning participation, and improve learning efficiently (Yu, 2015).
In English learning, emotion mainly refers to learners’ feelings, attitudes and
emotions within the learning process. The learner’s emotion directly affects their learning
behavior and results. These emotions can be divided into positive and negative. Studies
by many psychologists and linguists show that self-confidence, surprise, empathy and
other positive emotions can create a favorable learning attitude, and improve learning
efficiency. The affective filter linguist Krashen’s theory has also presented that anxiety
emotion has certain influence on language input and output, and puts forward the
affective filter theory (Yu, 2015).
Although motivation is important across all disciplines, research suggests
mathematics imposes unique motivational barriers, including feelings of anxiety (Dowker
et al., 2016) and beliefs that mathematics is not personally interesting or valuable in one’s
life (Peterson & Hyde, 2017). Low motivation in mathematics is especially prevalent as
students transition to secondary school—a critical time during which students develop
their identities as learners (Hogheim & Reber, 2015).
Unfortunately, many secondary school students show declining mathematics
motivation and achievement, in part due to differences in the school context and
instructional practices, as well as the increased complexity of the learning material.
Motivating students to learn is critical because motivated students are more likely to
invest effort toward mastering the material, employ effective self-regulation strategies,
persist in the face of challenges, and demonstrate higher levels of achievement
(Renninger & Hidi, 2019). In contrast, unmotivated students tend not to engage in
challenging academic tasks or use effortful learning strategies, due to unproductive
beliefs they hold about their own capability or the value of the learning material
(Wigfield et al., 2016).
Motivation is an internal state that initiates and maintains goal-directed behavior.
According to expectancy-value theory, motivation depends on students’ beliefs about
themselves (expectancies) and about the task (values). Expectancies refer to students’
expectancies for success, or the belief in their ability to succeed within a domain.
Expectancies for success are closely related to what other theories of motivation refer to
as self-efficacy (Marsh et al., 2019). For example, self-efficacy items might ask students
how confident they are that can understand the concepts taught in a course or that they
can turn complete their assignments on time (Wigfield et al., 2016).
Meanwhile, Olivárez (2018) reported that a student with high individual interest
would be characterized by a consistently high cognitive commitment and emotional
attachment to a specific (scholastic) domain. In that sense, interest is considered as
domain-specific, cognitive and an affective component, that is built and nourished over
the school career, and is assumed to be relatively stable over a variety of situations and
over time. Mathematics interest is a complex behavioral aspect of Mathematics. It has so
many characteristics and it can be attributed to as many situations as we discuss in
Mathematics education. The key strategy of Mathematics teaching should focus on
keeping the students’ interest on Mathematics. If the students are interested in learning
Mathematics that should be helpful to their academic achievement and also teacher tasks
become easier. Therefore, interest is a very important factor to consider in the teaching
and learning process.
In a study, Anigbo (2016) associated factors of academic achievement among
secondary school students in Mathematics to lack of interest. Also, in a study on interest
in Mathematics and Academic achievement Mohamed and Charles (2017) found that
there is a significant difference in interest and academic achievement of secondary school
students in respect of the type of management. More so, the failure of students in
Mathematics achievement was also supported by some researchers to be associated with
lack of interest in studying the subject, (Goolsby, 2013). Specifically, Goolsby (2013)
attributed factors influencing students’ Mathematics interest to attitude towards success
in Mathematics, confidence in learning Mathematics, perception of teacher attitude,
Mathematics anxiety, and Locus of control. According to Anigbo, factors associated with
Mathematics interest include, students’ factor, teachers factor, Mathematics anxiety,
government, lack of infrastructural facilities, lack of instructional materials and problem
of large class size among several other factors. Therefore, researchers have continued to
investigate various factors that could influence the achievement of students in
Mathematics.
The result of the study conducted by Tembe (2020) shows that students
Mathematics interest has a positive relationship with students’ achievement in
Mathematics. The findings of this study agrees with the findings of Omototade, et al
(2016) confirming that there is a significant relationship between students’ interest and
students’ academic performance. Likewise, these findings corroborate with that of Essien,
et al (2015) which further confirms that there is a significant relationship between

students’ interest and achievement. The findings of this study also, agrees with that of
Mohamed and Charles, (2017) who reported that there was a significant difference in
interest and academic achievement of secondary school students. Also, Anigbo (2016)
attributed factors of academic achievement among secondary school students to be lack
of interest. Furthermore, some authors like Goolsby, (2013) supported that the failure in
Mathematics achievement was associated with lack of interest in studying the subject.
Consequently, emotions’ impact on academic achievement depends on the object
or focus to which they are directed. Task emotions (enjoyment, anger, tension,
frustration, relaxation and boredom) have a stronger impact on learning, performance and
achievement of the activity in which the student is engaged at that moment in time.
Students may experience anticipatory joy, if they know that they will face an academic
activity that has a positive value, either to achieve their goals or to improve their learning,
and over which they feel they have high control (Pekrun & Linnenbrink-Garcia, 2012).
According to Pekrun and Linnenbrink-Garcia (2012), the emotions most
associated with academic performance in mathematics are enthusiasm, enjoyment,
anxiety, frustration and boredom. Enthusiasm and enjoyment are considered positive
emotions, both inducing pleasurable somatic sensations; the former, with a higher level of
activation of the peripheral nervous system and bodily responses than the latter. Anxiety,
frustration and boredom are defined as negative emotions (associated with unpleasant
somatic sensations), with boredom being considered an emotion of low activation,
because it diminishes somatic responses and sensations (Pekrun, 2016).
Several studies have identified a wide range of emotions that have important
effects on academic performance, indicating that positive emotions tend to improve

academic performance as well as the reverse (Martínez-Sierra & García-González, 2017).
However, it has been found that negative emotions can have an ambivalent effect; for
example, shame can generate extrinsic motivation oriented to achievement and avoidance
of failure, improving academic performance in some instances, while anxiety might be
helpful in focusing attention (Grills-Taquechel et al., 2013).
Most research on emotions related to math focus on anxiety and the effect of other
negative emotions, while positive emotions have received little attention (Di Leo et al.,
2017). Most findings indicate that positive activating emotions, such as enjoyment and
pride, are positively associated with math achievement, and negative emotions such as
boredom, anxiety, anger and hopelessness are negatively related with math achievement
(Peixoto et al., 2015). Martínez-Sierra et al., (2019) examined the effect of motivational,
affective, and cognitive process factors on math achievement in an online mathematic
course. They found that anger, boredom, and enjoyment were the strongest predictors of
math achievement.
Based on the premise presented above, the researcher was motivated to undertake
this research with a hope that students’ Mathematics performance will improve through
non-intellective factors.
Statement of the Problem

fourth quarter of School Year 2021-2022.
Specifically, it sought answers to the following questions:

1. How may the following non-intellective factors that may influence the students’
academic performance in Mathematics be described in terms of the following

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domains:
1.1 motivation;
1.1.1 intrinsic value;
1.1.2 self-regulation;
1.1.3 self-efficacy;
1.1.4 utility value;
1.2 interest;
1.2.1 positive valence;
1.2.2 negative valence;
1.2.3 time;
1.2.4 knowledge;
1.3 emotion;
1.3.1 enthusiasm;
1.3.2 enjoyment;
1.3.3 boredom; and
1.3.4 frustration
2. How may the academic performance of the public junior high school students in
Mathematics amidst pandemic be described?
3. Is there a significant relationship between the non-intellective factors and the
pandemic?
4. What are the views and insights of the respondents as regards the importance of
non-intellective factors on academic performance in Mathematics amidst

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pandemic?
5. What program of activities may be crafted from the results of the study?
Hypothesis
The hypothesis that follows was tested in the study:
There is no significant relationship between the non-intellective factors and the
pandemic.
Conceptual Framework
America psychologist W.P. Alexander first proposed the “non-intellective
factors” concept in Intelligence, Concrete and Abstract. Since then, many domestic and
foreign experts and scholars have given their own definitions. Professor Yan Guocai’s
definition has great influence. He thinks generalized non-intelligence factors refer to
psychological factors out of learning; the narrow sense of non-intellectual factors refers
to five psychological factors, they are: motivation, interest, emotion, will and personality.
Linguist Rod Ellis also considers the effect of non-intellectual factors of the second
language acquisition including age, talent (especially language), cognitive style,
motivation and personality (Manguilimotan, 2019). In the present study only motivation,
interest, and emotion were considered.

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Expectancy-value theory also distinguishes among three types of values: intrinsic
value, utility value, and attainment value (Rosenzweig et al., 2019). Intrinsic value refers
to the enjoyment experienced by performing a particular academic task (e.g., “I enjoy
doing things in math”); utility value refers to the extent to which an academic task fits
within a person’s current or future goals (e.g., “Math is useful for my future”); and
attainment value refers to the importance to the individual of performing well on an
academic task (e.g., “For me, being good at math is important” (Weidinger et al., 2020).
Intrinsic value and utility value are somewhat related to aspects of what self-
determination theory refers to as intrinsic motivation (i.e., acting for internal or personal
reasons) and extrinsic motivation (i.e., acting to receive external rewards), respectively.
Despite some discrepancies across theoretical constructs, there is consensus that beliefs
about oneself and the task are fundamental components of academic motivation (Ryan &
Deci, 2017).
The emotions mentioned thus far have been widely studied, especially anxiety and
frustration, however, researchers have not distinguished them by the object to which they
are directed. Goetz et al. (2013) recommend considering the distinction between
anticipatory and prospective emotions to clarify the effect of these emotions on different
moments or situations related to learning and achievement. According to this distinction,
anxiety is considered an anticipatory emotion, and, as such, it would have to be included
in studies whose purpose is to understand how emotions that appear before the situation
occurs affect student’s achievement.
The effect of academic emotions on performance has also been approached from
broader conceptual frameworks, treating them as mediating variables. For example,

emotions mediate the effect of self-concept beliefs and attitudes towards mathematics,
over academic achievement in mathematics (Hannula, 2015). Furthermore, emotional
dispositions can influence the attitudes towards a mathematical task, depending on the
student’s perceived competence and interpretation of the academic situation (Di Martino
& Zan, 2015). Therefore, to better understand the impact of emotions on academic
performance, it would be necessary to relate emotions with other constructs, both
affective and cognitive, such as attitudes or self-efficacy beliefs. Relating emotions to
other constructs could lead to the development of comprehensive theoretical networks
and models to explain academic learning, performance and achievement by individual
variables that can be both measured and modified in order to develop better educational
strategies to improve student’s achievement (Zan et al., 2016).
From the theory, related studies and literature cited, presented and explained
above, the researcher came up with the paradigm that will serveds as guide in the conduct
of the study.
Independent Variable Dependent Variable
Students’ Academic
Non-Intellective Factors Performance in
Mathematics
Figure 1. Paradigm of the Study
Figure 1 shows that the independent variables are the students’ non-intellective
factors which consist of motivation, interest and emotion. These variables were
hypothesized to influence (as implied by the arrowhead) the dependent variable which is
the students’ academic achievement in Mathematics in the new normal.
Significance of the Study
This study would be beneficial and important in the educational arena. It would
help the educators understand the importance of non-intellective factors (motivation,
interest, emotion) on junior high school students’ academic performance in Mathematics,
and it will ultimately benefit the following:
Students. They are the primordial beneficiaries of the findings of this study. The
results of this study would be of great help for them to fully understand the impact of
non-intellective factors on their academic performance in Mathematics especially in this
new normal where most of the times they study on their own. They would be more
motivated and self-regulated in learning the Math lessons.
Mathematics Teachers. Results of the study could make the Mathematics teachers
aware of the contribution of non-intellective factors (motivation, interest, emotion) on
junior high school students’ academic performance in Mathematics. They would be able
to insert in their lessons how intellective factors could improve their students’
performance in the aforementioned subject.

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School Administrators. Findings of the study could provide the school
administrators the baseline data about non-intellective factors which might serve as
reference in including these factors in their annual school plan. They could provide some
lecture series to their students on how to utilize and improve the aforementioned non-
intellective factors.
Parents. Results of the study could make the parents the knowledge on how to
properly motivate their children in doing Mathematics tasks.
Future Researchers. Results of the study would serve a reference for researchers
who have the same interests. The researcher ultimately believes that the findings of this
study would help the future researchers to fully understand the importance and
contribution of non-intellective factors on students’ academic performance in
Mathematics amidst pandemic.
Scope and Limitation of the Study
The main variable under study were non-intellective factors and students’
academic performance in Mathematics.
Non-intellective factors were limited to motivation, emotion and interest.
Meanwhile, motivation was focused only to intrinsic value, self-regulation, self-efficacy
and utility value. On the other hand, interest was limited only to positive valence,
negative valence, time and knowledge. The students’ emotion was dealt only to
enthusiasm, enjoyment, boredom and frustration. The students’ performance was
measured in terms of their grade in Mathematics. 13
The respondents of this study were be the selected junior high school students in
Bustos, Bulacan. This was be conducted in the 4th quarter of School Year 2021-2022.
Location of the Study

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This study was conducted in public secondary schools in Bustos, Bulacan. The
schools that served as respondents of this research were: Alexis G. Santos National High
School, Dr. Pablito V. Mendoza Sr. High School, Aguinaldo J. Santos National High
School, and Cambaog National High School.
AGUINALDO J. SANTOS
NATIONAL HIGH SCHOOL
DR.PABLITO V. MENDOZA SR.

HIGH SCHOOL
CAMBAOG NATIONAL HIGH SCHOOL
ALEXIS G. SANTOS NATIONAL HIGH

SCHOOL
(Source: https://www.researchgate.net/figure/Stretch-of-the-Angat-River-Network-in-Bustos-Bulacan-
where-Samples-were-retrieved_fig1_341453434)
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Figure 2. Map of Bustos, Bulacan
Definition of Terms
To shed the light in understanding, the following operational definitions wre
hereby presented.
Academic Performance. This refers to junior high school students’ grade in
Mathematics in this new normal.
Boredom. This refers to the state of being weary and restless through lack of
interest in learning Mathematics.
Emotion. This refers to students’ appreciation and feelings in learning
Mathematics.
Enjoyment. This refers to students’ action or condition of getting pleasure or
satisfaction from Mathematics learning.
Enthusiasm. This refers to students’ strong excitement of feeling in learning
Mathematics.
Frustration. This refers to the feeling of being upset or annoyed, especially
because of inability to achieve higher grades in Math.
Interest. This refers to the feeling of students whose attention, concern, or
curiosity is particularly engaged to Mathematics learning.

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Intrinsic Value. This refers to the students’ enjoyment experienced by performing
a particular academic task in Mathematics.
Knowledge. This refers to facts, information, and skills acquired by students
through Mathematics education.
Motivation. This refers to students’ internal state that initiates and maintains their
goal-directed behavior in Mathematics.
Negative Valence. This refers to students’ negative experiences associated with
Mathematics.
Non-Intellective Factors. This refers to non-intelligence factors such as
motivation, interest and emotions that may contribute in improving the students’
Positive Valence. This refers to the degree to which students report a positive
attraction toward Mathematics.
Self-Efficacy. This refers to a students’ belief in their capacity to execute
behaviors necessary to produce Mathematics performance attainments.
Self-Regulation. This refers to a metacognitive system that regulates students’
learning strategies in Mathematics.
Time. This refers to the amount of time and effort students commit to
Mathematics.
Utility Value. This refers to the extent to which an academic task fits within a
student current or future goals in Mathematics.

CHAPTER II
METHODOLOGY
The information about the research and sampling procedures that was utilized by
the researcher were provided in this chapter. The research design that will be employed,
as well as the data gathering techniques, and data analysis scheme were also discussed in
this chapter.
Research Design
This study utilized the explanatory sequential mixed methods research design in
determining the contribution of non-intellective factors on students’ academic
performance in Mathematics. The overall purpose of this design was to use a qualitative
strand to explain initial quantitative results. For example, the explanatory design was well
suited when the researcher needed qualitative data to explain quantitative significant (or
nonsignificant) results, positive-performing exemplars, outlier results, or surprising
results. This design could also be used when the researcher wanted to form groups based
on quantitative results and follow up with the groups through subsequent qualitative
research or to use quantitative results about participant characteristics to guide purposeful
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sampling for a qualitative phase (Creswell & Plano Clark, 2018).
During the first step, the researcher designed and implemented a quantitative
strand that included collecting and analyzing quantitative data. In the second step, the
researcher connected to a second phase—the point of interface for mixing—by
identifying specific quantitative results that called for additional explanation and using
these results to guide the development of the qualitative strand. Specifically, the
researcher developed or refined the qualitative research questions, purposeful sampling
procedures, and data collection protocols so they followed from the quantitative results.
As such, the qualitative phase depended on the quantitative results. In the third step, the
researcher implemented the qualitative phase by collecting and analyzing qualitative data.
Finally, the researcher interpreted to what extent and in what ways the qualitative results
explained and added insight into the quantitative results and what overall was learned in
response to the study’s purpose.
Data Gathering Techniques
Prior to the conduct of the study, the researcher sought permission from the
Schools Division Superintendent of Bulacan to allow her to conduct this study in
secondary schools in Bustos such as Alexis G. Santos National High School, Dr. Pablito
V. Mendoza Sr. High School, Aguinaldo J. Santos National High School, and Cambaog
National High School. Upon receiving the approved permit, the researcher coordinated to
the principal of the said school for the schedule of data collection. Due to the pandemic
times, the researcher administered the questionnaire and conducted the interview to the
target respondents by means of face to face and social media platforms such as Facebook
or email and through phone call.
The researcher decided to use only 10% of the population of four secondary
schools in Bustos, Bulacan which was equal to 594 students. The researcher employed
simple random technique in choosing these respondents. The lottery method was utilized
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in selecting the 594 students.
There were two types of data that collected in the study, the quantitative and the
qualitative data. Quantitative data were gathered through the use of closed-ended
questionnaire. On the other hand, qualitative data were gathered by means of semi-
structured interviews. Open-ended questions which were personally made by the
researcher in conjunction with the problems raised in the preceding chapter were asked
during the face to face interview..
In the quantitative data gathering, the questionnaire utilized was composed of
three (3) parts. Part I of the questionnaire is the Mathematics Motivation Scale which was
adapted from Fiorella (2021). This part of the questionnaire was used to describe the
junior high school students’ motivation towards Mathematics learning. Meanwhile, Part
II is the Mathematics Interest Scale which was adapted from Wei (2014). This was used
to gauge the students’ interest in Mathematics amidst pandemic. On the other hand, Part
III is the Math Emotion Scale, which was adapted from Gomez (2020). This was utilized
to determine the level of Math emotion of the students in this new normal. Some
modifications were made to this questionnaire to fit the situation and conditions of
education in the country amidst pandemic.

For the academic performance of the students in Mathematics, the researcher got
their grades in the fourth grading period from their respective teachers in the said subject.
For security purpose, all collected data were kept in one folder in the researcher’s
laptop. Further, she made it sure that these data were used only for the completion of the
study. After passing the final defense, all stored data were permanently deleted.
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Sampling Procedures
Since the population of 5949 students was too large, the researcher decided to use
only ten percent of it which was equal to 594 students. According to Gay & Diehl,
(1992), generally the number of respondents acceptable for a study depended upon the
type of research involved - descriptive, correlational or experimental. For descriptive
research, the sample should be 10% of the population for a larger population as large as
1000.
The lottery method was utilized in selecting the 594 students. The researcher
randomly picked numbers, with each number corresponding to students’ name, in order
to create the sample. To create a sample this way, the researcher ensured that the numbers
were well mixed before selecting the sample population.
For the qualitative part, 3 students per grade level were selected at random and
were requested to participate in the conduct of semi-structured interviews.
Table 1. Distribution of Respondents of the Study
School Population Sample

1. Alexis G. Santos National High School 2379 238
2. Dr. Pablito V. Mendoza Sr. High School 1104 110
3. Aguinaldo J. Santos National High School 1393 139
4. Cambaog National High School 1073 107
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Total 5949 594
Data Analysis Scheme
After collecting all the questionnaires, these were organized, tallied, tabulated,
and analyzed using some statistical tools.
Descriptive statistics such as range, mean and standard deviation were computed
to describe the students’ academic performance in Mathematics.
Meanwhile, weighted mean was computed to describe the non-intellective factors
(motivation, interest, emotion).
Correlation analysis was performed to determine if significant relationship existed
between the independent variables (s non-intellective factors) and dependent variables
(students’ academic performance in Mathematics).
Meanwhile, the gathered qualitative data were analyzed using the content
analysis. Content analysis is a research tool used to determine the presence of certain
words, themes, or concepts within some given qualitative data (i.e. text). Using content
analysis, researchers could quantify and analyze the presence, meanings and relationships
of such certain words, themes, or concepts (Elo et al., (2014).

CHAPTER III
RESULTS AND DISCUSSIONS
This chapter deals with the presentation, analysis and interpretation of the data
collected and the results of the statistical treatment employed in the study with the
purpose of determining the influence of non-intelligence factors such as motivation,
interest and emotion on the academic performance of the junior high school students in
Mathematics.
Non-Intellective Factors
Academic performance is associated with both intellective factors and non-
intellective factors: the importance of considering the role of non-intellective factors is
that they are more modifiable, giving a chance to the professionals, school counselors
and/or
tutoring services to work on them to promote the school’s success and well-being of the
students. Non-intellective factors play a vital role in engaging people’s intelligence fully.
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They are the key for students to form a good successful psychology, self-learning and
self-education ability, and are the core elements that help develop the personality of
students.
The assessments of the public high school students with regard to non-intellective
factors such as motivation (intrinsic value, self-regulation, self-efficacy, utility value)
interest (positive valence, negative valence, time, knowledge) and emotion (enthusiasm,
enjoyment, boredom, frustration) are summarized in Tables 2 to 13.
Motivation
Student motivation is defined as a process where the learners' attention becomes
focused on meeting their scholastic objectives and their energies are directed towards
realizing their academic potential.
The assessments of the public high school students as regards their motivation in
terms of intrinsic value, self-regulation, self-efficacy, and utility value are presented in
Tables 2 to 5.
Intrinsic Value
Intrinsic value refers to the interest and enjoyment that students experience when
engaging in an activity. When students enjoy scholastic tasks, they are intrinsically
motivated to do well. Both interests and personal relevance produce intrinsic value for a
student.
Table 2. Non-Intellective Factors in terms of Motivation

as to Intrinsic Value
Item Statement Responses = 594 Mean VD

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5 4 3 2 1
15
1. I enjoy learning math. 119 148 86 83 3.24 STM
8
13
2. I find learning math interesting. 116 128 112 100 3.10 STM
8
11
3. I like math that challenges me. 101 128 131 118 2.92 STM
6
4. I feel good when it comes to working 11
79 108 136 158 2.70 STM
on math. 3
12
5. I am interested in math. STM
86 1 98 127 162 2.73
Overall Mean 2.94 STM
Legend:
Scale Verbal Description

4.21 – 5.00 Always True of Me (AT)
3.41 – 4.20 Frequently True of me (FT)
2.61 – 3.40 Sometimes True of Me (STM)
1.81 – 2.60 Seldom True of Me (ST)
1.00 – 1.80 Never True of Me (NT)
Table 2 displays the assessments of the public junior high school students
regarding their motivation in terms of intrinsic value.
Evidently, all items in the table, including the calculated overall mean of 2.94,
received the same verbal description of "sometimes true of me" as shown in the table. A
close examination of the table reveals that item “I find learning Math interesting” yielded
the highest computed weighted mean of 3.10. On the other hand, item “I feel good when
it comes to working on Math” obtained the lowest computed weighted mean of 2.70.
These results imply that the junior high school students have an average level of
interest and enjoyment when engaging in Math activities. When students enjoy scholastic
tasks in Mathematics, they are intrinsically motivated to do well in the said subject.
In contrast to the findings of the present study, Ernest (2015) asserted that
Mathematics has intrinsic value. Mathematics is a powerful exploration of pure thought,
truth and ideas for their intrinsic beauty, intellectual power and interest. In its
development Mathematics creates and describes a wondrous world of beautiful

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crystalline forms that stretch off to infinity in richly etched exquisiteness. Part of the
intrinsic value of pure Mathematics is its widely appreciated beauty. “Like painting and
poetry Mathematics has permanent aesthetic value”. “Mathematics possesses not only
truth, but supreme beauty – a beauty cold and austere, like that of sculpture”.
Mathematics should be appreciated for its importance and value in our daily
undertakings.
In the conducted interview, the students were asked about their perception of
Mathematics subject and its importance in affecting their motivation to learn it. Many of
these students stated that Mathematics is something they are eager to learn even though it
is difficult for them. Others mentioned that they are uncomfortable in Math which gives
them anxiety whenever they hear it. In addition, several responded that Math is important
to learn, which they look forward to in every Math class.
Self-Regulation
Self-regulation is the ability to understand and manage students’ behavior and
their reactions to feelings and things happening around them. It includes being able to:
regulate reactions to strong emotions like frustration, excitement, anger, and
embarrassment. Children develop self-regulation through warm and responsive
relationships. They also develop it by watching the adults around them.

as to Self-Regulation
Responses = 594
Item Statement Mean VD
5 4 3 2 1
1. If I am having trouble learning math,
68 89 136 185 116 2.68 STM
I try to figure out why.
2. I put enough effort into learning 11
124 108 126 122 2.99 STM
math. 4
26
3. I use strategies that ensure I learn

136 86 138 133 101 3.04 STM
math well.
4. I prepare well for math tests and 12
146 78 127 122 3.07 STM
quizzes. 1
5. I continue solving difficult Math
13
problems until I finally get the correct 136 81 117 129 3.05 STM
1
answer.
Legend:

Table 3 shows the assessments of the public junior high school students regarding
their motivation in terms of self-regulation.
In a close examination of all items in Table 3, an overall mean was calculated at
2.97, wherein all are verbally described as "sometimes true of me". Further examination
of the table shows that item "I prepare well for math tests and quizzes" received the
highest computed weighted mean of 3.07. Meanwhile, the item "If I am having trouble
learning Math, I try to figure out why" got the lowest computed weighted mean of 2.68.
These results imply that the junior high school students do not have enough
ability to monitor and manage their energy states, emotions, thoughts, and behaviors in
ways that are acceptable and produce positive results such as well-being, loving
relationships, and learning Mathematics.
Following the present study's findings, Renniger & Hidi (2019) state that the
motivation and achievement of many secondary school students in Mathematics are
declining, partly due to differences in school context and instructional practices, as well
as the increased complexity of the learning material. Motivating students to learn is

27
important because they are more likely to put in an effort to learn the material, use the
right self-regulation skills, keep going even when things get hard, and show higher levels
of achievement.
In the conducted interview, the students were asked about their ability to
understand and manage learning Math in the factors that affect their motivation about it.
Many of these students stated that they try to stay focused when reviewing the Math to
ensure that they learn and apply it in solving Math problems. Others mentioned that they
gradually practice their Math skills to broaden their knowledge about it. In addition,
several responded that they watch an online tutorial on Mathematics whenever they have
difficulty understanding a certain Math problem.
Self-Efficacy
Bandura (2008) expresses that self-efficacy refers to a person's confidence in their
ability to execute the actions necessary to create particular performance outcomes. Also,
it is the belief that one can exert control over their motivation, conduct, and social
environment.

as to Self-Efficacy
Responses = 594
5 4 3 2 1
1. I am confident I will do well on math
108 95 121 172 98 2.90 STM
assignments and projects.
2. I believe I can master the knowledge
121 98 121 128 126 2.93 STM
and skills in math.
28
3. I am confident I will do well on math

99 87 141 142 125 2.82 STM
tests.
4. I believe I can earn a grade of
78 89 78 187 162 2.55 ST
“outstanding” in math.
5. I believe that when I try hard enough, 12
185 121 89 78 3.41 FT
I will pass math subject. 1
Legend:

their motivation in terms of self-efficacy.
Examining the data indicates that the item "I believe that when I try hard enough,
I will pass Math subject" has the highest computed weighted mean of 3.41 with a verbal
description of "frequently true of me." In contrast, the item "I believe I can earn a grade
of "outstanding" in math" received the lowest calculated weighted mean of 2.55 with a
verbal description of "seldom true of me." The overall mean was calculated at 2.92 which
is verbally described as "sometimes true of me."
The results show that the junior high school students are still not accustomed to
answering mathematical questions and equations with confidence and having a clear
mindset. However, there is a glimmer of hope that if they are appropriately motivated and
have an achievement-oriented mindset, they will be able to accomplish their goals,
especially since they feel that perseverance can produce positive outcomes.
In comparison with the present study's findings, Marsh et al. (2019) state that
motivation is an internal state that initiates and maintains goal-directed behavior.

29
According to the expectancy-value theory, motivation depends on students’ beliefs about
themselves (expectancies) and the task (values). Expectancies refer to students’
expectations for success or the belief in their ability to succeed within a domain. Self-
efficacy is a term used in other theories of motivation that is related to expectations of
success.
In the conducted interview, the students were asked about their confidence in their
mathematical abilities. Many of these students stated that they are somehow confident
because Math is something they have knowledge of. Others mentioned that they have low
confidence when it comes to Math because they find it very challenging. In addition,
several responded that they have a positive feeling in Math, depending on the topic given.
Utility Value
Utility value is the task's relationship to desired outcomes. Although students may
dislike a particular assignment, they may value the result or outcome it produces. The
activity must be essential to their vision of the future, or it must facilitate their pursuit of
other objectives. Because objectives can play a crucial role in achieving subsequent
results, parents and teachers should assist students in recognizing the long-term benefits
of their current actions.

as to Utility Value
Item Statement Responses = 594 Mean VD

30
5 4 3 2 1
1. I think about how learning math can 15
141 121 87 89 3.29 FT
help me get a good job. 6
2. I think about how the math I learn 24
188 63 56 39 3.82 FT
will be helpful to me. 8
3. I think about how learning math can 20
111 83 93 106 3.20 STM
help my future career. 1
4. I think about how I will use math I
99 88 141 124 142 2.79 STM
learn.
5. I think about how learning math can
12
help me choose the course that I want in 252 81 78 62 3.71 FT
1
college.
Legend:

their motivation in terms of utility value.
A close examination of the data reveals that the item "I think about how the math
I learn will be helpful to me" has the highest computed weighted mean of 3.82 with a
verbal description of "frequently true of me." The lowest calculated weighted mean was
2.79 for the statement, "I think about how I will use math I learn," receiving a verbal
description of "sometimes true of me." The overall mean was calculated at 3.36, which is
verbally described as "sometimes true of me."
The results indicate that junior high school students are not yet attuned to
appreciating the significance of why they study mathematics and are focused on the
current work. Meanwhile, there is still hope that if they understand its usefulness,
particularly its applicability to their life and future objectives, they will be able to
persevere and see its positive aspects.

31
In contradiction to the current study's findings, Ryan & Deci (2017) assert that
intrinsic value and utility value are tied to components of what self-determination theory
refers to as intrinsic motivation (i.e., acting for internal or personal reasons) and extrinsic
motivation (i.e., acting for external benefits). There is unanimity that attitudes about
oneself and the job are fundamental components of academic motivation, despite
significant discrepancies across theoretical theories.
In the conducted interview, the students were asked about what they think of the
practical application of mathematics in Math. Many of these students stated that they
visualize the practical use of Mathematics in life by managing finances and solving
numbers, not only in a mathematical approach. Others mentioned that they could apply
their knowledge of Math in their future career. In addition, several responded that they
think that Math is too complicated and that they don't see how they can practically apply
it in their life.
Interest
Interest is a significant motivator that invigorates learning, leads educational and
career directions, and is essential for academic achievement. Additionally, it is a
psychological state of attention and affect toward a certain object or topic, as well as the
urge to reengage throughout time.
The assessments of the public high school students as regards their interest in
terms of positive valence, negative valence, time, and knowledge are presented in Tables
6 to 9.
Positive Valence
Positive Valence Systems are primarily responsible for how students react to
situations or contexts that make them feel good, such as seeking rewards, acting in ways
that make them feel good and learning from rewards and habits. Students are interested as
when they act to feel good or by receiving rewards on feeling good. They are thought to
learn from the rewards and habit of the things that makes them feel good.
their motivation in terms of positive valence.
32
Table 6. Non-Intellective Factors in terms of Interest as

to Positive Valence
Responses = 594
5 4 3 2 1
1. I like to answer questions in math 15
58 132 121 131 2.81 STM
modules. 2
15
2. Knowing a lot about math is helpful. 219 68 85 66 3.63 FT
6
3. I want to know all about how to do 17
124 121 86 85 3.29 STM
math problems. 8
13
4. I want to learn more about math. 123 142 97 96 3.16 STM
6
5. I choose to work on math. 80 72 125 141 176 2.56 ST
Legend:

33

Examination of the data reveals that the item "knowing a lot about math is
helpful" has the highest computed weighted mean of 3.63 with a verbal description of
"frequently true of me". The lowest calculated weighted mean was 2.56 for the statement,
"I choose to work on math," having a verbal description of "seldom true of me". The
overall mean was calculated at 3.10, which is verbally described as "sometimes true of
me".
The results indicate that junior high school students are still not used to feel good
in their accomplishments, particularly in their Mathematics class. It thus affects their
interest because later, they know that completing the task would make them eager to test
their ability further. There is a possibility that they perceive Mathematics to be helpful,
particularly when they are expected to perform it and will receive positive valence.
The findings of this study do not coincide with those of Martinez-Sierra and
Garca-González (2017). They state that various studies have identified a wide range of
emotions that affect academic performance. According to these studies, having positive
emotions makes you do better in school, while having negative emotions makes you do
worse.
In the conducted interview, the students were asked about having an interest in
Mathematics makes them enjoy the subject. Many of these students stated that they liked
Math and wanted to explore more about it. Others mentioned that they find Math an
interesting subject and enjoy learning it in their math. In addition, several responded that
they prefer another subject more than Math.

34
Negative Valence
The Negative Valence System is primarily responsible for responses of the
students to adverse circumstances or situations, such as fear, anxiety, and loss. Students
lose interest when they feel bad or when they receive demerits. They are believed to learn
less from situations that make them uneasy and feel embarrassed about themselves.
Table 7. Non-Intellective Factors in terms of Interest

as to Negative Valence
Responses = 594
5 4 3 2 1
23
1. I am wasting my time on math. 128 88 75 72 3.45 FT
1
2. I would rather be working on 12
369 45 36 23 4.31 AT
something else besides math. 1
3. I give up easily when working on 11
358 42 51 28 4.22 AT
math. 5
4. I am always thinking of other things 21
241 43 58 37 3.95 FT
when working on math. 5
5. I have difficulty paying attention 12
321 66 42 41 4.08 FT
when working on math. 4
Overall Mean 4.00 FT
Legend:

their motivation in terms of negative valence.
The data shows that the item "I would rather be working on something else
besides Math" has the highest computed weighted mean of 4.31 with a verbal description
of "always true of me". The statement "I am wasting my time on Math" had the lowest
35
weighted mean of 3.45 with a verbal description of "frequently true of me". The overall
mean was calculated at 4.00, which is verbally described as "frequently true of me".
The results indicate that junior high school students show negative valence
whenever they work on Mathematics. They tend to look out for any possible ways that
would let them escape from studying Mathematics. It thus confirms that they are not used
to having the positive valence that can improve their interest in the subject.
The present study somewhat contradicts Grills-Taquechel et al. (2013), as they
found that negative emotions can have both positive and negative effects. For example,
shame can motivate people to achieve and avoid failure, which can sometimes improve
their academic performance. Anxiety, on the other hand, can help people pay attention.
Accordingly, the present study contrasted it as it is more geared towards negative than
positive emotions.
In the conducted interview, the students were asked about the influence of
negative feelings in Mathematics on their interests. Many of these students stated that
they think that mathematics should be less complicated because it is boresome to them.
Others mentioned that even though they try hard to focus, their mind easily goes blank,
and they feel impatient towards Math. In addition, several responded that during Math
class, they feel sleepy and have no interest in learning long formulas and Math problems.
Time
Time engagement is one of the factors that will measure a student's interest,
particularly whether or not they take part in the overall learning experience. It is
important to note that a student's degree of interest in a subject increase when they allot
36
and take the time to make sense of the subject and decreases otherwise. It is hoped that
their allotment of time will demonstrate their interest and appreciation.
Table 8. Non-Intellective Factors in terms of Interest as to Time
Responses = 594
5 4 3 2 1
1. I work more math problems than what
56 48 182 163 145 2.51 ST
I have to.
2. I work on math in my spare time. 36 48 125 188 197 2.22 ST
3. I want to talk about math with my
90 56 107 189 152 2.57 ST
friends.
4. I spend more time than most of my
66 89 123 127 189 2.52 ST
classmates working on math.
5. I am too involved in math. 64 82 134 148 166 2.55 ST
Overall Mean 2.47 ST
Legend:

their motivation in terms of time.
Manifestly, all entries in the table, including the calculated overall mean of 2.47,
received the same vocal description of "sometimes true of me" as displayed in the table.
Further examination of the data reveals that the item “I want to talk about math with my
friends " has the highest computed weighted mean of 2.57. The lowest calculated
weighted mean was 2.22 for the statement, " I work on math in my spare time."
The results reveal that junior high school students spend little to a significant
amount of time on their Mathematics subjects. This suggests that they spend more time
on other activities or studies than Mathematics. Notably, it appears that they will do it
with their friends whenever they spend time on Math reviews and discussions. However,
37
time management concerns indicate that if students have the option to forego
Mathematics and allocate time to other subjects, they will do so.
In addition to the findings provided here, Nguyen et al. (2018) found a mismatch
between how teachers intended to learn and how students actually studied. Students
spent, on average, fewer hours per week studying the materials that were assigned to
them in the virtual learning environment (VLE) than the number of hours that their
teachers recommended. The timing of involvement also varied, with patterns ranging
from being involved ahead of time to playing catch-up. Students who did well
academically spent a more significant proportion of their time studying ahead of time,
while students who did poorly spent a more significant proportion of their time engaging
in activities that helped them catch up.
In the conducted interview, the students were asked about the importance of time
commitment can affect their mathematical interest. Many of these students stated that
they spent all their time on Math until they mastered it and were confident enough to
answer Math problems. Others mentioned that they allotted only a short time amount of
time to what time their mind could handle Math. In addition, several responded that they
put Math most priority in their time schedule.
Knowledge
Their level of knowledge significantly influences students' interest in a specific
subject. Due to their confidence in doing a particular task, they are more willing to
participate as their understanding of a subject expands. Thus, students are interested in

38
and spend a great deal more time on topics on which they want to learn more about the
subject matter. It is believed that their acquisition of knowledge will express their
appreciation and interest.
Table 9. Non-Intellective Factors in terms of Interest as to Knowledge
Responses = 594
5 4 3 2 1
1. I know all kinds of things about math. 58 56 174 163 143 2.53 ST
2. I am expert in math. 41 46 121 192 194 2.24 ST
3. I can answer all kinds of questions
98 86 87 163 160 2.66 STM
that teachers ask in math.
4. I have a lot of things to say about
76 92 114 118 194 2.56 ST
math topics.
5. I have a lot of knowledge about math. 78 98 111 136 171 2.62 STM
Overall Mean 2.52 ST
Legend:

their motivation in terms of knowledge.
A close analysis of the data reveals that the item "I can answer all kinds of
questions that teachers ask in Math" has the highest computed weighted mean of 2.66
with a verbal description of "sometimes true of me". The lowest calculated weighted
mean was 2.24 for the statement, "I am expert in Math," receiving a verbal description of
"seldom true of me". The overall mean was registered at 2.52, which is verbally described
as "seldom true of me".
The results indicate that junior high school students are not yet proficient in
Mathematics, mainly in their communication and perception. As students' knowledge of

39
Mathematics expands, their interest in the subject will also increase. In addition, they
were aware that they had a great deal to learn about the subject, which, viewed in a
positive light, would be a challenge to increase their interest in the topic.
The result of the study links to the study of Rotgans and Schmidt (2017), as
commonly held beliefs are proven to differ when broadly shared standard assumptions
about the relationship between individual interest and knowledge are made. The notion
that the greater a person's interest in a topic, the greater their willingness to engage in
learning is only partially accurate. In addition, it differs from the notion that knowledge
and interest influence each other reciprocally. On the other hand, individual interest is
both the cause of learning and the result of it. Individual interest as an effect of learning is
therefore recognized.
In the conducted interview, the students were asked about what they think about
their own level of understanding affecting their enthusiasm and attitude towards math.
Many of these students stated that they only have neutral knowledge of math, which does
not really affect their enthusiasm for it. Others mentioned that they have more things to
learn in math and are eager to explore it. In addition, several responded that they are not
knowledgeable in math and only have basic knowledge of it and are not so excited
whenever they are to do it.
Emotion
Emotions are intrinsically linked to and influence cognitive abilities such as
attention, memory, executive function, decision-making, critical thinking, problem-
solving, and regulation, which all play a crucial part in learning. Emotions and learning
40
go hand in hand. Depending on whatever emotions are driving or coloring the experience,
it can both facilitate and hinder learning. Strong positive or negative emotional states
might infect others in the learning environment.
The assessments of the public high school students as regards their motivation in
terms of enthusiasm, enjoyment, boredom, and frustration are presented in Tables 10 to
13.
Enthusiasm
Enthusiasm as an emotion assisting learning plays a vital role in the overall
learning process of a student. It is a strong desire to do a task or learn more about
something you are very interested in. Students would most likely engage if they felt
enthusiastic about a particular subject.
Table 10. Non-Intellective Factors in terms of Emotion

as to Enthusiasm
Responses = 594
5 4 3 2 1
1. I love the tasks in math. 62 69 159 156 148 2.56 ST
2. I feel very happy while solving the
78 81 122 145 168 2.59 ST
tasks in math.
3. I experience a lot of energy while 21
145 89 88 61 3.49 FT
solving the tasks in math. 1
4. I want more time to continue solving 12
111 109 108 145 2.91 STM
the tasks in math. 1
5. I want to make a great effort to solve
189 88 115 89 113 3.25 STM
the tasks in math.
Legend:
4.21 – 5.00 Always True of Me (AT) 1.81 – 2.60 Seldom True of Me (ST)
3.41 – 4.20 Frequently True of me (FT) 1.00 – 1.80 Never True of Me (NT)
Table 10 shows the assessments of the public junior high school students
regarding their emotion in terms of enthusiasm.

41
The data reveals that the item "I experience a lot of energy while solving the tasks
in math" has the highest computed weighted mean of 3.49 with a verbal description of
"frequently true of me". The lowest calculated weighted mean was 2.56 for the statement,
"I love the tasks in math," having a verbal description of "seldom true of me". The overall
mean was registered at 2.96, which is verbally described as "sometimes true of me".
The results imply that junior high school students are not accustomed to being
enthusiastic about Mathematics studies. When solving mathematical equations, it is
evident that students are leaning toward a more active approach. However, their liking for
the subjects is still in the development stage.
The present study somewhat undermines the study of Yu (2015) regarding
whether interest is the best teacher. As long as students have a strong interest in the
learning objective, learning motivation can be generated to increase learning efficiency
until the work is completed. Thus, a student's interest can fully get them excited about
learning, push them to participate actively, and improve how well they learn.
In the conducted interview, the students were asked about their willingness to
learn math influences their feelings about learning math. Many of these students stated
that they are more than willing to learn, and they are excited to learn beyond their
knowledge in math. Others mentioned that since math is a difficult subject, they strive
hard to learn it. In addition, several responded that they love how challenging math is and
they are willing to take on that challenge.
Enjoyment
42
Enjoyment alongside fun has been recognized as an effective strategy for creating
a socially connected learning environment. It reveals that feeling good emotions, such as
fun and enjoyment, is associated with successful learning and an enhanced sense of well-
being. Therefore, their motivation to learn will improve when students are happy and
satisfied.
Table 11. Non-Intellective Factors in terms of Emotion as to Enjoyment
Responses = 594
5 4 3 2 1
1. I realize I am enjoying solving the
78 98 148 142 128 2.76 STM
tasks in math.
2. The tasks in math make me feel good. 67 78 125 148 176 2.52 ST
3. I want to solve the tasks in math 20
294 56 27 16 4.23 AT
correctly. 1
4. I experience enough energy to solve 13
128 136 111 84 3.19 STM
the tasks in math. 5
21
5. The tasks in math catch my attention. 208 68 56 43 3.83 FT
9
Legend:

regarding their emotion in terms of enthusiasm.
The data shows that the item "I want to solve the tasks in math correctly" has the
highest computed weighted mean of 4.23 with a verbal description of "always true of
me". The lowest calculated weighted mean was 2.52 for the statement, "the tasks in math
make me feel good," receiving a verbal description of "seldom true of me". The overall
mean was registered at 3.30, which is verbally described as "sometimes true of me".
The results indicate that junior high school students like examining and solving
mathematical equations and problems, mainly when they are successful. It is essential to
note that students feel happy when they perform the task correctly. However, they must
also enjoy the process of answering questions, not just when they receive the correct
answers.
Peixoto et al.'s (2015) findings contrast the findings presented here, which
indicate that positive-activating emotions are positively associated with math
achievement. Their results suggest that positive-activating emotions, such as enjoyment
and pride, are positively associated with math achievement, whereas negative emotions,
such as boredom, anxiety, anger, and hopelessness, are negatively related to math
achievement.
In the conducted interview, the students were asked about how they think the
excitement of learning math might change their emotions in learning it.
Many of these students stated that they only enjoy and experience excitement when the
topic in mathematics is easy to understand and memorize. Others mentioned that they
experience somewhat excitement, but only for a while because, for them, math is
draining. In addition, several responded that math is something they do not look forward
to taking.
Boredom
An empty feeling and a sense of annoyance with that emptiness characterize
boredom. When students are bored, they may lose interest and have short attention spans
in what is happening around them. They may also experience apathy, weariness, anxiety,
or agitation. As they get bored, they tend to lose focus on what is at hand and unwillingly
take the task they need to accomplish.
regarding their emotion in terms of boredom.
Table 12. Non-Intellective Factors in terms of Emotion as to Boredom
Responses = 594
5 4 3 2 1
1. I feel bored while solving exercises in 10
88 142 136 126 2.79 STM
math. 2
2. Solving the tasks in math make me 13
86 185 101 86 3.06 STM
feel weak. 6
3. I want to leave the tasks in math
14 21 52 201 306 1.71 NT
incomplete.
4. I feel really tired while solving the 14
113 158 81 94 3.18 STM
tasks in math. 8
5. I feel completely without energy 13
89 111 156 103 2.92 STM
while doing math tasks. 5
Legend:

A close examination of the data shows that the item "I feel really tired while
solving the tasks in math" has the highest computed weighted mean of 3.18 with a verbal
description of "sometimes true of me". The lowest calculated weighted mean was 1.71,
with a verbal description of "not true of me" for the statement, "I want to leave the tasks
in math incomplete." The overall mean was registered at 2.73, which is verbally
described as "sometimes true of me".

44
45
4
The results indicate that junior high school students tend to get bored whenever
they engage in learning mathematics. Thus, they feel remarkably exhausted when they
finish their tasks in mathematics. However, as they are anxious about it, there is still a
glimpse of willingness that they might finish even though they are uninterested to do it.
In contrast to the study's conclusion, Galla et al. (2020) assert that focusing
persistently on academic assignments despite boredom is essential for achieving long-
term learning objectives. However, little is known about the characteristics that increase
students' resistance to boredom. In all research, students with a higher level of
mindfulness reported a higher tolerance for boredom, which indicated a higher level of
academic diligence.
In the conducted interview, the students were asked about how they think
boredom influences their emotions in learning mathematics. Many of these students
stated that they try to avoid feeling boredom whenever there is a math problem or math
class so that they can focus and understand math. Others mentioned that they don't let
boredom take over their emotions because that means failure to them. In addition, several
responded that the word math itself makes them feel bored and tired.
Frustration
Frustration is an emotional stress response. It is normal for students to feel it,
especially when confronted with family, school, work, and interpersonal challenges. The
perception is that they are not grasping anything, that a concept or technique is just out of
reach and challengingly so, or that it is simply not arriving quickly enough. Additionally,
this frustration is a fundamental and natural component of the learning process. However,
it can cause them to lose motivation over time. Remarkably, it can make you worry more,
lose confidence, feel bad about yourself, and have a bad attitude about school and
learning.
regarding their emotion in terms of frustration.
Table 13. Non-Intellective Factors in terms of Emotion as to Frustration
Responses = 594
5 4 3 2 1
1. I feel tension while solving the tasks 20
198 78 68 42 3.02 STM
in math. 8
2. I wish I am solving an easier task in
526 35 16 8 9 4.79 AT
math.
3. I feel the urge to hit or throw
something while solving the tasks in 8 6 7 56 517 1.20 NT
math.
4. The tasks in math make me feel 10
208 114 38 132 3.36 STM
frustration. 2
5. I have the urge of doing something to
18
stop feeling so bad while accomplishing 276 58 36 35 4.07 FT
9
math tasks.
Legend:

The data shows that the item "I wish I am solving an easier task in math" has the
highest computed weighted mean of 4.79 with a verbal description of "always true of
me". The lowest calculated weighted mean was 1.20 with a verbal description of "never
true of me" for the statement, "I feel the urge to hit or throw something while solving the
tasks in math." The overall mean was registered at 3.29 which is verbally described as
"sometimes true of me".

46
According to the results, junior high school students face frustration anytime they
are required to complete a task or learn mathematics. Notably, they want to seek an
escape route that will allow them to choose whatever they please. However, the amount
of frustration is still bearable because not everyone exhibits physical aggression as an
indicator of total frustration.
Similar to the present study's findings, Leo et al. (2019) found that emotion-to-
emotion transition analyses revealed that students' frustration transitioned to negative
emotions, and confusion transitioned primarily to negative emotions (i.e., frustration,
boredom, and anxiety) but to positive emotions when confusion was resolved. Thus, they
expressed the theoretical implications and the kinds of interventions that should be used
to help students learn how to deal with anger and confusion to improve learning
outcomes.
In the conducted interview, the students were asked about how their frustration
about math influences their emotions in learning mathematics. Many of these students
stated that whenever they are frustrated for not understanding and solving the problem
right is the more eager, they are to learn math. Others mentioned that their frustration has
positively influenced their emotions which this frustration has become their motivation to
learn more about math. In addition, several responded that once they feel frustrated, they
easily give up and try again another time.

47
The Academic Performance of the Public Junior High School Students in

Mathematics amidst Pandemic
In this part of the study, the learning performance of the junior high school
students in mathematics in the time of pandemic which was measured in terms of their
average grades in the fourth grading period are shown in Table 14.
Table 14. Distribution of the Junior High School Students

According to Academic Performance in Mathematics
f
Grade Percent Verbal Description
(N=594)
90 and above 101 17.00 Outstanding (O)
85 – 89 145 24.41 Very Satisfactory (VS)
80 – 84 171 28.79 Satisfactory (S)
75 – 79 177 29.80 Fairly Satisfactory (FS)
74 and below 0 0.00 Did Not Meet Expectations (DNE)
Range 75 – 96
Mean 83.42
Verbal Description Satisfactory
Standard Deviation 5.80
It can be examined in the table that 29.80 percent of the junior high school
students registered grades that ranged from 75 to 79 (fairly satisfactory). A considerable
portion, 28.79 percent obtained grades that lie within the bracket of 80 to 84
(satisfactory). On the other hand, 24.41 percent of the respondents yielded grades that
ranged from 85 to 89 (very satisfactory). Interestingly, the remaining 17.00 percent got
grades that lie within the bracket of 90 and above (outstanding).
A close examination of the table reveals that the grades of the junior high school
students ranged from 75 to 96. The mean was recorded at 83.42 (satisfactory) while the
48
standard deviation which measures the spread of the students’ grades from the mean was
registered at 5.80.
These results disclosed that 404 junior high school students obtained grades that
lie within the bracket of 78 to 89. Additionally, these findings imply that students have
satisfactory performance in Mathematics.
The Relationship between Non-Intellective Factors and the Public Junior High
School Students’ Academic Performance in Mathematics amidst Pandemic
Table 15 exhibits the results of the correlation analysis which was done to
determine if significant relationship existed between non-intellective factors of junior
high school students and their academic performance in mathematics.
Table 15. Results of Correlation Analysis on the Relationship

between Non-Intellective Factors and the Public
Junior High School Students’ Academic Performance
in Mathematics amidst Pandemic
Academic Performance in Mathematics

Non-Intellective Factors
r-value p-value
motivation 0.887** 0.000
interest 0.746** 0.000
emotion 0.621** 0.000
Legend: ** = highly significant (p≤0.01)
It can be noted from the table that highly significant relationship was found
between non-intellective factors and junior high school students’ performance in
Mathematics. This highly significant relationship was brought about by the fact that the
computed probability value (p=0.000) for these variables is less than the 0.01 level of
significance. Further perusal of the tabulated results reveals that direct relationship (as
implied by the positive sign of the correlation values that ranged from 0.621 to 0.887)
49
existed between the aforementioned variables. This indicates that as the level of non-
intellective factors increases, the level of their academic performance in this new normal
also increases.
These results imply that when the junior high school students have the capacities
and positive traits towards Mathematics, they would be able to obtain higher grades in the
subject.
In conjunction with the present findings, academic adjustment is affected by
cognitive and non-intellective factors and is related to academic satisfaction. Magnano et
al. (2020) presented the understanding of whether and how non-intellective factors
related to academic performance affect college satisfaction directly and with the
mediation of academic performance. It showed that each area of a person's non-
intellectual competence affects at least one area of satisfaction in a specific domain
without affecting the performance indicators.
In the conducted interview, the students were asked about how they think that the
non-cognitive elements influence their performance in mathematics. Many of these
students stated that the non-cognitive elements influence their performance in the aspect
that these elements are push factors of their actions toward mathematics. Others
mentioned that these non-cognitive elements, which are interest, motivation, and
emotion, are the things that affect their performance positively in a way that these are
advantage to have better performance in math.
Program of Activities could be Created from the Results of the Study

50
Results of the study revealed that students’ non-intellective factors such as
motivation, interest and emotions in Mathematics yielded lower assessments. This only
shows that Math teachers need to review and make some innovations in their ways of
presenting their lessons in the subject. Hence, the researcher offers the Program of
Activities which is presented in Table 16.
Table 16. Proposed Program of Activities to Improve Pupils

Techniques in Studying their Lessons
Objectives Action Timeline Persons Expected

Involved Outcome
To improve Observe and take 4th Researcher, The students
students’ study note of students’ Quarter of Students improved their
and learning varied study and S.Y. 2021- study and
habits. learning habits. 2022 learning habits.
To develop Excelling 4th Quarter Researcher, The students

collaborative students in of S.Y. Students developed
learning among Mathematics 2021-2022 collaborative
students. mentor their learning among
peers to catch-up themselves.
with the different
lessons.
CHAPTER IV
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the major findings, the conclusions arrived
at based on the findings, and the recommendations given in accordance with the
conclusions.
Findings
fourth quarter of School Year 2021-2022.
Using the procedures described in the preceding chapter, the answers to the
problems raised in this study were ascertained and summarized as follows: Findings
revealed that the public high school students assessed their motivation in terms of
intrinsic value, self-regulation, self-efficacy, and utility value as “sometimes true of me”.
The public high school students assessed their interest in Mathematics as
“sometimes true of me”.
In similar vein, the public high school students assessed their emotion in
Mathematics as “sometimes true of me”.

The academic performance of junior high school students in Mathematics was
52
described as “satisfactory”.
Highly significant relationship was found between non-intellective factors and

junior high school students’ performance in Mathematics.
Conclusions
Based on the findings of the study, the following conclusions were drawn: There
is a significant relationship between the non-intellective factors and the public junior high
school students’ academic performance in Mathematics amidst pandemic. The higher the
level of students’ motivation, interest and emotions in Mathematics, the higher their
academic performance in the subject.
Recommendations
In light of the findings and conclusions of the study, the following
recommendations were drawn:
1. Since enjoyment and enthusiasm in math are items that yielded the lowest
computed weighted mean, the teachers may use variety of techniques and use
different activities wherein the students could enjoy the subject.
2. It was found that students had less interest in Math, hence the teachers may
think of ways and means on how to make his discussions interesting to
students.
3. The school may adapt the program of activities offered by the researcher.
4. For future researchers, further research along this line could be conducted.
The same study may be conducted to senior high school to further validate
53
and understand the significance of non-intelligence factors on students’
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INFLUENCE OF NON-INTELLECTIVE FACTORS ON STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS By: Bautista, Charmaine Ortega

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BAUTISTA, CHARMAINE O.

: INFLUENCE OF NON-INTELLECTIVE FACTORS

This study determined the influence of non-intelligence factors on the academic

THE PROBLEM AND ITS BACKGROUND

comparison, shame or failure so that they experience hardships in understanding the

continue to learn loving and to love learning the subject.

Non-intellective factors play a vital role in engaging people’s intelligence fully,

students’ characteristics. Cultivating a good habit in Mathematics learning is the basis of

Mathematics study; to stimulate students’ motivation to achieve and to cultivate their

improve students’ interest in learning is the effective approach to Mathematics teaching;

to give emotional education to students and to have a harmonious teacher-student

only motivation, interest and emotion are considered.

Human being’s learning behaviors are caused by motivation. Motivation is

language learning motivation into “integrative motivation” and “instrumental

However, in the present study the concern is on Mathematics motivation.

learning participation, and improve learning efficiently (Yu, 2015).

In English learning, emotion mainly refers to learners’ feelings, attitudes and

affective filter theory (Yu, 2015).

Although motivation is important across all disciplines, research suggests

mathematics imposes unique motivational barriers, including feelings of anxiety (Dowker

their identities as learners (Hogheim & Reber, 2015).

Unfortunately, many secondary school students show declining mathematics

instructional practices, as well as the increased complexity of the learning material.

challenging academic tasks or use effortful learning strategies, due to unproductive

(Wigfield et al., 2016).

Motivation is an internal state that initiates and maintains goal-directed behavior.

According to expectancy-value theory, motivation depends on students’ beliefs about

can turn complete their assignments on time (Wigfield et al., 2016).

would be characterized by a consistently high cognitive commitment and emotional

attachment to a specific (scholastic) domain. In that sense, interest is considered as

over time. Mathematics interest is a complex behavioral aspect of Mathematics. It has so

many characteristics and it can be attributed to as many situations as we discuss in

Mathematics education. The key strategy of Mathematics teaching should focus on

and learning process.

In a study, Anigbo (2016) associated factors of academic achievement among

secondary school students in Mathematics to lack of interest. Also, in a study on interest

there is a significant difference in interest and academic achievement of secondary school

Mathematics achievement was also supported by some researchers to be associated with

attributed factors influencing students’ Mathematics interest to attitude towards success

in Mathematics, confidence in learning Mathematics, perception of teacher attitude,

Mathematics interest include, students’ factor, teachers factor, Mathematics anxiety,

government, lack of infrastructural facilities, lack of instructional materials and problem

investigate various factors that could influence the achievement of students in

Mathematics interest has a positive relationship with students’ achievement in

et al (2015) which further confirms that there is a significant relationship between

attributed factors of academic achievement among secondary school students to be lack

Consequently, emotions’ impact on academic achievement depends on the object

According to Pekrun and Linnenbrink-Garcia (2012), the emotions most

associated with academic performance in mathematics are enthusiasm, enjoyment,

somatic sensations), with boredom being considered an emotion of low activation,

because it diminishes somatic responses and sensations (Pekrun, 2016).

effects on academic performance, indicating that positive emotions tend to improve

of failure, improving academic performance in some instances, while anxiety might be

helpful in focusing attention (Grills-Taquechel et al., 2013).

affective, and cognitive process factors on math achievement in an online mathematic

Statement of the Problem

fourth quarter of School Year 2021-2022.

Specifically, it sought answers to the following questions:

academic performance in Mathematics be described in terms of the following

1.1.1 intrinsic value;

1.1.4 utility value;

1.2.1 positive valence;

1.2.2 negative valence;