Manuscricpt

THE ROLE OF STUDENTS’ MATHEMATICAL SELF-EFFICACY AS A
MEDIATOR ON STUDENTS’ MATHEMATICAL INTEREST AND

MATHEMATICAL ACHIEVEMENT IN MATHEMATICS IN
THE MODERN WORLD SUBJECT
An Academic Research
Presented to
The Faculty of Teacher Education Department
Davao de Oro State College
Montevista, Davao De Oro, 8801
In Partial Fulfilment of the Requirements for the

Degree Bachelor of Secondary Education
Major in Mathematics
Girlie D. Sablas
Jannah Kate D. Sarmiento
May 2023
APPROVAL SHEET
This Research entitled “THE ROLE OF STUDENTS’ MATHEMATICAL SELF-

EFFICACY AS A MEDIATOR ON STUDENTS’ MATHEMATICAL INTEREST
AND MATHEMATIC ACHIEVEMENT IN MATHEMATICS IN THE MODERN
WORLD SUBJECT” of Davao de Oro State College, prepared and submitted by Sablas,
Girlie D. and Sarmiento, Jannah Kate D., in partial fulfilment of the requirements for the
Degree Bachelor of Secondary Education Major in Mathematics, has been examined and is,
hereby, recommended for approval and acceptance.
JEIRAH LOU R. GUZMAN, LPT

Adviser
APPROVED by the Panel of Examiners with a grade of PASSED.
MICHAEL C. MORRE JR., MAED

Chairperson
REY JOHN B. REBUCAS, MAEE JOHN MARK LAPUZ, MAED
Member Member
ACCEPTED in partial fulfilment of the requirements for the Degree Bachelor of

Secondary Education Major in Mathematics.
JASMINE ROSE F. GEVEROLA, LPT, MAELT

Program Head
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ACKNOWLEDGEMENT
The researchers would like to express heartfelt gratitude and appreciation to the
people who, in one way or another, contributed to this study.
First and foremost, the researchers would like to thank the Almighty God for giving
them strength, understanding, and knowledge in accomplishing this research study. They
would not have gotten this far without His help.
To their beloved parents, Mr. & Mrs. Sablas and Mrs. Sarmiento, thank you for
the unending love and care and the spiritual and financial support from the first day of this
journey.
The researchers would also like to express their deepest and sincerest gratitude to
their technical adviser, Ms. Jeirah Lou R. Guzman, for her valuable feedback and
constructive advice throughout their work. She was always there to support them, give them
the right direction, and provide brilliant insights. They realize that without her, they would
have never been able to bring this work to a good end.
To the panelists, Sir Rey Jhon B. Rebucas, MAEE, Sir John Mark Lapuz,
MAEd, and Sir Michael C. Morre Jr., MAEd, thank you for offering your effort, time,
considerations, and all the ideas about how they should furnish this research study. To their
statistician, Sir Arrel Jay Velez, LPT, thank you for your time and effort in analyzing the
results of their study.
Lastly, to their dearest respondents, BSED 1st-year students of DDOSC-
Montevista, with your significant participation, the data yielded good results.
The researchers' gratitude for all the contributions cannot be expressed in words.
The researchers
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ABSTRACT
This study, entitled "The Role of Students' Mathematical Self-efficacy as a Mediator
on Students' Mathematical Interest and Mathematical Achievement in Mathematics in
the Modern World Subject," was conducted to determine the level of students'
mathematical self-efficacy, students' mathematical achievement, and the significant
relationship between the level of students' mathematical interests, students'
mathematical self-efficacy, and students' mathematical achievement. Additionally, the
study aimed to investigate whether students' mathematical self-efficacy significantly
mediated the relationship between students' mathematical interest and students'
mathematical achievement among Bachelor of Secondary Education 1st-year students
of Davao de Oro State College. The data collected were statistically analyzed using
descriptive correlational and mediation techniques. The results indicated a significant
relationship between the level of students' mathematical interest and students'
mathematical achievement (r=0.392, p<.05). Similarly, a significant relationship was
found between the level of students' mathematical interest and students' mathematical
self-efficacy (r=0.488, p<.05). Additionally, a significant relationship was observed
between the level of students' mathematical self-efficacy and students' mathematical
achievement (r=0.348, p<.05). Further analysis revealed that students' mathematical
self-efficacy did not significantly mediate the relationship between students'
mathematical interest and students' mathematical achievement.
Keywords: students’ mathematical interest, students’ mathematical self-efficacy,
students’ mathematical self-efficacy
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TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Acknowledgement iii
Abstract iv
Table of Contents v
List of Tables vii
List of Figures vii
CHAPTER
1 THE PROBLEM AND ITS SCOPE
Rationale of the Study 1
Theoretical Framework 3
Conceptual Framework 5
Statement of the Problem 8
Hypotheses 9
Review of Related Literature 9
Significance of the Study 27
2 METHODOLOGY
Research Design 28
Research Locale 29
Research Respondents 32
Research Instrument 33
Data Gathering Procedures 36
Data Analysis 37
Ethical Considerations 39
3 RESULTS AND DICUSSION 44
4 CONCLUSION AND RECOMMENDATIONS
Conclusion 55
Recommendations 60
REFERENCES 64
CURRICULUM VITAE
Research Technical Adviser 76
Panel Members 77
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Validators 80
Statistician 83
Grammarian 84
Researchers 85
APPENDICES
Ethics Review Approval Form 87
Adviser’s Endorsement Sheet 88
Editor’s Certificate 89
Statistician’s Certificate 90
Respondent’s Infomed Consent 91
Declaration of Anti-Plagiarism 103
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List of Tables
Tables Title Page

1 Table of distribution of Respondents 31
2 Table of Scale of level of Students’ Mathematical Interest 34
3 Table of Scale of level of Students’ Mathematical Self-efficacy 35
4 Students’ Mathematical Achievement Scale 36
5 Level of Students’ Mathematical Interest 44
6 Level of Students’ Mathematical Self-efficacy 47
7 Level of Students’ Mathematical Achievement in Mathematics 48
in the Modern World Subject
8 Significance of the relationship between the Students’ 49
Mathematical Interest and Students’ Mathematical
Achievement, Students’ Mathematical Interest and Students’
Mathematical Self-efficacy, and Students’ Mathematical Self-
efficacy and Students’ Mathematical Achievement
9 Steps in mediation analysis 52
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List of Figures
Figures Title Page
1 The Conceptual Paradigm of the Study 7
2 Map of the Montevista Davao de Oro highlighting the 31

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CHAPTER 1
THE PROBLEM AND ITS SCOPE
Rationale of the Study
In learning mathematics, students faced numerous issues including fears to
participate, perform activities, overburdening of lesson activities, especially solving
mathematical problems, and mental health issues, all of which had the potential to
impact students' perceptions of their interest and decrease the level of self-efficacy in
learning Mathematics (Lazarides et al., 2020). Thus, students had to believe in their
abilities and be more academically motivated and participative in learning. However,
most students were unaware of the importance of mathematical self-efficacy and
interest which was one of the contributing factors in successful/decreasing
mathematical performance (Wong & Wong, 2019).
In the State of California in the United States of America, a study conducted
by Chen et al. (2018) found out that the attitude toward mathematics accelerated the
memory of the brain and predicted mathematics performance. Ghaffar et al. (2019)
stressed that the attitude affected a student's achievement. It revealed that motivation,
positive attitude, and engagement in academic work created success in mathematics
and science. This finding was similar to the study of Callaman and Itaas (2020) that
motivation affected attitudes by causing students to have positive or negative
Mathematics Self-efficacy.
Meanwhile, in the Philippines, a study conducted by Espinosa (2019) at De La
Salle University in Manila revealed the relationship between attitude toward
mathematics and achievement in mathematics. In addition, enjoyment of mathematics
directly affected mathematics achievement, and the feeling of difficulty indirectly
affected mathematics achievement. Students' interest was increased by self-efficacy,

which depended on the perceived utility of the information, background knowledge,
and the amount of fear among students (Otoo et al., 2018).
In the local setting, specifically in Montevista, Davao de Oro, the researchers
observed that most students who lacked self-efficacy and interest struggled to do
better in Math. This problem was also evident in one of the public schools in Davao
de Oro State College. A study conducted by Zakariya et al. (2019) in one of the state
Universities in Tagum City determined the relationship between mathematical
achievement and students' mathematical interest. Students' Mathematical self-efficacy
influenced students' choices of tasks on which they would expend much effort, it
determined students' level of perseverance and the amount of forbearance in difficult
situations. Low self-efficacy generally made students less successful and less likely to
do difficult tasks also considered when getting challenging assignments (Schöber et
al., 2018).
The result of this study would become an instrument to determine whether
Students' Mathematical Self-efficacy served as a Mediator on Students' Mathematical
Interest and Students' Mathematical Achievement in Mathematics in the Modern
World subject had a significant relationship with each other. Though many studies
were related to the above-mentioned variables on the internet, the relationship
between the three variables was not well researched. Aside from that, this study also
used different sets of indicators and different groups of respondents in the local
setting. The researchers were prompted and perceived the need to undertake this study
and the urgency to conduct the study to prove the observation of motivational
processes such as effort expended on mathematics tasks, persistence on difficult
mathematics problems, and help-seeking disposition greatly predicted students'
mathematical self-efficacy. Furthermore, this study aimed to encourage instructors
2
and teachers to use innovative and interactive strategies in teaching mathematics,
especially in Mathematics in the Modern World subject, that could possibly increase
interest in learning Mathematics. Also, this study would be beneficial to the students
because students would have a better understanding of how they could overcome
difficulties in learning Mathematics.
Theoretical Framework
In this study, the Cognitive Development Theory as cited by Piaget (1920)
was viewed. According to Piaget (1936), he emphasized the significance of cognition
in his theory of cognitive development and described the series of events through
which a child constructs a mental model of the world around him. Cognitive ability
was found to predict academic achievement, as established by Chandra and
Azimmudin (2013). It was suggested that children with higher cognitive abilities
excelled in academics. The study confirmed that children with high IQ and cognitive
abilities had better grasping power, retention, recall, and higher understandability
compared to an average child. It further revealed that high IQ children scored better
than low IQ children, and low IQ children were likely to be slow learners, whereas
children with high IQ had a higher probability of being fast learners.
In the context of the study, the cognitive development theory on teaching and
learning processes showed that higher socioeconomic conditions were associated with
better cognitive performance of children, as such conditions allowed greater access to
spaces and playful, educational, and cultural materials. Students had already mastered
what had been taught and had confidence in their abilities to do or perform the
assigned tasks. During this time, students were not in the process of acquiring new
information or learning.
3
Moreover, this study was anchored on the Interest-Driven Creator (IDC)
theory of Chan et al. (2018). The theory hypothesized that students, driven by interest,
could be engaged in the creation of knowledge. In the IDC theory, the first
consideration was nurturing interests. When learning became interesting for students,
they would focus their attention on learning, spend time and energy, make effort
without feeling that they were making effort, enjoy learning, and consequently excel
in learning performance.
In the context of the study, the interest-driven creator theory enabled students
to develop an interest in learning, be immersed in the creation process, and, by
repeating this process in their daily routines, strengthen habits of creation. To be able
to develop truly useful creations, students should periodically engage in challenging
tasks. As time went by and the students iterated and repeated, challenges emerged.
Challenges were self-initiated or generated by a group of students themselves. To
overcome a challenge, students might plan for an adventure, in which they tried out
some new ideas and took risks, possibly experiencing an unusual and exciting
journey. In the process, some interests evolved into passions, some creations turned
into innovation, and some habit-triggered efforts were replaced by goal-directed
efforts.
Furthermore, this study gleaned from Albert Bandura's (1997) theory,
emphasizing self-efficacy as a mediating variable. Mathematics Self-efficacy was
defined as an individual's beliefs or perceptions with respect to their abilities in
Mathematics (Bandura, 1997). In other words, an individual's Mathematics Self-
efficacy was their confidence about completing a variety of tasks, from understanding
concepts to solving problems in Mathematics. Self-efficacy, in general, has been
linked with motivation. Bandura outlined four sources of information that individuals
4
employ to judge their efficacy: performance experiences, vicarious experiences,
verbal persuasion, and physiological/emotional state.
In the context of the study, social cognitive theory helped determine individual
self-efficacy and influence individual choices about whether to engage in certain
tasks. Self-efficacy beliefs influenced the choices students made and the courses of
action they pursued. Students tended to engage in tasks about which they felt
competent and confident and avoided those in which they did not. Students influenced
the amount of stress and anxiety individuals experienced as they engaged in an
activity, leading to the conclusion that self-efficacy was the level of a student's
confidence in their ability to take action to achieve a desired outcome.
Conceptual Framework
Figure 1 presented the variables of the study. The independent variable of this
research focused on Mathematical Interest, which was measured through indicators
such as interest, creation, and habit (Chan et al., 2018). Interest played a critical role
in the learning process, as learning with interest made it enjoyable and effective
(Aggarval, 2009; Wong et al., 2017). Additionally, creation contributed to productive
learning and a sense of achievement (Tan et al., 2014). Lastly, habit indicated students
becoming interest-driven creators, as their self-directed behaviors shaped their
identity (Dulhigg, 2012). By cultivating habits of creating with interest, students could
ultimately become lifelong interest-driven creators. Interest in a learning activity led
to increased attention and effort, while a lack of interest hindered sustained learning.
Mathematical Interest was considered a key factor for high academic performance
(Chan et al., 2018).
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The dependent variable of the study was Students' Mathematical
Achievement, which measured the competency demonstrated by students in the
subject of mathematics. It was assessed by examining their grades in mathematics
(Pandey, 2018). The extent to which a learner benefited from instructions in a specific
area of learning was reflected in their achievement, indicating the level of skills and
knowledge imparted to them through their grades (Crow & Crow, 1996).
The mediating variable was Students' Mathematical Self-efficacy, which was
measured through four indicators: performance experiences, vicarious experiences,
verbal persuasion, and physiological/emotional state (Bandura et al., 1977). These
sources could be defined in the context of mathematics as follows: performance
experiences were created when students had successful experiences in their
mathematics courses (Bandura, 1982); vicarious experiences were created when
students observed their peers performing well in certain tasks, leading to a sense of
confidence in their own abilities (Rosenthal & Zimmerman, 1978); verbal persuasion
occurred when students received verbal encouragement or discouragement from
parents, teachers, or peers, influencing their confidence in performing specific math
tasks (Chambliss & Murray, 1979); and physiological and emotional reactions arose
when students associated negative experiences with distressing psychosomatic
symptoms such as anxiety, pain, or fatigue when attempting certain mathematics tasks
(Averill, 1973). Researchers, including Bandura, have suggested that self-efficacy
influences human motivation, persistence, efforts, actions, behavior, and achievement
(Bandura et al., 1977).
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Mediating Variable
Students’ Mathematical Self-

efficacy
 Performance
Experiences
 Vicarious Experiences
 Verbal Persuasion
 Physiological and
Emotional State
Students’ Mathematical
Interest
BSED Students’
 Interest Mathematical
 Creation Achievement in
 Habit Mathematics in the
Modern World Subject
Independent Variable Dependent Variable
Figure 1. The Conceptual Paradigm of the Study
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Statement of the Problem
This study aims to investigate the roles of Students’ Mathematical Self-efficacy as
a Mediator on Students’ Mathematical Interest and Students’ Mathematical
Achievement in Mathematics in the Modern World Subject. Specifically, this study
will answer the following questions;
1. What is the level of Students’ Mathematical Interest of the students in terms
of;
1.1 interest;
1.2 creation; and
1.3 habit?
2. What is the level of Students' Mathematical Self-efficacy between the sources
of;
2.1 performance experience;
2.2 vicarious experience;
2.3 verbal persuasion; and
2.4 physiological and emotional state?
3. What is the level of Students’ Mathematical Achievement of the students in
Mathematics in the Modern World Subject?
4. Is there a significant relationship between:
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4.1 The level of Students’ Mathematical Interest and Students’ Mathematical
Achievement;
4.2 The level of Students’ Mathematical Interest and Students’ Mathematical
Self-efficacy; and
4.3 The level of Students’ Mathematical Self-efficacy and Students’
Mathematical Achievement?
5. Does Students’ Mathematical Self-efficacy significantly mediate the
relationship between Students’ Mathematical Interest and Students’
Mathematical Achievement?
Hypotheses
Based on the research questions, the following null hypotheses were tested at a 0.05
level of significance:
H0: There was no significant relationship between the level of Students'
Mathematical Interest and Students' Mathematical Achievement.
Mathematical Interest and Students' Mathematical Self-efficacy.
Mathematical Self-efficacy and Students' Mathematical Achievement.
H0: Students' Mathematical Self-efficacy did not significantly mediate the
relationship between Students' Mathematical Interest and Students' Mathematical
Achievement.
Review of Related Literature
This part of the quantitative research presented a compilation of articles,
works of literature, and studies that provided details and relevant information about
the roles of Students' Mathematical Self-efficacy as a Mediator on Students'
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Mathematics Interest and Students' Mathematical Achievement in Mathematics in the
Modern World Subject.
Students’ Mathematical Achievement
Mathematics makes the life of every human being meaningful. It is one of the
tools used in solving a lot of problems that one has encountered in this complicated
world. However, Badjao students are struggling in terms of comprehension to the new
topics which leads to high failure rate in the subjects. Many studies support that their
level of achievement in mathematics is affected by their learning experiences, beliefs,
value practices and exposure to technology-related instructional materials in
mathematics (Uslu, 2018). Also, students in learning environment come from various
places with different experiences, beliefs and values.
Added by Ary et al. (2018), the whole educational system revolves around the
academic achievement of students. Students need opportunities to gain knowledge,
asking refined questions, designing investigations, and interpreting information to
deduce findings. Since poor performance in mathematics indirectly affects the overall
academic performance of students, there is an urgent need to investigate the factors
that have contributed to poor performance in mathematics in higher education.
Additionally, students’ performance in mathematics, as indicated by the grades
they achieved, is affected by various factors. Despite these initiatives, students’
performance in mathematics has consistently remained poor. Poor performance in the
subject implies that the quality of mathematics education is jeopardized. To improve
the quality of mathematics education, we should find ways to improve students’
learning experiences and consequently their performance (Arikan et al.,2016; Casmis
et al., 2020). They are expected to have different needs, interests, and abilities in
learning mathematics. Badjao students must be investigated by stress and their
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happiness which is a significant factor in academic performance (Casinillo & Aure,
2018). This is to determine if culture have an impact on students in relation to
mathematics achievement.
Students’ Mathematical Interest
According to Wong (2019), interest as the state of engaging students in
learning mathematics while enjoying the learning process. This study considers
interest as the state of students being confident and free in interacting with teachers
and colleagues in learning mathematics while showing they like and enjoy the
learning process. In the study conducted by Toli and Kallery (2021) provided the
characteristics of interest that include increased attention, efforts, effects and
experience Lent et al., 1996; Grigg et al., 2018). Additionally, studies have uncovered
various aspects of improving students’ interest in mathematics. According to Yeh et
al. (2019), three aspects indicate students’ interest in the subject: attitude, initiative
and confidence. They further describe that students’ liking of the subject significantly
influences their attitudes. The initiative is from participating voluntarily in
mathematics activities even beyond class hours. And according to Emefa et al. (2020)
interest as a psychological state occurring during the interaction between a person and
a specific subject or activity, including the process of willingness, attention,
concentration and positive feeling towards that particular subject or activity.
Although a perception made students believe that Mathematics is difficult,
particularly at the higher education level Student confidence determine their interest
in Mathematics in school. There is an indirect association between student confidence
and motivation to do mathematics. Student interest in Mathematics is likely to
increase if only the student understands the application (Otoo et al., 2018).
Interest
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Interest is important for learning because students enjoy the learning process
when learning is relevant to their interests (Chan et al., 2018). The Interest-Driven
Creator (IDC) proposes that suitable learning strategies can nurture interest. These
strategies can be characterized by three key words: “curiosity” that triggers interest,
“flow” that immerses interest, and “meaning” that extends interest. In the context of
Interest-Driven Creator (IDC) theory, the “interest loop” starts by tapping students’
curiosity to trigger their situational interest and retain their interest by immersing
them in relevant learning activities. Finally, emergent individual interest is nurtured
when students discover areas of study that are truly meaningful to them. Chan
proposed that the interest loop of the Interest-Driven Creator (IDC) theory is a
dynamic and cyclical process (Chan et al., 2018).
Situational interest refers to focused attention and the affective reaction
triggered in the moment by environmental stimuli, but situational interest may or may
not last over time. Note that situational interest is similar to triggering interest
(arousing curiosity) in the interest loop (Wong et al., 2020). Individual interest
denotes the enduring tendency to reengage a particular activity overtime with an
expectation of positive feelings based on previous experience.
This study considers interest as the state of students being confident and free
in interacting with teachers and colleagues in learning mathematics while showing
they like and enjoy the learning process. In addition, interest as a psychological state
occurring during the interaction between a person and a specific subject or activity,
including the process of willingness, attention, concentration and positive feeling
towards that particular subject or activity (Emefa et al., 2020). The study focused on
interest as a single construct without relating to other aspects of motivation. It
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explored students’ psychological state towards their willingness to participate, learn
attentively and concentrate on the subject happily.
Creation
Interest-driven creation can be triggered by environmental cues in various
creation sub-activities (initiating, combining, and staging). For example, imitating is
concerned with taking in plentiful existing knowledge and is the preparation process
of creation (Chan et al., 2019). Creation is the core of a learning activity because
students’ creative processes represent their learning processes; creation renders
learning outcomes visible, makes learning more enjoyable, and satisfies students’
curiosity (Chan et al., 2018). In short, when students are driven by interest to engage
in creation and repeat this learning process in daily learning activities or as task, they
eventually develop knowledge or artifact creation habits (Chan et al., 2018).
Additionally, besides building confidence and developing pride, the
reciprocal roles of the performer and the audience in staging can nurture some
important positive emotions. For example, if the stage is the class and the performers
are a group of students, the group members need to help each other before going on
the stage. To perform well, they realize the importance of giving constructive
feedback while at the same time offering praise and encouragement to their peers. As
a result of this process, they will develop positive emotions such as gratitude,
compassion, and self-control that are crucial for attaining success in their future
(DeSteno, 2018).
Most importantly, through such an interest-driven design of creation, if we
can enable students to learn with interest in their daily routines, creation will become
not only their habit, but also their individual interest or hobby. In short, when creation
with interest repeats, creation will become a habit and a hobby (Chen et al., 2019).
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Students will then pursue their own learning by themselves and ultimately become
lifelong interest-driven creators (Chan et al.,2018).
Habit
The learning habit greatly determines not only students’ academic
achievements. But also, their success in the future (Chan et al., 2018). It is effective to
remind students at the beginning of habit formation by clarifying the goal of the
learning activities with the students. If the student knows the purpose of the activity,
he/she can focus on the learning, and the study will be goal-directed which can
become habitual later. For example, one intervention of designing IDC-based learning
activity was called Modeled Sustained Silent Reading (MSSR) (Chan et al.,2018;
Wong et al., 2020). MSSR was aimed to help students to form reading habit. In
MSSR, students repeatedly exposed to “modeled” and “silent” environment.
Additionally, the element of “modeled” and “silent” serve as context cues of
the reading behaviors. In classrooms, teachers should become the role models so that
students can mimic routines that we want them to do. Besides, the teachers should
also set up a norm that is conducive to develop crowd habits in classrooms. As
MSSR, to help students form reading habit, their teacher also read on a routine basis
for long period of time (Chan et al., 2018; Wong et al., 2020). Additionally, teachers
should provide low-ability students with additional assistance, so that students can
acquire the satisfaction in the habit loop of interest- driven creation.
Besides, learning habit were also among the factors that influence the
achievement of students in Mathematics. Students with continuously low performance
in Mathematics may eventually lose their interest and will affect their learning habit
(Yeh et al., 2019). The researchers found that students who achieved low achievement
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in Mathematics were due to poor learning habit and lack of skills in training and
taking tests (Fitrianti & Riyana, 2020).
The learning habit greatly determines not only students’ academic
achievements but also their success in the future (Chan et al., 2018). Students’
achievements due to good habit have a cumulative effect on their future success.
Moreover, those students who have developed good learning habits earlier continue to
sustain and increase the learning gains while those students who have not had good
learning habits have a harder time catching up—essentially, the stronger gets ever
stronger while the weaker only gets weaker, due to learning habits.
Students’ Mathematical Self-efficacy
Self-efficacy believes that someone can master the situation and give positive
results (Santrock, 2018). It is important to assess how high a person’s mathematical
self-efficacy is towards a particular task. The perceived self-efficacy determines not
only the level of effort but also its quality, how productively that effort is deployed.
Therefore, higher perceived self-efficacy brings about various motivated efforts, and
it enables individuals to enhance performances (Talsma et al., 2018). Self-efficacy is
one’s belief about how their own action and effort could lead to success in
mathematics (Luttenberger et al., 2018). It is important to understand students’
characteristics by educators in learning so that students’ self-efficacy is not low
(Zientek et al., 2019).
Added by Mulbasari and Fitriasari (2018), improve the ability to make
mathematical models, solve problems and interpret solutions. This basic ability of
mathematical can be mastered students well if they have affective abilities, one of
them is self-efficacy. Students who have good self-efficacy are expected to be able to
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make representations of mathematical problems, so students will more easily solve
mathematical problems. Therefore, this literature study will discuss about self-
efficacy in learning mathematics, which includes indicators of what needs to be
developed in the ability of the mathematical representation, and indicators contained
self-efficacy in mathematics learning.
As an important ability that is also owned by students in mathematics learning.
The low learning outcomes because students feel the difficulty of learning
mathematics are serious problems that must be addressed immediately. By most
students, mathematics is a scourge and feel mathematics is difficult (Fuchs et al.,
2019). According to Lestari (2019) mathematical nature is in line with the opinion
suggesting the mathematical characteristics, which are abstract, based on agreement
and deductive thinking. Students also often experience difficulties in problem solving
skills. Teachers’ lack of creativity in teaching makes mathematics seem difficult, one
of which is the lack of trust in their abilities. Students are not sure that they can solve
the questions given by the teacher.
Additionally, lack of confidence in one’s abilities can reduce self-efficacy to
affect how students deal with a problem. This is important because mathematics is a
fundamental subject that benefits everyday life (Qolbi et al., 2019). The importance of
knowing the characteristics of students by educators of what needs are needed in
learning. This is because, every human being has different learning ins and outs
(Thaariq et al., 2020). Self-efficacy is typical of learners. One of them is the decrease
in students’ self-efficacy in understanding mathematical concepts causing low student
learning outcomes (Sheu et al., 2018). Added by Bandura (1997) cited by Kasturi
(2020) students who find it easy to complete a task have high self-efficacy for the
task. The experience of failure tends to damage the self-efficacy of certain tasks. For
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students who lack experience, observing other students who are perceived to be better
can influence their self-efficacy. Students use these strategies to assess the likelihood
of them completing certain tasks. Emotional conditions are the biggest control for
students controlling self-confidence in completing a task.
Moreover, learning mathematics must be learned with the correct
understanding to solve the learning problems they face (Lestari et al., 2019). In their
own abilities and there is no inferiority in dealing with mathematical problems. Self-
efficacy is an important and main concept to improve understanding and learning
outcomes, so that students are able to develop their self-confidence and will correlate
with improving learning outcomes (Hatlevik et al,.2018). Also, in completing certain
tasks, female students’ self-efficacy is higher than that of male (Yuliani et al., 2018).
Furthermore, male and female students have unequal self-efficacy that causes
different learning outcomes (Santrock, 2018). Learning mathematics must be learned
with the correct understanding to solve the learning problems they face (Lestari et al.,
2019). In their own abilities and there is no inferiority in dealing with mathematical
problems.
Performance Experience
The performance experience beliefs of competence resulting from one’s
previous experiences in a related task. Past performance shapes a person’s present
self-efficacy beliefs by relying on past success and mastery of tasks (Lin et al., 2018).
The performance experience encapsulates students’ interpretations of their previous
academic attainments in mathematics. It is the strongest source of mathematics self-
efficacy (Zientek et al., 2019). Success reinforces self-efficacy while failure mars it.
Students that accomplish a mathematics task, especially a difficult task for others,
interpret their success in a positive way such that the interpretation elevates their
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judgement of competence in mathematics. It is how people evaluate their
performance, rather than the performance peers, that strengthens or weakens self-
efficacy beliefs (Usher et al., 2019).
Talsma et al. (2018) revealed that the relations between self-efficacy and
performance were unidirectional for young students. This means young students’
performance uniquely affects self-efficacy beliefs but not the reverse. Moreover,
performance experiences might lead to positive social persuasion from others.
Therefore, early numeracy activities with parents at home are likely to help children
accomplish various mathematics tasks and improve their numeracy competencies
(Casey et al., 2018). These successful performance experiences then positively affect
students’ self-efficacy beliefs in mathematics. Consequently, children’s early
numeracy activities at home are positively associated with their early numeracy
competencies and later mathematics achievement through their self-efficacy beliefs in
mathematics (Zhu & Chiu, 2019).
Vicarious Experience
Interestingly, all the four sources of mathematics self-efficacy predict, though
at varying strengths, not only the self-efficacy but also students’ achievements in
mathematics (Zientek et al., 2019). More specifically, a pedagogical agent can be used
to demonstrate and verbalize covert thought processes involved in a problem-solving
process. Previous empirical studies have included pedagogical agents who model a
mathematical problem-solving process. Researchers then evaluate the benefits to
cognitive, motivational, or/and affective learning (Huang & Mayer, 2019). Vicarious
experiences are significant information to observe many things. The experiences that
students gain affect their level of self-efficacy. For instance, a student who can
18
complete a difficult task, surely leads a strong belief to the other students that they are
also capable of doing the same thing (El-Abd et al., 2021).
Observing a successful performance can increase observers’ self-efficacy
beliefs, whereas observing failures can decrease performance (Schunk &
DiBenedetto., 2020). For example, watching a similar classmate succeed in a
challenging math problem can motivate other students to overcome similar problems
(Lau et al., 2018). Vicarious experiences are significant information to observe many
things. The experiences that students gain affect their level of self-efficacy. For
instance, a student who can complete a difficult task, surely leads a strong belief to
the other students that they are also capable of doing the same thing (El-Abd &
Chaaban, 2021; Kang et al., 2021). Learners can initiate their own vicarious
experiences through their own positive observations of their peers within the learning
environment. In like manner, teachers can also encourage the improvement of their
students’ vicarious experiences by employing varied pedagogical approaches in the
classroom, a distinction that was not apparent in these studies.
Verbal Persuasion
The most powerful predictor of mathematics self-efficacy belief was verbal
persuasions (Lau et al., 2018). Verbal Persuasion can be a powerful force, yet many
students do not get the needed positive support. Some students have a network of
support or at least one individual that encourages them. For the students that are not
supported, self-efficacy must be built up through mastery or vicarious experiences.
Hence, verbal persuasion is limited by a student’s environment. Verbal persuasion
pertains to constructive feedback or observation that we receive from others regarding
the involvement of students in certain tasks that are believed to be able to change
students’ self-beliefs (Myyry et al., 2022).
19
Verbal persuasion to develop self-efficacy is successful when offered by a
leader or Colleague, or someone the individual trusts or views as competent. Verbal
persuasion from others about people’s capabilities in doing something also develop
the beliefs of self-efficacy (Schöber et al., 2018). “Persuasive communication and
evaluative feedback are most effective when people who provide this information are
viewed by students as knowledgeable and reliable, and the information is realistic”.
Students who have high self-efficacy can do what is needed to achieve certain results
and tend to put more effort in activities than students with low self-efficacy, students
also show more perseverance and endurance when engaging in challenging activities.
It is important to understand students’ characteristics by educators in learning so that
students’ self-efficacy is not low (Zientek et al., 2019).
Physiological and Emotional State
School culture interconnects between factors that can affect teachers’ self-
efficacy (Sieck, 2019). These factors include attitude/belief, confidence, cultural
norms, and relationships. attitude and confidence of those stakeholders in the
educational system can affect the teachers’ view of their self-efficacy. The school’s
cultural norm is “the standards we live by” (Sieck, 2019). The most influential groups
that shape and develop cultural models include parents, friends, teachers, and the
community (Sieck, 2019). These stakeholders’ involvement can influence the self-
efficacy of the teachers. As a classroom teacher, I can see the effect of school culture
impacting the teacher’s self-efficacy. The struggles of maintaining the balance of
students, parents, and administrators, along with constant updates to the curriculum,
committee, participation, and professional development, can weigh heavily on an
alternatively certified teacher’s self-efficacy.
20
The impact on self-efficacy occurs during the physiological reaction
individuals experience during times of stress and often viewed by others as weakness
and vulnerability. Individuals tend to devalue their own ability when experiencing
negative emotions, compared with when feeling positive emotions. There is also
evidence that cognitive anxiety coping techniques, such as growth mindset
development, can improve outcomes (Huang & Mayer, 2019). For example, previous
research has shown a growth mindset intervention to be effective in reducing
students’ anxiety in learning statistics (Smith & Capuzzi, 2019). A growth mindset
reflects a belief that one’s ability is not fixed, but changeable and improvable through
continued efforts. A coping message conveying this belief may likewise reduce math
anxiety and positively influence perceived self-efficacy. This pessimistic outlook of
students tends to confirms the uncertainty of their emotional state during this
unpredictable time and stressful and taxing situation debilitates performance.
Students’ Mathematical Interest and Students’ Mathematical Self-efficacy
A recent study on reciprocal effects showed interest and self-efficacy to
predict both each other and performance during an inductive reasoning task, although
the effects were not consistent across task sections (Nuutila et al., 2020). Some of
these studies suggest interest and competence perceptions to predict each other during
courses (Fryer & Ainley, 2019) and over school years (Arens et al., 2019), although
the effects may vary depending on the subject domain. Although these effects also
seem to depend on age, with achievement having a stronger impact on competence
perceptions than vice versa in younger students (Talsma et al., 2018).
Similarly, self-efficacy contributes to performance (Talsma et al., 2018)
through, for example, higher persistence and effort which, again, may enhance
performance, and thereby perceived competence (Talsma et al., 2018). Students with
21
high self-efficacy tend to use effort and courage to stand up to high barriers to
learning. They are not afraid of failure, stress, and low anxiety leading to the
performance of duties that have already achieved success (Prast et al., 2018).
Most evidence suggests perceived difficulty to be negatively connected with
self-efficacy and interest (Patall et al., 2018), and this is also what we expect. We
further extend this assumption to changes during the task, meaning that we anticipate
change in perceived difficulty to be associated with parallel changes in self-efficacy
and interest. For this reason, students develop negative attitudes towards mathematics
course and get into a vicious circle between failure and attitude (Primia et al., 2020).
Added by Talsma et al. (2018), the initial levels of situational interest and self-
efficacy to be predictive of task performance. Similarly, in line with both direct and
indirect evidence (Andres, 2019), we presume the level of perceived difficulty to have
a negative effect on performance, beyond and above the effects of self-efficacy and
interest. The potential effects of changes in each construct on performance remain
more speculative. Mathematics curriculum includes affective objectives such as
“students will be eager to learn math, enjoy engaging in mathematics, feel self-
confidence in mathematics, believe that they can learn Mathematics, believe that
mathematics improves their thinking skills,” along with other objectives related to the
content (MoNE, 2018).
Moreover, according to Lent et al. (1996) cited in Grigg et al. (2018), the
predictive effect of interest on positive changes in math self-efficacy aligns with prior
evidence showing that interests may serve as a cognitive-affective motivational source
of self-efficacy beliefs. Specifically, from a social cognitive standpoint (Bandura,
1997; Grigg et al., 2018), the experience of enjoyment as part of the interest process
during task engagement may be a positive affective experience that may be
22
interpreted as an indication of one’s perceived competence (Usher & Pajares, 2009;
Grigg et al., 2018).Furthermore, the experience of interest may promote repeated
engagement in math-related tasks that allows for sustained math problem
identification, exploration, and solving towards skill development, which may
potentially enhance future self-efficacy beliefs.
Students’ Mathematical Interest and Students’ Mathematical Achievement
Even though mathematics is a very important subject in formal education and
is closely related to human life, mathematics is not a subject of interest to students and
mathematical problem-solving ability of Indonesian students are still low (Yerizon et
al., 2018). Laurens et al. (2018) in his study reported that many students feel afraid
and face difficulties in learning mathematics. Generally, mathematical problems are
made so complex that it is difficult for students to solve them. Peteros et al. (2020)
assert that recognizing and awarding students for their improved performance helps
them boost their confidence and interest in the subject.
Additionally, an enjoyable learning environment significantly impacts
students’ interest in studying mathematics and improves their performance (Mazana et
al., 2019). Despite the expected positive results from implementing the innovation to
promote interest to learn mathematics and improve performance, Maass et al. (2019)
warn that implementing innovation in the classroom is a challenging and demanding
activity that requires teacher’s commitment and motivation.
Mathematics is an abstract subject; hence, it causes many students to lose
interest, thus resulting in low achievement (Yeh et al., 2019). Apart from an
abstraction of mathematics causing low interest in students, experiencing anxiety
about learning mathematics also has contributed to disliking the subject (Summer,
2020). However, engagement positively affect learning and academic achievement.
23
Demonstrated that engagement is a strong predictor for student achievement and
behaviors. Celik et al. (2018) reported that cognitive engagement and engagement in
class activities positively affect academic achievement while disaffection has a
negative impact on achievement.
Moreover, students with higher levels of “value of,” “enjoyment of,” and
“confidence in” mathematics are more willing to study mathematics and persevere in
the face of adversity, they are likely to achieve superior performance in mathematics
(Cho & Hwang, 2019). As one of the parts of learning outcomes, mathematical
achievement could be assigned as the term of curriculum aspects (Huisheng &
Zhichang, 2018). There must be an assessment to establish mathematical
achievement. The objective of curriculum aspects includes knowledge and skill,
process and methods, attitudes, and values. Mathematical Achievement exists like a
systematical process. Besides, it involves students’ motivation toward integrating
intellectual ability, learning style, personality, and excitement as the predictors of
academic achievement which could take place in some level education.
Added by Zhang and Wang (2020) found out that mathematics interest had a
direct and positive effect on students’ performance in mathematics. And also found
that subject interest had a significant effect on performance in mathematics.
Mathematical interest is one of the attitudinal and influential variables that are
predictors of students’ achievement in learning or avoidance of learning mathematics.
Studies have shown the trend of poor performance in mathematics in many parts of
the world (Mazana et al., 2020 & Ndume et al., 2020). The trend of poor performance
is associated with students’ low interest in studying mathematics. Peteros et al. (2020)
24
Students’ Mathematical Self-efficacy and Students’ Mathematical Achievement
Regarding self-efficacy, Ozkal (2019) found that students’ self-efficacy beliefs
in learning have significant positive relationship with their performance in
Mathematics. Attaining active learning and an active learning environment is
dependent on teachers’ self-efficacy, which also has a positive impact on learning
achievement (Ghaffar et al., 2019). Wenty and Slamet (2019) revealed that self-
efficacy and high school student performance. In addition, Suprayogi et al. (2019)
showed that academic efficacy and goal orientation have a significant impact on
academic achievement.
According to Gana et al. (2019), motivation, self-efficacy and locus of control
significantly predicted students’ academic achievement. Ugwuanyi et al. (2020) found
the psychological factors such as emotional intelligence, self-esteem, and self-efficacy
have significant predictive capabilities on students’ academic achievement in
Mathematics. One of the emotional factors influencing students’ mathematics
achievement is self-efficacy (Masitoh & Fitriyani, 2018).
On the contrary, when a student’s Self-Efficacy towards Mathematics is low,
s/he is likely to get bored with Mathematics lessons, put less or no effort into the
subject and assignments, become inattentive in class, miss out on lessons, etc. These
negative behaviors acquired by the self-inefficacious student leads to poor Academic
Achievement. It was pointed out that the positive effect of past academic achievement
on self-efficacy is higher than the effect of self-efficacy on academic achievement
(Talsma et al., 2018).
The literature contains a limited amount of research examining the relationship
between sources of self-efficacy and academic performance. Some studies have
shown positive relationships between sources of mathematics self-efficacy and
25
academic performance. In addition, mastery experience was the most powerful
predictor of academic performance (Keşan et al., 2018). Mundia and Metussin (2019)
showed that the students with self-efficacy will correlate with their own learning skills
and have the ability to strategically study leading to the development of mathematical
learning achievement. Also, academic self-efficacy is one of the essential features that
significantly impact on the academic performance of learners in higher education
institutions (Njega et al., 2019).
Added by Korkmaz et al. (2018) relationship between academic achievement
and self-efficacy as well as the locus of control was insignificant. Oyelekan et al.
(2018) found that learners’ achievement in chemistry had a significant positive
relationship with their self-efficacy. Njega et al. (2019) found that self-efficacy has a
strong positive relationship with learners’ performance. Self-efficacy according to El-
Adl and Alkharusi (2020) had a statistically positive relationship with learners’
academic achievement. Mathematics achievement is related not only to self-efficacy
beliefs (Masitoh & Fitriyani, 2018) but also to SMS beliefs (Kesan et al., 2018). On
the contrary, recent studies have examined the possibility of the interplay of self-
efficacy and academic achievement. It was pointed out that the positive effect of past
academic achievement on self-efficacy is higher than the effect of self-efficacy on
academic achievement (Talsma et al., 2018).
In line with a wealth of prior work (Parker et al., 2014; Grigg et al., 2018),
math self-efficacy was found to be a significant and positive predictor of math
achievement, over and above initial levels of math achievement. Math self-efficacy
can be categorized as low which is indicated by the achievement of low learning
outcomes. Self-efficacy in mathematics largely determines student learning outcomes.
Knowing the level of mathematical self-efficacy makes it easy to determine student
26
learning outcomes (Concannon & Barrow, 2009; Kasturi et al., 2020). Furthermore,
math self-efficacy could be more strongly related to class grades because these
achievement indices serve as a more enduring and salient source of feedback relevant
to competence beliefs (Wylie, 1979; Grigg et al., 2018). Difficulties in learning
mathematics perceived by students include the arising of worries, anxiety and fear
resulting from a lack of trust in his efforts to complete the task (Sunaryo, 2017;
Kasturi et al., 2020).
Students’ Mathematical Interest, Students’ Mathematical Self-efficacy and

According to Zhang and Wang (2020) identified that self-efficacy and
mathematics interest influenced performance in Mathematics. Dorfner et al. (2018),
found that instructional quality had a significant effect on performance in
mathematics. Personality traits may also influence students’ performance academic
outcomes (Nauzeer et al., 2021). Mundia and Metussin (2019) showed that the
students with self-efficacy will correlate with their own learning skills and have the
ability to strategically study leading to the development of mathematical learning
achievement.
Students with high expectation of academic success will have a clear tendency
to show positive behavior (Prast et al., 2018) because they would like to develop
themselves or create self-esteem (called intrinsic motivation). Motivation refers to the
individual’s personal interest in wanting to know, like, wanting to be close or related
to the particular thing (Tambunan, 2018). It then reflects a person to be ambitious,
indefatigable and to expect to be successful. It is also important to observe the
student’s interest, attitude toward mathematics, and motivation to learn Mathematics,
as these are the aspects that may drive students to perform better in mathematics
disciplines.
27
Added by Hashim et al. (2021), interest in Mathematics influenced students’
attitudes in learning Mathematics. Palomares-Ruiz and García-Perales (2020) showed
that male and female students have significantly different in their interest in
mathematics, and the school environment, instructors’ attitudes and beliefs,
instructional approaches, and parental views were found as determinants of students’
attitudes toward mathematics. Moreover, fear of failure, self-efficacy beliefs, and
accomplishment goals influenced students’ mathematics interest and performance.
Significance of the Study
Students: This study provided the students with a better understanding of how
they could overcome difficulties in learning mathematics, especially in the
Mathematics in the Modern World Subject. Moreover, this helped the students assess
what the favorable learning style was that increased their interest and enhanced their
self-efficacy in learning, thus improving their mathematical achievements.
Parents: This study helped the students' parents understand the factors
influencing their children's performance in school. Additionally, parents were able to
encourage their children regarding the usefulness of Mathematics in their day-to-day
activities. Parental encouragement in studying Mathematics was considered an
influential factor in students' interest in learning Mathematics.
Instructors: This study helped the teachers come up with instructional
strategies and activities that encouraged student participation, enhancing their self-
efficacy and sparking their interest in learning Mathematics in the Modern World
Subject. It is hoped that mathematics teacher education programs would consider and
incorporate training for teachers to promote and enhance their students' self-efficacy
in the mathematics subject.
28
Future Researchers: This research provided future researchers with ideas and
useful references for planning related studies, specifically focusing on the
relationships between mathematics interest, mathematical achievement, and
measuring self-efficacy in learning Mathematics in the Modern World Subject.
Furthermore, it provided them with sufficient knowledge on how self-efficacy
influenced mathematical achievements in learning college and advanced algebra
among matriculation students. Additional research is needed to confirm and advance
the understanding of each of the four sources of self-efficacy and their relationship
with mathematics achievement at the college level. It would be useful to replicate and
extend the findings to other populations, such as a homogeneous group or private,
non-urban school setting.
School Administrators: This study could encourage learners to pursue their
studies, as it significantly impacted their performance in mathematics and contributed
to producing globally competent graduates. The results would be useful to the entire
education community and could be used to promote and reinforce the important role
that self-efficacy plays in the mathematics achievement of students.
29
CHAPTER 2
METHODOLOGY
This chapter presented the research design, research locale, research
participants, research instrument, data gathering procedure, data analysis and ethical
considerations.
Research Design
This study employed a quantitative research approach and emphasized a
descriptive-correlational research design. Quantitative research involves collecting
and analyzing numerical data to identify patterns, calculate averages, make
predictions, test causal relationships, and generalize results to broader populations
(Bhandari, 2022). The research design used in this study combined descriptive and
correlational methodologies. Descriptive research aimed to determine and describe the
existing state of affairs, while correlational research explored the relationships
between two or more quantitative variables within the same group of participants.
This distinction between the two types of research was highlighted by Siedlecki
(2020).
The study utilized the mediation technique. Mediation, as described by Kenny
(2018), refers to a proposed causal chain in which one variable influences a second
variable, which, in turn, influences a third variable. The intervening variable, referred
to as the mediator (M), plays a mediating role. It acts as an intermediary between the
predictor variable (X) and the outcome variable. Mediation is used to understand and
explain how or why an independent variable affects a particular outcome. In the
context of treatment research, it is often of significant interest to discover and
examine the processes through which an intervention achieves its impact.
28
29
Therefore, as the study aimed to determine the role of Students' Mathematical
Self-efficacy as a Mediator on Students' Mathematical Interest and Students'
Mathematical Achievement in the Mathematics in the Modern World Subject, a
quantitative descriptive-correlational design was deemed appropriate.
Research Locale
Figure 2 presented the geographical location of the research locale. This study
was conducted in the province of Davao de Oro, particularly in the municipality of
Montevista, Barangay San Jose, Purok 4, specifically at Davao de Oro State College.
The municipality consists of twenty (20) barangays. It is bordered by Monkayo to the
north, Compostela and Monkayo to the east, Nabunturan to the south, and Asuncion
and New Corella in Davao del Norte to the west. The study was conducted during the
academic year 2022-2023.
This region is situated in the center of Agusan del Sur (north), Davao Oriental
(east and south), and Davao del Norte (south and west). Along with its agricultural
industries and unique tourist destinations, Davao de Oro is known for having one of
the largest gold reserves in Southern Mindanao and ranks third in the entire country.
The state college has been an established institution for more than five years.
It produced licensed professional teachers in 2018 and is currently recognized as the
Top 2 and 3 performing school nationwide in the board examination for teachers in
Montevista and Compostela departments, respectively. The institution is currently in
its second year of producing globally competent graduates through their skills.
Davao de Oro State College Montevista Branch offers a range of college
courses, specifically Bachelor of Secondary Education with majors in English,
Filipino, and Mathematics. Despite its population, the researchers aimed to have
research respondents from the first-year college students in the Bachelor of Secondary
30
Education program. The institution served as an ideal location to conduct the study as
the researchers were able to gather abundant information and unique learning
experiences through research surveys required for the study. Thus, with this
population, the researchers were able to complete the necessary tasks for this research.
Figure 2. Map of the Montevista Davao de Oro highlighting the Davao de Oro State
College
31
Research Respondents
The respondents of this study were first-year Bachelor of Secondary Education
(BSED) students who were enrolled in the Mathematics in the Modern World course
in GED 3 at Davao de Oro State College - Montevista Branch. The study focused on
BSED students majoring in Mathematics, Filipino, and English, irrespective of their
gender, grades, and educational status.
Table 1
Table of Distribution of Respondents
Bachelor of Secondary Education major courses No. of Enrolled

Mathematics 26
English 25
Filipino 24
TOTAL 75
Table 1 presents the distribution of respondents from the Bachelor of
Secondary Education program. Stratified random sampling was employed in this
study, with a total of 75 respondents carefully selected from the three major courses.
There were 26 students from Mathematics, 25 students from English, and 24 students
from Filipino who answered the survey questionnaires.
Stratified sampling was used to identify the students as respondents, ensuring
that they could provide answers aligned with the research objectives. Stratified
sampling involves dividing the population into smaller subgroups based on shared
characteristics and then randomly selecting from these groups to form the final sample
(Simkus, 2022). This sampling method was chosen because it suited the research and
provided the necessary accuracy for this study.
32
As for the research instruments, two survey questionnaires were utilized:
Students' Mathematical Self-efficacy and Students' Mathematical Interest.
Additionally, Students' Mathematical Achievement was assessed using the students'
preliminary grades for the Mathematics in the Modern World subject. The
questionnaire for Students' Mathematical Interest was adopted from Arhin & Yanney
(2020) and Hung (2002), consisting of 24 items in total, with 7 items for Interest, 5
items for habit, and 3 items for creation. A five-point Likert scale (always, often,
sometimes, rarely, never) was used, providing a score range of 1-5. The total score
could range from 15-75, with a higher score indicating a higher level of mathematical
interest.
For the Students' Mathematical Self-efficacy questionnaire, the survey
instrument developed by Usher and Pajares (2009) was utilized. Usher and Pajares
tested the instrument for validity and reliability. The instrument consisted of 24 items
divided into four sections: performance experiences, vicarious experiences, verbal
persuasion, and physiological/emotional state, with six questions for each section.
Usher and Pajares reported an average Cronbach's alpha coefficient of
approximately .87 for the six items within each section, indicating good reliability and
internal consistency. A six-point Likert scale (strongly agree, agree, somewhat agree,
somewhat disagree, disagree, strongly disagree) was used, with a score range of 24-
144. A higher score indicated a higher level of students' mathematical self-efficacy.
Data on students' achievement in mathematics were gathered from their
preliminary grades in the subject. The students' mathematics achievement scores were
described and categorized into five categories based on a normative deviation
standard adapted from Ebel and Frisbie (1991).
33
Table 2
Level of Students’ Mathematical Interest
Range Descriptive Interpretation

Equivalent
4.20-5.00 Very High Respondents are most likely into Mathematical Interest; it
is incline to have a fine disposition toward studying
mathematics.
3.40-4.19 High Respondents are more likely into Mathematical Interest; it
is incline to have a fine disposition toward studying
mathematics.
2.60-3.39 Medium Respondents are likely into Mathematical Interest; it is incl
ine to have a disposition toward studying mathematics.
1.80-2.59 Low Respondents are unlikely into Mathematical Interest; it is
incline to have less interest toward studying mathematics
1.00-1.79 Very Low Respondents are more unlikely into Mathematical Interest;
it is incline that there is no interest in studying
mathematics.
The table 2 showed how the results of the data gathered during the conduct of
the study were interpreted. Students’ Mathematical Interest have 3 indicators which
the respondents are rate according to the descriptive equivalent. For assessment of the
level of Students’ Mathematical Interest, the following rating scale and range is
applied. It was used to determine whether the level of Students’ Mathematical Interest
of the students is always or never. The likes of 4.20-5.00 have a description of Vey
High, 3.40-4.19 have a description of High, 2.60-3.39 have a description of Moderate,
1.802.59 have a description of Low and 1.00-1.79 have a description of Very Low.
The table 3, showed the level of the Students’ Mathematical Self-efficacy on
how the results of the data gathered during the conduct of the study were interpreted.
Students’ Mathematical Self-efficacy have 4 indicators and each indicators have six
(6) items of which the respondent’s rated according to the description equivalent
given. The respondents in Students’ Mathematical Self-efficacy checked base on the
download questionnaires. For the assessment of the level of Students’ Mathematical
Self-efficacy, the following rating scale and range is applied. It was used to determine
the level of Students’ Mathematical Self-efficacy the students were high or low.
34
Table 3
Level of Students’ Mathematical Self-efficacy
Range Descriptive Interpretation

Equivalent
4.20-5.00 Very High Students are most occasionally into students’ mathematical
self-efficacy, they are more compassionate, confident and
open to learning.
3.40-4.19 High Students are more occasionally into students’ mathematical
self-efficacy, they are more compassionate, confident and
open to learning.
2.60-3.39 Moderate Students are occasionally into students’ mathematical self-
efficacy, they are compassionate, confident and open to
learning
1.80-2.59 Low Students are unlikely into students’ mathematical self-
efficacy, they are often compassionate, confident and open to
learning.
1.00-1.79 Very Low Students are more unlikely into mathematical self-efficacy,
they are less often compassionate, confident and open to
learning.
In gathering the data of Students’ Mathematical Achievement of the student,
the researcher used their grades in Mathematics in the Modern World Subject.
Through this we would know if there is a significant relationship between students’
mathematical interest and mathematical achievement mediating the students’
mathematical self-efficacy of the students.
Table 4 showed the Students’ Mathematical Achievement on how will be
rated according to their preliminary grades in Mathematics in Modern World Subject.
For the assessment of the Students’ Mathematical Achievement the following range
of mean which is preliminary grades in Mathematics in Modern World Subject and
the descriptive equivalent is applied. The grades around 1.5-1.0 have a description of
excellent, 2.4-1.6 have a description of very satisfactory, 2.9-2.5 have a description of
satisfactory, 3.5-3.0 have a description of fairly satisfactory and 5.0 have a description
of did not meet the expectations in other words get the grades below 75 or failed
grade.
35
Table 4
Students’ Mathematical Achievement Scale
Range of Descriptive Interpretation
Mean Equivalent
1.50-1.0 Excellent Student grades is outstanding. It is innovatively
performing tasks and make extra efforts for
improving students’ performance
2.4-1.6 Very Student grades is very satisfactory. It is exhibits
Satisfactory behavior that have a positive impact on students
learning.
2.9-2.5 Satisfactory Student grades is satisfactory. It is need of improve
in his/her performances.
3.5-3.0 Fairly Student grades is fairly satisfactory. It is required
Satisfactory continuous professional support to achieve
proficiency.
5.0-3.6 Did not meet the Student grade did not meet expectations that need a
expectation lot of improvement.
Data Gathering Procedure
The procedure for collecting data for the survey was as follows:
First, the researchers complied with the requirements of the Research Ethics
Committee (REC), which allowed them to conduct the study.
Second, the researchers requested a letter and asked the Program Head and
Office in Charge (OIC) Branch Director for authorization to perform the study.
Following the approval, the researchers scheduled the time and date and disseminated
the research survey.
Next, the researchers conducted the study with a letter of authorization from
the office, which allowed them to present the survey questionnaire to the respondents.
The researchers also sought permission from the respondents and discussed the
research tools and the study's goals. This ensured that the researchers would always
follow ethical guidelines when conducting the survey.
36
The researchers disseminated the survey materials, which were sent to their
respective classroom mayors, and they distributed the questionnaire to their
classmates. To maintain the confidentiality of the information, providing names
was optional, and no students were forced to identify themselves on the survey. After
filling out the instruments, they were retrieved by the researchers in preparation for
the collation and tabulation of data. In addition, the researchers asked the respondents
for their grades in Mathematics in the Modern World Subject. The survey and grades
served as the basis or predictor of the self-efficacy of BSED Mathematics Students in
Mathematics in the Modern World Subject.
Finally, the researchers compiled all the information gathered from the
respondents and conducted a statistical analysis. The quantitative findings provided
by the statistician were analyzed and presented using graphs and tables. The data and
information received were analyzed in a discrete manner by the researchers.
Data Analysis
The statistical procedures used determined the roles of Students’ Mathematical
Self-efficacy as a Mediator on Students’ Mathematical Interest and Students’
Mathematical Achievement in Mathematics in the Modern World Subject. The
responses to the questionnaire items were tallied and recorded correspondingly for
analysis and interpretation in light of the study's purpose.
The following statistical tools were used:
Mean: The mean of a dataset was calculated as the sum of all values divided
by the total number of values. In this study, the mean was used to determine the level
of Students’ Mathematical Interest, Students’ Mathematical Self-efficacy, and
Students’ Mathematical Achievement of the students in Mathematics in the Modern
World Subject.
37
Standard Deviation: The standard deviation, which is a summary measure of
the differences of each observation from the mean, was used in this study to
determine the roles of Students’ Mathematical Self-efficacy as a Mediator on
Students’ Mathematical Interest and Students’ Mathematical Achievement in
Pearson r: Pearson’s r, which is defined in statistics as the measurement of the
strength of the relationship between two variables and their association with each
other, was used in this study. The significant relationship between the independent
variable (IV), dependent variable (DV), and mediator variable (MV) was determined
using this method. Correlation coefficients were computed to measure the strength of
the linear connection between pairs of variables. Pearson examined the degree of
Students’ Mathematical Self-efficacy as a Mediator on Students’ Mathematical
Interest and Students’ Mathematical Achievement in Mathematics in the Modern
World Subject.
Multiple Regression: Multiple regression was used to identify the impact of
independent variables on dependent variables. However, in some cases, the
independent variable did not have a direct influence on the dependent variable.
Instead, the linkage between both variables existed through a mediating variable.
Regression was used to measure the Students’ Mathematical Interest on the Students’
Mathematical Achievement due to the presence of Students’ Self-efficacy in
Sobel test: The Sobel test was used to test the significance of a mediation
effect. It determined whether Students’ Mathematical Self-efficacy carried (or
mediated) the effect of Students’ Mathematical Interest on Students’ Mathematical
Achievement in Mathematics in the Modern World Subject, the outcome of interest.
38
This was done by testing the hypothesis that there was no statistical difference
between the total effect and the direct effect after taking into account the influence of
a potential mediator.
Ethical Considerations
In quantitative research, careful consideration should be given to ethical
norms. The Office for Human Research Protections (2018) has identified basic ethical
principles and guidelines that should guide the conduct of research with human
subjects.
Conflict of Interest: In this study, there is no conflict of interest arising from
financial, familial, or other external factors. There is no bias or misconduct, such as
offering monetary incentives for positive results, that could influence the findings.
The 1st year BSED Students of Montevista DDOSC who participated as respondents
were treated with the utmost respect. The researchers prioritized the welfare of the
participants throughout the study. The students had the option to withdraw their
participation if they lost interest or felt inconvenienced during the interview process.
The researchers ensured that confidentiality and trust were maintained among the
participants.
Respect for Persons: Respect for Persons, also known as human dignity, is a
key ethical principle in research (Sims, 2010). The researchers in this study made
efforts to protect the autonomy of the research participants and provided full
disclosure of all relevant information regarding the study, including potential risks
and benefits. According to the Belmont Report, an autonomous person is an
individual capable of deliberating about personal goals and acting based on such
39
deliberation (Miracle, 2016). In this study, the researchers highly valued the welfare
of the participants and maintained confidentiality and trust throughout the research
process.
Informed Consent Form: The informed consent forms were written in
language that the subjects could easily understand, minimizing the possibility of
coercion or undue influence. The subjects were given sufficient time to consider their
participation. It is important to note that informed consent is not just a form that is
signed, but a process in which the subjects gain an understanding of the research and
its risks. This process is tightly regulated by ethical codes and regulations for human
subject research (ICH, 2018). The respondents were also informed about the results
and findings of the study.
Vulnerability: Vulnerability in research occurs when participants are unable
to protect their own interests, leading to an increased risk of intentional or
unintentional harm. This can result from an inability to provide informed consent or
from unequal power relationships that hinder basic rights (Levine et al., 2004). In this
study, the researchers took great care to ensure that no harm would come to the
participants. Any potential for harm or discomfort was thoroughly justified. The
researchers maintained anonymity by not identifying individual subjects and instead
used pseudonyms and codes to indicate the participants.
Recruitment: The researchers notified potential participants about the study
via social media, messenger, and emails. Referrals from participants were sought to
recruit additional respondents. The researchers explained the purpose and significance
of the study to the participants and provided contact information for further inquiries.
40
Participants had the opportunity to ask questions about the nature of the study
(Diaconu-Muresan, 2020). In cases where participants could not be reached, the
Davao De Oro State College Ethics Committee could be contacted. This ensured that
all participants understood the information provided.
Beneficence: Beneficence refers to acting in a way that benefits others and
promotes their welfare and safety (Beauchamp, 1990). The principle of
nonmaleficence (do no harm) is also encompassed within the Belmont Report's
section on beneficence. The principle of beneficence includes two specific aspects in
research: (1) the participants' right to freedom from harm and discomfort, and (2) the
participants' rights to protection from exploitation (Johansen et al., 2008). In this
study, the research can contribute to institutions, the community, and parents by
providing relevant information regarding the role of Students' Mathematical Self-
efficacy as a Mediator on Students' Mathematical Interest and Students' Mathematical
Achievement.
Confidentiality: Confidentiality means that the researchers know who the
participants are but remove all identifying information from the report. Participants
have a right to privacy, and their personal data should be protected for as long as it is
stored or used. Even when data collection cannot be done anonymously,
confidentiality should be maintained whenever possible (Bhandari, 2021). The rights
of the respondents were considered, and the researchers followed the guidelines of
Republic Act No. 10173, also known as the Data Privacy Act of 2012. In this study,
the researchers ensured that the information shared by the participants was used solely
for research purposes and was protected from disclosure outside of the research
setting or to unauthorized individuals. All the gathered information was considered
41
"information that an individual has disclosed in a relationship of trust" and was not
disclosed without permission.
Community consideration: The researchers took great care to ensure that no
harm came to anyone in the community throughout the study. Instead, the study
aimed to provide specific benefits to the students by examining the impact of students'
self-efficacy as a mediator on mathematical performance. It was ensured that every
individual who participated in the study was not affected by their cultural beliefs and
traditions (Bhandari, 2022). In this study, the researchers made sure that no one in the
community was harmed. They ensured that every individual who participated in the
study was not affected by their cultural beliefs and traditions.
Justice: Justice pertains to the participants' right to fair treatment and privacy.
Researchers and Institutional Review Boards (IRBs) must carefully consider the
selection of research participants to ensure that specific groups are not systematically
targeted, such as those receiving public financial assistance, specific ethnic and racial
minorities, or those who are institutionalized due to vulnerability or ease of access.
The right to fair treatment also includes treating those who decline to participate in the
study fairly and without prejudice (Cassell, 2000). In this study, the researchers kept
any shared information in strict confidence. Upholding the right to privacy often
involved procedures for anonymity or confidentiality. For participants' data to be
completely anonymous, the researchers could not have the ability to connect the
participants to their data.
Risks: The research design needed to consider the potential harm to the
participants, the researchers, the wider community, and the institution. Harm could
include physical, resource loss (including time), emotional, and reputational harm.
When considering potential harm, the approach should be, in descending order, to
42
eliminate, isolate, and minimize the risk, with participants being fully informed about
the risks involved (Committee on Publishing Ethics, 2018). In this study, the
researchers made sure that the participants were protected from any form of physical
discomfort resulting from the research procedures. They also ensured that the study
would not cause any mental distress for the participants.
43
Chapter 3
RESULTS AND DISCUSSION
This chapter presents the results of the statistical computations and analysis of
the data gathered from the research questions. The information gathered from the
respondents was evaluated and interpreted to determine the role of students'
mathematical self-efficacy as a mediator on students' mathematical interest and
mathematical achievement in mathematics in the modern world subject. The results
and discussion were arranged in the following sections: the level of the students'
mathematical interest, the level of the students' mathematical self-efficacy, the level
of the students' mathematical achievement, the significance of the relationship
between the variables, and the mediation analysis.
This section indicated the standard deviation, average mean, and overall mean
for each students' mathematical interest indicator: interest, habits, and creation. The
results were presented in average mean scores, which also indicated the descriptive
equivalent of the level of students' mathematical interest for the BSED students.
Table 5 showed that the statistical analysis indicated the level of students'
mathematical interest in terms of interest, with a mean score of 3.73 and a standard
deviation of 0.88. The level of students' mathematical interest in terms of habits had a
mean score of 3.67 and a standard deviation of 0.96. The level of students'
mathematical interest in terms of creation had a mean score of 3.58 with a standard
deviation of 1.05. The overall mean for students' mathematical interest was 3.64 with
an overall standard deviation of 0.93. These results imply that the level of students'
mathematical interest
in terms of interest, habits, and creation, was high. It means that students were more
likely to be interested in mathematics and had a positive disposition toward studying
mathematics among the 1st year BSED students.
At the level of students’ mathematical interest there are 15 items question, the
indicator interest has 7 questions which is the highest mean of 4.43 is the question
no.10 “I attend all math classes throughout the term” and the lowest mean of 3.25 the
question no.15 “I am confident answering questions in math class”, habits have 5
questions which is the highest mean of 3.88 is the question no.7 “I prefer studying my
lesson and doing my assignment at home before watching television” and the lowest
mean of 3.39 the question no.13 “I spend my vacant time doing an assignment or
studying my lessons”, and creation have 3 questions which the highest mean of 3.99 is
the question no.8 “Through watching the video tutorials, have the opportunity to
learn the concept of mathematics” and the lowest mean of 3.11 is the question no.6 “
I am satisfied with my performance in the learning activity”
Table 5
Indicators SD Mean Descriptive

Equivalent
Interest 0.88 3.73 High

Habits 0.96 3.67 High
Creation 1.05 3.58 High
Overall mean 0.93 3.64 High
Supported by Rodriquez et al.,(2020), interest is the feeling of wanting to
know. It entails one’s level of curiosity, attentiveness, inquisitiveness, and delight to
knowing something. Making the students interested in learning mathematics can be a
real challenge, although there is a lot of fluctuating that can affect their engagement.
44
Many studies have made efforts in intervening through different approaches to
promote and develop student’s interest in Mathematics learning. It has become
necessary for teachers to adopt strategies that would build a student’s interest in
learning mathematics. Mathematics in the light of the persistent abysmal performance
of students in mathematics which could be a reflection of apathy or loss of interest in
the subject. An advanced way of involving students such that they stay engaged in
their learning of mathematics is to assist them in developing greater self-regulation
skills (Ajay, 2020).
Moreover, student’s interest in a topic carry so much ability. When the topic
is linked to what the students like to do; engagement deepens as they willingly spend
time thinking and creating ideas in meaningful ways. Making the learning
circumstantial to real-world experience is a major learning technique with
transforming for students’ interest (Ajay, 2020). The Interest-Driven Creator (IDC)
theory suggests that students can be nurtured as creators after they have engaged in
interest-driven learning activities regularly with technology support (Chan et al.,
2018). Interest is a powerful motivational process that energizes learning, guides
academic and career trajectories, and is essential to academic success (Harackiewicz
et al., 2016; Abari & Tyovenda 2021 ). Interest is both a psychological state of
attention and affect toward a particular object or topic, and an enduring predisposition
to reengage over time.
Level of Students' Mathematical Self-efficacy
Table 6 indicated the standard deviation, average mean, and overall mean
scores for each Students' Mathematical Self-efficacy indicator: performance
experience, vicarious experience, verbal persuasion, and physiological/emotional
45
state. The results were presented in average mean scores, which also indicated the
descriptive equivalent of the level of students' mathematical self-efficacy for the
BSED students.
The statistical analysis revealed that the level of students' mathematical self-
efficacy was moderate. Among the four indicators, the indicator with the highest
mean score of 3.43, indicating a high level, was physiological/emotional state with a
standard deviation of 1.07. The second indicator, vicarious experiences, had a rating
mean of 3.28, indicating a moderate level, with a standard deviation of 1.02. The third
indicator, performance experience, had a rating mean of 3.00 with a standard
deviation of 1.01. Lastly, the indicator with the lowest mean score of 2.82, indicating
a moderate level, was verbal persuasion, with a standard deviation of 1.09. All
indicators for students' mathematical self-efficacy fell within the moderate range,
suggesting that students occasionally demonstrated students' mathematical self-
efficacy. They displayed compassion, confidence, and openness to learning.
At the level of students’ mathematical self-efficacy, each indicator have six
questions, the performance experiences the question no.13 “even though I study very
hard, I still perform poorly in math” has the highest mean of 3.55 and the question
no.5 “I make excellent grades on math tests” has the lowest mean of the 2.65, the
vicarious experiences the question no.2 “seeing adults do well in math pushes me to
do better” has the highest mean of 3.79 and both question no.18 “when I see how
other student solves a math problem, I can see myself solving the problems in the
same way” and no.22 “I compete with myself in math” has a lowest mean of 3.01, the
verbal persuasion the question no. 11 “adults in my family always told me that I am
good in math” has a highest mean of 2.96 and both question no. 15 “I have been
praised for my ability in math” and no. 19 “other students have told me that I’m
46
good at learning math” has a lowest mean of 2. 73, and Physiological/Emotional
State question no.4 “just being in math class makes me feel stressed and nervous” has
a highest mean of 3.61 and question no. 20 “I get depressed when I think about
learning math” has a lowest mean of 3.19.
Table 6
Level of Students' Mathematical Self-efficacy

Equivalent
Performance Experience 1.01 3.00 Moderate
Vicarious Experience 1.02 3.28 Moderate
Verbal Persuasion 1.09 2.82 Moderate
Physiological/ emotional 1.07 3.43 High

state
Overall mean 1.05 3.13 Moderate
It
supported by Loo and Choy, (2013) as cited in Flores (2020) physiological and
emotional state has a highest rating mean of 3.43, verbally interpreted by high it
means that the level of self-efficacy possess more than each other indicator. This
pessimistic outlook of students tends to confirms the uncertainty of their emotional
state during this unpredictable time and stressful and taxing situation debilitates
performance.
Added by Bandura (1997) cited by Kasturi (2020) students who find it easy to
complete a task have high self-efficacy for the task. The experience of failure tends to
damage the self-efficacy of certain tasks. For students who lack experience, observing
other students who are perceived to be better can influence their self-efficacy.
Students use these strategies to assess the likelihood of them completing certain tasks.
Emotional conditions are the biggest control for students controlling self-confidence
in completing a task.
47
Futhermore, learning mathematics must be learned with the correct
understanding to solve the learning problems they face (Lestari et al., 2019). In their
own abilities and there is no inferiority in dealing with mathematical problems.
Level of Student’s Mathematical Achievement in Mathematics in the Modern
World
The table 7 indicates the average mean and overall mean for the Students’
Mathematical Achievement in Mathematics in the Modern World subject which is the
indicator of preliminary grades. The results presented in average mean score is 3.67
with the standard deviation of 1.02, which is also indicate descriptive equivalent of
the did not meet the expectation which mean that student’s grade did not meet the
expectation that need a lot of improvement.
Table 7
Level of Student’s Mathematical Achievement in Mathematics in the Modern World
Subject

Equivalent
Preliminary Grade 1.02 3.67 Did not meet the
expectation
Overall 1.02 3.67 Did not meet the

expectation
Supported by Ary et al. (2018), the whole educational system revolves around
the academic achievement of students. Students need opportunities to gain
knowledge, asking refined questions, designing investigations, and interpreting
information to deduce findings. Since poor performance in mathematics indirectly
affects the overall academic performance of students, there is an urgent need to
investigate the factors that have contributed to poor performance in mathematics in
higher education.
48
Additionally, students’ performance in mathematics, as indicated by the grades
they achieved, is affected by various factors. Despite these initiatives, students’
performance in mathematics has consistently remained poor. Poor performance in the
subject implies that the quality of mathematics education is jeopardized. To improve
the quality of mathematics education, we should find ways to improve students’
learning experiences and consequently their performance (Arikan et al.,2016; Casmis
et al., 2020).
Significance Relationship between Students’ Mathematical Interest, Students’

Mathematical Self-efficacy and Students’ Mathematical Achievement
Table 8 showed the significant between relationship between each variable
such are relationship between students’ mathematical interest and students’
mathematical achievement, students’ mathematical interest and students’
mathematical self-efficacy, and students’ mathematical self-efficacy and students’
mathematical achievement.
Table 8
Significance of the Relationship between the Variables
Variables Correlated R r2 p-value Decision

on Ho
Students’ Mathematical Interest and 0.392 0.152 0.001 Reject
Students’ Mathematical Interest and 0.488 0.238 0.000 Reject
Students’ Mathematical Self-efficacy
Students’ Mathematical Self-efficacy 0.348 0.12 0.002 Reject
and Students’ Mathematical
Achievement
The relationship between the students’ mathematical interest and students’
mathematical achievement. It is very apparent that there is a positive relationship
between the students’ level students’ mathematical interest and students’
mathematical achievement in the R-value of 0.392, r-square of 0.152, and p- value of
49
0.001 which is less than n .05 level of significance which lead to the rejection of null
hypothesis. This means that significant relation is manifested between students’
mathematical interest and students’ mathematical achievement.
It supported by Zhang and Wang (2020) found out that mathematics interest
had a direct and positive effect on students’ performance in mathematics. And also
found that subject interest had a significant effect on performance in mathematics.
Mathematical interest is one of the attitudinal and influential variables that are
predictors of students’ achievement in learning or avoidance of learning mathematics.
Studies have shown the trend of poor performance in mathematics in many parts of
the world (Mazana et al., 2020 & Ndume et al., 2020). The trend of poor performance
is associated with students’ low interest in studying mathematics. Peteros et al. (2020)
On the other hand, the relationship between the students’ mathematical interest
and students’ mathematical self-efficacy. The level of students’ mathematical interest
and students’ mathematical self-efficacy in the r-value of 0.488, r-square of 0.238 and
p-value of 0.000 which is less than n .05 level of significance which lead to the
rejection of null hypothesis. This means that significant relationship between
students’ mathematical interest and students’ mathematical self-efficacy.
Supported by Lent et al. (1996) cited in Grigg et al. (2018), the predictive
effect of interest on positive changes in math self-efficacy aligns with prior evidence
showing that interests may serve as a cognitive-affective motivational source of self-
efficacy beliefs. Specifically, from a social cognitive standpoint (Bandura, 1997;
Grigg et al., 2018), the experience of enjoyment as part of the interest process during
50
task engagement may be a positive affective experience that may be interpreted as an
indication of one’s perceived competence (Usher & Pajares, 2009; Grigg et al.,
2018).Furthermore, the experience of interest may promote repeated engagement in
math-related tasks that allows for sustained math problem identification, exploration,
and solving towards skill development, which may potentially enhance future self-
efficacy beliefs.
However, the relationship between students’ mathematical self-efficacy and
students’ mathematical achievement. The level of students’ mathematical self-
efficacy and students’ mathematical achievement in the r-value of 0.348, r-square of
0.12, and p-value of 0.0002 which is less than n .05 level of significance which lead to
the rejection of null hypothesis. This means that significant relationship between
students’ mathematical self-efficacy and students’ mathematical achievement.
In line with a wealth of prior work (Parker et al., 2014; Grigg et al., 2018),
math self-efficacy was found to be a significant and positive predictor of math
achievement, over and above initial levels of math achievement. Math self-efficacy
can be categorized as low which is indicated by the achievement of low learning
outcomes. Self-efficacy in mathematics largely determines student learning outcomes.
Knowing the level of mathematical self-efficacy makes it easy to determine student
learning outcomes (Concannon & Barrow, 2009; Kasturi et al., 2020). Furthermore,
math self-efficacy could be more strongly related to class grades because these
achievement indices serve as a more enduring and salient source of feedback relevant
to competence beliefs (Wylie, 1979; Grigg et al., 2018). Difficulties in learning
mathematics perceived by students include the arising of worries, anxiety and fear
resulting from a lack of trust in his efforts to complete the task (Sunaryo, 2017;
Kasturi et al., 2020).
51
Mediation Analysis
Mediation analysis would perform to assess the mediating role of the students’
mathematical self-efficacy between students’ mathematical interest and students’
mathematical achievement. Table 9 presented the results of regression analysis which
form the basis for testing the mediation hypothesis.
Table 9
Mediation Analysis
Effect Label Estimate SE P Decision
Total c+a×b -1.054030 0.202 0.001 Reject

Direct c -0.124716 0.228 0.019 Reject
Indirect a×b -0.319030 0.110 0.000 Reject
On the above table, the results showed the total effect, direct effect, and
indirect effect. The total effect represented the overall relationship between Students'
Mathematical Interest and Students' Mathematical Achievement, without considering
Students' Mathematical Self-efficacy. The total effect estimate was -1.054030, with a
standard error of 0.202 and a p-value of 0.001, indicating statistical significance. The
negative result of the total effect suggested a negative relationship between Students'
Mathematical Interest and Students' Mathematical Achievement. Specifically, as
Students' Mathematical Interest increased, the Students' Mathematical Achievement
of the students decreased.
Furthermore, the direct effect results indicated the relationship between
Students' Mathematical Interest and Grades that was not mediated by Self-efficacy.
Based on the results, the direct effect estimate was -0.124716, with a standard error of
0.228 and a p-value of 0.019, indicating statistical significance. The negative sign of
52
the direct effect suggested a negative relationship between Students' Mathematical
Interest and Students' Mathematical Achievement, even when considering Students'
Mathematical Self-efficacy.
Moreover, the indirect effect represented the portion of the relationship
between Students' Mathematical Interest and Students' Mathematical Achievement
that was mediated by Students' Mathematical Self-efficacy. The indirect effect
estimate was -0.319030, with a standard error of 0.110 and a p-value of 0.000,
indicating statistical significance. The negative result of the indirect effect suggested
that Students' Mathematical Self-efficacy had a negative influence on the relationship
between Students' Mathematical Interest and Students' Mathematical Achievement.
However, it is important to note that the negative result of the indirect effect did not
imply a negative influence of Students' Mathematical Self-efficacy on the
relationship. Instead, it indicated the direction of the mediation effect itself and the
extent to which Students' Mathematical Self-efficacy influenced the relationship
between Students' Mathematical Interest and Students' Mathematical Achievement.
The negative sign of the indirect effect suggested that the relationship between
Students' Mathematical Interest and Students' Mathematical Achievement was
partially mediated in a negative direction by Students' Mathematical Self-efficacy.
Furthermore, there was a partial mediation between Students' Mathematical
Interest (MI) and Students' Mathematical Achievement (SMA) mediated by Students'
Mathematical Self-efficacy (SMSE). The results showed that the relationship between
students' mathematical interest and students' mathematical achievement remained
statistically significant even after considering students' mathematical self-efficacy.
This indicates that while students' mathematical self-efficacy played a role, it did not
53
fully eliminate the relationship between students' mathematical interest and their
achievement.
These findings are consistent with previous studies. Kim et al. (2015), cited in
Wang (2020), found a correlation between students' mathematical interest and
mathematics achievement. Other studies, such as Viljaran (2009) and Wang (2020),
have shown that students' mathematical interest can predict their mathematical
achievement. On the other hand, Gilbert (2016), cited in Wong (2019), found that
students with higher levels of interest in mathematics had lower mathematical
achievement. Prior research also suggests that students with mathematical interests
tend to have higher levels of mathematical self-efficacy (Bandura & Schunk, 1981;
Wang, 2020), and self-efficacy itself is significantly related to mathematical
achievement (Hoffman & Schraw, 2009; Wang, 2020). Lent et al. (1991), cited in
Wang (2020), further emphasized that mathematical self-efficacy acts as an important
mediator in the relationship between students' mathematical interest and mathematical
achievement. Additionally, Thien and Ong (2015), cited in Wong (2019), highlighted
the influence of mathematics self-efficacy on students' mathematics interest and
mathematical achievement.
54
Chapter 4
CONCLUSIONS AND RECOMMENDATIONS
The conclusions and recommendations drawn from the result obtained and analyzed
are presented in this chapter.
Conclusion
Based on the findings of the study, the following conclusions were formulated:
1. The level of Students' Mathematical Interest among the 1st year BSED
students, in terms of interest, creation, and habit towards learning Mathematics
in the Modern World, was found to be in the "High" range. This indicates that
the students had a strong inclination towards Students' Mathematical Interest,
despite some errors in the covered tests. The overall level of Students'
Mathematical Interest had a mean score of 3.64, further confirming its "High"
interpretation. This suggests that the students exhibited a positive disposition
towards studying mathematics and that their interest in the subject played a
significant role in their engagement and learning. It has been recognized that
when students are interested in a topic and can relate it to real-world
experiences, their engagement and learning deepens, leading to the
development of their own learning abilities and habits (Ajay, 2020). The
Interest-Driven Creator (IDC) theory by Chan et al. (2018) also highlights the
importance of nurturing students' interest in learning activities. This emphasis
on interest-driven learning aligns with the notion that when students are
motivated and interested in academic topics, their learning outcomes improve,
and they become active participants in their own learning.

2. The level of Students' Mathematical Self-efficacy, specifically in terms of
performance experience, vicarious experience, and verbal persuasion, was
interpreted as "Moderate." This suggests that the students occasionally
demonstrated self-efficacy in their mathematical abilities based on their
experiences, observations of others, and being influenced by verbal
encouragement. Additionally, the Physiological and Emotional State of
Students' Mathematical Self-efficacy was interpreted as "High," indicating that
students' moods, emotional states, physical reactions, and stress levels
significantly impacted their mathematical self-efficacy. Overall, the mean
score for Students' Mathematical Self-efficacy was 3.13, reflecting a
"Moderate" level. This implies that the students exhibited occasional self-
efficacy, displaying traits such as compassion, confidence, and openness to
learning. Bandura (1997), as cited by Kasturi (2020), explains the factors that
influence self-efficacy, including performance experiences, vicarious
experiences, verbal persuasion, and emotional states. Students with successful
task completion experiences tend to have high self-efficacy, while failure
experiences can diminish self-efficacy for certain tasks. Observing other
students who are perceived as more competent can also influence students'
self-efficacy. Students employ these strategies to evaluate their likelihood of
success in specific tasks. Among the four indicators, emotional conditions
exerted the greatest influence on students' self-confidence in task completion.
Huang and Mayer (2019) further support this idea by noting that individuals'
physiological reactions during times of stress can affect their self-efficacy.
Negative emotions tend to devalue individuals' perceived abilities compared to
positive emotions. Additionally, evidence suggests that cognitive anxiety
56
coping techniques, such as developing a growth mindset, can improve
outcomes.
3. The 1st year BSED students at Davao de Oro State College demonstrated a
predominantly low level of Students' Mathematical Achievement, falling
within the "Did Not Meet Expectations" range of interpretation with a mean
score of 3.67. This indicates that the majority of 1st year BSED students did
not meet the expected level of achievement in Mathematics in the Modern
World and require significant improvement. The abstract nature of
mathematics is often cited as a factor contributing to students' lack of interest,
resulting in low achievement (Yeh et al., 2019). Additionally, anxiety related
to learning mathematics has been found to contribute to students' dislike of the
subject (Summer, 2020).
However, engagement in the learning process has been shown to have a
positive impact on academic achievement. Studies have demonstrated that
engagement is a strong predictor of student achievement and behaviors. Celik
et al. (2018) found that cognitive engagement and engagement in class
activities or the learning environment have a positive effect on academic
achievement, while disaffection or disengagement has a negative impact. This
aligns with Piaget's Cognitive Development Theory (1920), which suggests
that academic performance is influenced by the investment of cognitive
abilities and the environmental stimulation provided by educational settings.
Cognitive abilities are considered the foundation for the development of
academic performance (Kievit, 2020).
4.1 A significant positive relationship was found between Students' Mathematical
Interest and Students' Mathematical Achievement (r=0.392, p<0.001). This
57
indicates that an increase in Students' Mathematical Interest directly and
positively influences their achievement in mathematics. Conversely, a lack of
Students' Mathematical Interest has a direct and negative effect on their
achievement in the subject. Therefore, there is a correlation between Students'
Mathematical Interest and Students' Mathematical Achievement. This finding
is supported by Zhang and Wang (2020), who discovered a direct and positive
effect of mathematics interest on students' performance in mathematics. They
also found that subject interest significantly impacted performance in the
subject.
4.2 In the context of mathematics learning, promoting students' interest could be
achieved by presenting challenging problems that tap into their prior
knowledge, providing scaffolding to help them overcome challenges and gain
successful experiences, and highlighting the practical value of the learning
content (Wong et al., 2019). The Interest-Driven Creator (IDC) theory
proposed by Chan et al. (2018) emphasized that when learning became
interesting for students, they became engaged, invested time and effort,
enjoyed the learning process, and consequently excelled in academic
performance.
4.3 There was a significant relationship between Students' Mathematical Interest
and Students' Mathematical Self-efficacy (r=0.488, p<0.001). This implies that
an increase in Students' Mathematical Interest directly and positively affected
their Mathematical Self-efficacy. Conversely, a lack of Students'
Mathematical Interest had a direct and negative effect on their Mathematical
Self-efficacy. Therefore, Students' Mathematical Interests and Students
Mathematical Self-efficacy were correlated. The predictive effect of interest
58
on positive changes in math self-efficacy aligns with prior evidence
demonstrating that interests may serve as a cognitive-affective motivational
source of self-efficacy beliefs (Lent et al., 1996; Grigg et al., 2018). According
to Bandura's social cognitive theory (1997), the experience of enjoyment
during task engagement as part of the interest process could be interpreted as
an indication of one's perceived competence (Usher & Pajares, 2009; Grigg et
al., 2018).
4.4 It is expected that students would develop an interest in math tasks if they
believed they were capable of performing well in those tasks (Lent et al.,
1989; Grigg et al., 2018).There is significant relationship between Students’
Self-efficacy and Students’ Mathematical Achievement (r=0.348; p-0.002).
This implies that a high Students’ Mathematical Self-efficacy have a direct
and positive effect on Students’ Mathematical Achievement. On the other
hand, a low Students’ Mathematical Self-efficacy have a direct and negative
effect on Students’ Mathematical Achievement. Therefore, Students’
Mathematical Self-efficacy are correlated to Students’ Mathematical
Achievement. In line with a wealth of prior work (Parker et al., 2014; Grigg et
al., 2018), math self-efficacy was found to be a significant and positive
predictor of math achievement, over and above initial levels of math
achievement. Math self-efficacy can be categorized as low which is indicated
by the achievement of low learning outcomes. Self-efficacy in mathematics
largely determines student learning outcomes. Knowing the level of
mathematical self-efficacy makes it easy to determine student learning
outcomes (Concannon & Barrow, 2009; Kasturi et al., 2020). The social
cognitive theory emphasizes that self-efficacy is an agentic motivational
59
orientation that fuels persistence in the face of difficulties, increases
intentionality and long-term planning, and promotes self-regulation and self-
concerning actions (Chen et al., 2018; Dowker et al., 2019). Students with
high mathematics self-efficacy solve mathematics problems more accurately
and efficiently than students with low mathematics self-efficacy. Therefore,
Gregory et al. (2019) concluded that improvement of mathematics self-
efficacy was associated with students’ successful performance in the
numeracy test.
5 The findings of the study indicated that Students' Mathematical Self-efficacy
played a significant mediating role in the relationship between Students'
Mathematical Interest and Mathematical Achievement. Regardless of the level of
mathematical self-efficacy, it mediated the association between Students'
Mathematical Interests and Mathematical Achievement. This finding is consistent
with the study by Mundia and Metussin (2019), which suggested that students
with self-efficacy would have a correlation with their learning skills and the
ability to strategically study, leading to the development of mathematical learning
achievement.
The experience of academic attainment can serve as a mastery learning
experience, providing experiential sources for the initial development and
refinement of interests. According to Pinxten et al. (2014) cited by Grigg et al.
(2018), math achievement positively predicts basal levels of math interests, and
the effects on subsequent changes in interests are comparatively smaller.
However, Talsma et al. (2018) revealed that for young students, the relationship
between self-efficacy and performance was unidirectional. This means that young
60
students' performance uniquely affects their self-efficacy beliefs but not the other
way around.
Recommendations
After conducting a comprehensive review of the findings and conclusions of
the study, the following recommendations were made:
1. It is recommended that teachers utilize effective teaching strategies to enhance
Students' Mathematical Interest. Teachers should provide opportunities for learners to
share their creations with peers, allowing for social recognition and constructive
feedback. Additionally, learners should be encouraged to develop habits of engaging
in thought-provoking mathematical activities, such as solving challenging problems or
seeking answers to curious questions. Teachers and parents should also provide
rewards and praise to students, fostering their interest in studying. Furthermore,
teachers should establish a classroom environment that supports the development of
habits related to interest-driven creation. Providing additional assistance to students
with lower abilities can help them experience satisfaction within the habit loop of
interest-driven creation.
2. It becomes a severe problem faced by teachers when students have a low level of
Students' Mathematical Self-efficacy influenced by the sources of performance
experience, vicarious experience, verbal persuasion, and physiological and emotional
state. It is highly recommended that the teacher provide instructional scenarios in
which students were able to succeed in challenging tasks. Moreover, it was discovered
that early numeracy activities with parents at home were likely to help children
accomplish various mathematics tasks and improve their numeracy competencies.
Therefore, parents were encouraged to guide their child in activities at home as it was
61
positively associated with their early numeracy competencies and later mathematics
achievement through their self-efficacy. Students' judgments of competence were also
created by vicarious experience, evaluating their capabilities in relation to other
students' performance was a good way to observe others succeeding at activities, so
they could estimate their own likelihood of success when performing similar
activities. The researchers also recommended that a supportive message from parents
and teachers was important to empower students' self-confidence. Finally, promoting
student's well-being and reducing negative emotional states strengthened students'
self-efficacy.
3. Exposing students to positive reinforcement in learning Mathematics is a good
approach for observing others succeed in similar activities, which helps them gauge
their own likelihood of success. The researchers also recommend providing words of
encouragement to students, as this increases the likelihood of them exerting greater
effort in learning Mathematics. Furthermore, subject teachers and class teachers are
advised to teach students coping strategies for dealing with stress during the learning
process. It is also suggested to provide support for students with high needs in
learning mathematics.
4. In addition, the teachers should actively seek ways to improve students'
performance. It is crucial for instructors to recognize their roles in motivating students
and fostering lifelong learning experiences. Specifically, instructors must be aware of
how their actions impact students' levels of performance in mathematics and should
expose students to activities that enhance and nurture their mathematical abilities.
Moreover, school administrators or teams are recommended to ensure that students'
daily needs are met, create a safe learning environment, and provide appropriate
medical care and mental health support.
62
5. The researchers recommended that readers and/or future researchers further study
the impacts of Students' Mathematical Interest and Students' Mathematical Self-
efficacy on Students' Mathematical Achievement in learning mathematics. It was
recommended to enlighten the students about developing their self-efficacy and also
strengthening their interest in learning, as well as fostering the belief that their
performance could be improved, which might result in additional effort and hard
work. Academic goals, such as being open to new experiences, achieving superior
grades, surpassing other students, and proving intelligence through schoolwork, were
embraced by students who possessed self-efficacy.
6. It is recommended that a similar study be conducted, encompassing a larger
number of respondents, including students from other programs of study. In order to
obtain more valid and reliable findings, an extension of the study or a longer time
frame should be implemented to enhance the degree of generalization. Conducting
studies with the aim of exploring further the competencies mentioned above, as well
as uncovering their mediating relationships and implications for future teachers, is
highly encouraged. Future research with a similar topic should include representation
from all first-year students to increase the generalizability of such studies.
63
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CURRICULUM VITAE OF THE RESEARCH TECHNICAL ADVISER
JEIRAH LOU R. GUZMAN

jeirahlou.guzman@ddosc.edu.ph
095-02215-775
Personal Information
Date of Birth: February 3, 1998
76
Birth of Place: New Bataan, Davao de Oro
Civil Status: Single
Citizenship: Filipino
Educational Background
Master of Arts in Education Major in Teaching Mathematics

Assumption College of Nabunturan
2023 - Present
Bachelor of Secondary Education – Major in Mathematics
University of Southeastern Philippines
2014 – 2018
Secondary
New Bataan National High School
2010 - 2014
Elementary
Cabinuangan Central Elementary School
2004 – 2010
Eligibility
Passed Licensure Examination for Teachers on September 2018.
CURRICULUM VITAE OF PANEL MEMBERS (A)

School: University of Mindanao
Tagum College
MICHAEL CARILLO MORRE JR.
Address: Mabini Street, Tagum City,
Sergio Osmeña St., Purok–7, Davao Del Norte
Poblacion, Course: Master of Education Major in
Compostela,DavaoDeOro Mathematics
09959316961 Year Graduated: 2021
michaelmorrejr@gmail.com
School: Compostela Valley State
Educational Background College-Main Campus
77
Address: Purok-10, Poblacion, Affiliations
Compostela, Davao De Oro
SOCIETY OF MATHEMATICS
Course: Bachelor of Secondary EDUCATORS
Education Major in Mathematics Year 2017–2018
Graduated: 2018 Former President
School: Compostela National High YOUTH FOR PEACE

School MOVEMENT–COMPOSTELA
CHAPTER
Address: Purok 7, Lapu- Lapu St., 2016–Present
Poblacion, Compostela, Davao De Oro Member
Year Graduated: 2014
Trainings and Seminars Attended
TRAINING ON RELIABILITY
School: Compostela Central STATISTICS FOR
Elementary School QUESTIONNAIRES
Address: Purok-1, Poblacion, Asian Association for Academic
Compostela, Davao De Oro Integrity, Inc.
Year Graduated: 2010 Via Zoom Teleconferencing
March 20 & 27, 2021
ELIGIBILITY
A GUIDE TO QUALITATIVE AND
Licensure Examination for Teachers QUANTITATIVE RESEARCH: A
WEBINAR WORKSHOP
(LET)
De La Salle University–Social
September 30, 2018 Development Research Center
Via Zoom Teleconferencing
September 11, 2020
BASIC AND ADVANCED

STATISTICS IN RESEARCH FOR
MEDICAL AND SOCIAL
SCIENCES
Scholarus Solutions, Inc.
Davao City
September 28, 2022
CURRICULUM VITAE OF PANEL MEMBERS (B)
REY JOHN BESINGA REBUCAS, LPT, MAEE

Tagum City, Davao del Norte
0965-821-3633
reyjohn.rebucas@ddosc.edu.ph
National Highway, Tagum City, Davao
del Norte
Master of Arts in Elementary
Educational Background Education (MAEE)
2019-2022
Saint Mary’s College of Tagum, Inc.
78
University of Southeastern Philippines- Board Licensure Examination for
Tagum Campus Professional Teacher (BLEPT) Passer
Apokon, Tagum City, Davao del Norte March 24, 2019
Bachelor of Elementary Education in
General Education Presidential Decree 907 Honor Graduate
Cum laude Eligibility
2014-2018 June 26, 2019
Tagum City College of Science and Work Experiences

Technology Foundation, Inc.
Gazmen Road, Tagum City, Davao del Norte Instructor I
Bookkeeping National Certificate Level III Davao de Oro State College-
September-October 2018 Montevista Branch
December 2021 to Present
Jose Tuason Jr. Memorial National High
School - Secondary Instructor
Urdaneta Street, Madaum, Tagum City, Davao Davao de Oro State College-
del Norte Montevista Branch
Salutatorian August 2020 to November 2021
2009-2014
Teacher
San Isidro Elementary School- Elementary Tagum Christian Academy, Inc.
Purok Bantacan, San Isidro, Tagum January 2020 to March 2020
City, Davao del Norte
Valedictorian PUBLISHED RESEARCH
2003- 2009 Rebucas, R.J. (2023). Zooming the
Experiences of Elementary Pre-
Service Teachers on Receiving
Feedback from their Online
Teaching Practicum: A Qualitative
Inquiry. Psychology and Education:
A Multidisciplinary Journal, 7(6):
ELIGIBILITY 940-968
https://doi.10.5281/zenodo.7776213
CURRICULUM VITAE OF PANEL MEMBERS (B)
Master of Arts in Education

JOHNMARK B. LAPUZ
Purok-6, Brgy. Tapia, Major in Mathematics

Montevista, Davao de Oro
johnmark.lapuz@ddosc.edu.ph
0915-624-7228 University of the Immaculate
Conception
79
July 2022
Board Licensure Examination for

Professional Teacher (BLEPT)
Passer
Bachelor of Secondary Education
September 2019
Major in Mathematics
Compostela Valley State College-

Montevista
Work Experiences
March 2018
Instructor I
Secondary Education
Davao de Oro State College- Main
Campus
Montevista National High School-
Main
December 2021 to Present
March 2010
Primary Education
Tapia Elementary School
March 2006
ELIGIBILITY
80
Designation
NSTP Section Head
Davao De Oro State College-
Main Campus
May 2022- Present
COS Faculty
Davao De Oro State College NSTP Coordinator
Montevista Campus Davao De Oro State College-
August 2019- November 2021 Montevista Campus
August 2021- December 2021
Part-time Faculty
Compostela Valley State College College Student Council Adviser
Montevista Campus Compostela Valley State College
August 2018- January 2019 Montevista Campus
January 2021- June 2021
81
Scholarship Coordinator NSTP Coordinator
Compostela Valley State College Compostela Valley State College
Montevista Campus Montevista Campus
August 2020- December 2021 August 2019- June 2020
CURRICULUM VITAE OF THE VALIDATORS (A)
ARREL JAY B. VELEZ
Tagum, Davao del Norte

09122127660
arreljayvelez0797@gmail.com
University of Mindanao Tagum

College (Tertiary)

Arellano St., Tagum City, Davao del
Norte
National Highway, Tagum, Davao del
Norte

Tagum City National High School
(Secondary)
August 2021-up to Present
82
Mangga District, Visayan Village, October 2022 – Present
Tagum City, Davao del Norte
Senior High School Teacher

Mangga Elementary School
Rizal Memorial Colleges Inc.

Mangga Visayan Village, Tagum City
September 2021 – August 2022
ELIGIBILITY
Board Licensure Examination for

Professional Teacher (BLEPT)
Passer
Learning Support Aide
October 2018 Tagum National Trade School
January 2021 – July 2021
Work Experiences
Instructor I Senior High School Teacher
Davao De Oro State College Tagum Doctor’s College Inc.
83
June 2019 – April 2020 Virtual meeting via zoom
April 28, 2022 – April 30, 2022
Card-MRI Development Institute Inc. REIMAGINING EDUCATION:

FACE TO FACE CLASSES IN THE
NEW NORMAL
November 2018 – April 2019
Virtual meeting via zoom
April 1, 2022
Trainings and Seminars Attended
5TH INTERNATIONAL
MULTIDISCIPLINARY
RESEARCH CONFERENCE
84
CURRICULUM VITAE OF THE VALIDATORS (B)
DEJIE MIKE ANTHONNIE N. FAILAGAO

09631973526
failagao.dejiemikeanthonnie@ddosc.edu.ph
Educational Background San Jose, Montevista, Davao de Oro

2020-2022
Master of Arts in Teaching English
Language and Literature
Ateneo de Davao University
Collection Data Analyst
2022-Present
Davao del Norte Electric Cooperative,
Bachelor of Secondary Education Inc. KM100 Daang Maharlika, San
Major in English Jose, Montevista, Davao de Oro
Compostela Valley State College 2018-2019
Montevista Branch
2014-2018 Affiliations
Montevista National High School- Philippine Association For Teachers
Main Campus & Educators (PAFTE), Inc.
San Jose, Montevista, Davao de Oro May 2019-May 2024
2010-2014 Regular Member
Montevista Central Elementary Editor-in-Chief

School Cornucopia Publication
San Jose, Montevista, Davao de Oro The Official Publication of Davao de
2004-2010 Oro State College-Montevista
2017-2018
ELIGIBILITY
Associate Editor
Board Licensure Examination for Cornucopia Publication
Professional Teacher (BLEPT) The Official Publication of Davao de
Passer Oro State College-Montevista
September 2019 2016-2017
Correspondence Secretary
Work Experiences Compostela Valley Scholarship
Program (School/Municipal Based)
Instructor (Contract of Service) 2014-2018
2022-Present

Compostela Valley Institute of
Technology, Inc.
85
86
CURRICULUM VITAE OF THE VALIDATORS (C)
LORAINE JANE B. BAÑARES, MAED

Purok 3 Maparat, Compostela, Davao De Oro
09926401532
loraine.banares@ddosc.edu.ph
Date of Birth: June 12,1996

Sex: Female
Civil Status: Single
Citizenship: Filipino
Height (cm): 152 cm
Weight (kg): 67 kg
Religion: Roman Catholic
Language Spoken: Filipino, Cebuano, English
Family Background
Mother’s Maiden Name: Jovylou Maluenda Barbarona

Occupation: MHO Admin. Clerk
Father’s Name: Rene Postanes Banares
Occupation: Carpenter
Maparat Elementary School
Masters of Arts in Education -Filipino Maparat, Compostela, Davao De Oro
Language Teaching March 2009
Assumption College of Nabunturan Third Honorable Mention
Poblacion, Nabunturan, Davao De Oro
August 2021 Trainings and Seminars Attended
Meritissimus
Webinar Series on IGP Proposal
Bachelor of Secondary Education major February 28,2022
in Filipino Zoom Teleconference
Assumption College of Nabunturan
Purok 1 Poblacion, Nabunturan, Davao De Region XI Start-Up 101 Workshop:
Oro Establishing Network Of Young
Innovators Across The Country
March 2017
October 7, 2021
Cumlaude
Zoom Teleconference
Maparat National High School Three-Day Webinar on The New
Maparat, Compostela, Davao De Oro Normal Classroom Modality Teaching
April 2013 June 17, 2020
Valedictorian Zoom Teleconference
87
CURRICULUM VITAE OF THE STATISTICIAN
ARREL JAY B. VELEZ
Tagum, Davao del Norte

09122127660
arreljayvelez0797@gmail.com

National Highway, Tagum, Davao del
Norte
August 2021-up to Present
Learning Support Aide
University of Mindanao Tagum Tagum National Trade School
College (Tertiary) January 2021 – July 2021
Arellano St., Tagum City, Davao del
Norte Senior High School Teacher
Tagum Doctor’s College Inc.
Tagum City National High School June 2019 – April 2020
(Secondary)
Mangga District, Visayan Village, Senior High School Teacher
Tagum City, Davao del Norte Card-MRI Development Institute Inc.
November 2018 – April 2019
Mangga Elementary School
Mangga Visayan Village, Tagum City Trainings and Seminars Attended
ELIGIBILITY 5TH INTERNATIONAL

MULTIDISCIPLINARY
Board Licensure Examination for RESEARCH CONFERENCE
Professional Teacher (BLEPT) Virtual meeting via zoom
Passer April 28, 2022 – April 30, 2022
October 2018 REIMAGINING EDUCATION:

FACE TO FACE CLASSES IN THE
Work Experiences NEW NORMAL
Virtual meeting via zoom
Instructor I April 1, 2022
Davao De Oro State College
October 2022 – Present

Rizal Memorial Colleges Inc.
September 2021 – August 2022
88
CURRICULUM VITAE FOR GRAMMARIAN
RICA M. YBAÑEZ
Purok 6 Poblacion Compostela,Davao De Oro
09122249410
rica.ybanez@ddosc.edu.ph
PERSONAL INFORMATION
Civil Status: Single Nationality: Filipino
Date of Birth: March 26,1994 Place of Birth: Poblacion Compostela,

Compostela Valley Province
Father’s Name: Mr. Ricardo M. Ybañez Mother’s Name: Mrs. Josefina M. Ybañez
Provincial Address: Purok 6, Poblacion Language Spoken: Bisaya, Tagalog,

Compostela, Davao de Oro English
EDUCATIONAL ATTAINMENT
Doctorate Degree: Doctor of Philosophy Master’s Degree: Master of Arts in

major in Management (Dissertation II) Education major in Teaching English
Holy Cross of Davao City University of Mindanao, Tagum College
Arellano St., Tagum City
Tertiary: Bachelor of Secondary Education Secondary: Compostela National High

major in English School
University of Southeastern Philippines Poblacion Compostela, Davao de Oro
Elementary: Compostela Central

Elementary School
89
CURRICULUM VITAE OF THE RESEARCHERS (A)
GIRLIE D. SABLAS
Purok 1 Panangan Maco, Davao de Oro
girlie.sablas@ddosc.edu.ph
0991 – 226 – 1381
Status: Single Religion: Roman Catholic

Birthday: July 10, 2001 Age: 21 years
old
Birthplace: Panangan Maco, Compostela Valley
Father’s Name: Olegario T. Sablas Jr. Age: 46 years
old
Mother’s Name: Mardie D. Sablas Age: 45 years
old
Sibling’s Name
1. Nicole Daffon Age: 25 years old
2. Orlie D. Sablas Age: 23 years old
3. Mhar Jhon D. Sablas Age: 19 years old
DAVAO DE ORO STATE COLLEGE – MONTEVISTA BRANCH

Bachelor of Secondary Education Major in Mathematics 2020 – Present
Purok 4, Poblacion, San Jose, Montevista, Davao de Oro
PANIBASAN NATIONAL HIGH SCHOOL– SENIOR HIGH SCHOOL

General Academic Strand 2019- 2020
With Honors
Purok 3, Panibasan Maco, Davao de Oro
PANIBASAN NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL

Purok 3, Panibasan Maco, Davao de Oro 2017-2018
With Honors
85
PANIBASAN ELEMENTARY SCHOOL
Purok 1, Panibasan Maco, Davao de Oro 2013-2014
Third Honorable Mention
CURRICULUM VITAE OF THE RESEARCHERS (B)
JANNAH KATE D. SARMIENTO

Purok 3 San Jose, Montevista, Davao de Oro
jannahkate.sarmiento@ddosc.edu.ph
0939 – 357 – 7899
Status: Single Religion: Born Again Christian

Birthday: November 18, 2002 Age: 20 years
old
Birthplace: Malolos, Bulacan
Father’s Name: Rolando A. Sarmiento Age: Deceased
Mother’s Name: Hazel D. Sarmiento Age: 50 years old
Sibling’s Name
1. Jemimah D. Sarmiento Age: 21 years old
2. Jabez D. Sarmiento Age: 14 years old
DAVAO DE ORO STATE COLLEGE – MONTEVISTA BRANCH

Bachelor of Secondary Education Major in Mathematics 2020 – Present
Purok 4, Poblacion, San Jose, Montevista, Davao de Oro
MONTEVISTA NATIONAL HIGH SCHOOL– SENIOR HIGH SCHOOL

(MAIN CAMPUS)
General Academic Strand 2019- 2020
With High Honors
Purok 1A San Jose, Montevista, Davao de Oro
MONTEVISTA NATIONAL HIGH SCHOOL – JUNIOR HIGH SCHOOL

(MAIN CAMPUS)
Purok 1A, San Jose Montevista, Davao de Oro 2017- 2018
86
With Honors
MONTEVISTA CENTRAL ELEMENTARY SCHOOL

Purok 3, San Jose Montevista, Davao de Oro 2013-2014
APPENDIX A
Ethics Review Approval Form
87
APPENDIX B
Adviser’s Endorsement Sheet
88
APPENDIX C
Editor’s Certificate
Republic of the Philippines

DAVAO DE ORO STATE COLLEGE
MONTEVISTA BRANCH
Purok 4, San Jose, Montevista, Davao de Oro
Teacher Education Department
G R A M M A R I A N’ S C E R T I F I C A T I O N
This is to certify that the undersigned has examined the transcribed data of the
quantitative study entitled “THE ROLE OF STUDENTS’ MATHEMATICAL SELF-
EFFICACY AS A MEDIATOR ON STUDENTS’ MATHEMATICAL INTEREST AND
MATHEMATICAL ACHIEVEMENT IN MATHEMATICS IN THE MODERN
WORLD SUBJECT”,
Presented and submitted by GIRLIE D. SABLAS and JANNAH KATE D.
SARMIENTO.
Furthermore, this is to certify that the manuscript has been edited and ready
for binding.
RICA M. YBAÑEZ, LPT, MAED

Grammarian
89
APPENDIX D
Statistician’s Certificate

MONTEVISTA BRANCH
Purok 4, San Jose, Montevista, Davao de Oro
Teacher Education Department
STATISTICIAN’S CERTIFICATION
This is to certify that the undersigned has examined the transcribed data of the quantitative study
entitled “THE ROLE OF STUDENTS’ MATHEMATICAL SELF-EFFICACY AS A
MEDIATOR ON STUDENTS’ MATHEMATICAL INTEREST AND
MATHEMATICAL ACHIEVEMENT IN MATHEMATICS IN THE MODERN
WORLD SUBJECT”, presented and submitted by GIRLIE D. SABLAS and JANNAH
KATE D. SARMIENTO.
ARREL JAY B. VELEZ, LPT

Statistician
90
APPENDIX E
Participant’s Informed Consent Form
DDOSC-REC Form 5.1

Republic of the Philippines Informed Consent/Assent Form
April 12, 2018
RESEARCH ETHICS COMMITTEE
ETHICS INFORMED CONSENT/ASSENT FORM
Informed Consent Form for THE ROLE OF STUDENTS’ MATHEMATICAL SELF

EFFICACY AS A MEDIATOR ON STUDENTS’
MATHEMATICAL INTEREST AND MATHEMATICAL
ACHIEVEMENT IN MATHEMATICS IN THE MODERN
WORLD SUBJECT
Name of the Researcher(s) GIRLIE D. SABLAS

Institution DAVAO DE ORO STATE COLLEGE-MONTEVISTA BRANCH
PART I: INFORMATION SHEET

INTRODUCTION
You are invited to participate in a research study conducted by GIRLIE D. SABLAS
and JANNAH KATE D. SARMIENTO at Davao de Oro State College-Montevista
Branch because you fit the inclusion criteria for informants of our study.
Your participation is completely voluntary. Please read the information below, and
ask question about anything you do not understand, before decide to discuss
participation with your family or friends.
If you decide to participate, you will be asked to sign this form. You will be given a
copy of this form.
PURPOSE OF THE STUDY
This study aims to prove the observation of motivational processes such as effort
expends on mathematics tasks, persistence on difficult mathematics problems and
help seeking disposition greatly predict student’s mathematical self-efficacy.
Furthermore, this study aims to determine if the Students’ Mathematical Self-efficacy
does not significantly mediate the relationship between Students’ Mathematical
Interest and Mathematical Achievement.
STUDY PROCEDURES
 The researcher will ask permission to conduct the study from the Program
Head and Office in Charge (OIC) Branch Director for authorization to perform
the study.
 The researcher will ask permission from the cooperating teacher and the
students for the approval in conducting the study.
 If allowed to do so, the researchers will disseminate consent form to the
research participants for the approval of their participation.
 Next, the researchers will disseminate the survey material to be sent to their
respective classroom mayors and they disseminated the said questionnaire to
their classmates.
91
 After filing-out the instruments, it will be retrieved by the researchers in
preparation for the collation and tabulation of data.
 Researchers will ask the respondents for grades in Mathematics in the
 The participants’ response data and information that will be received will be
analyzed in a discrete manner by the researchers.
DURATION
The research study place from February 2022 and the collecting of data started upon
the approval from REC ended in one to two (1-2) weeks after the approval. The time
frame for the survey is 10 minutes to 30 minutes. To add up, the estimated duration
of the whole data gathering procedure is two weeks.
POTENTIAL RISK AND DISCOMFORTS

You may feel discomfort during the course of the interview because of the sensitive
nature of the topic being studied. You may opt not to answer questions that make
you feel any psychological or emotional distress or you can withdraw as a participant
in the study if you feel that you cannot discuss the information that is asked of you.
The researchers value your participation and will place your welfare as their highest
priority during the course of the study.
POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY

 The result of this study would become an instrument to determine whether
Students’ Mathematical Self-efficacy serve as a Mediator on Students’
Mathematical Interest and Mathematical Achievement in Mathematics in the
Modern World subject have a significant relationship with each other.
 This study aims to encourage instructors and teachers to use innovative and
interactive strategy in teaching mathematics especially in Mathematics in the
Modern World subject that could possibly increase interest in learning
Mathematics.
 This study will be beneficial to the students because students will have a
better understanding on how they can overcome difficulties in learning
Mathematics.
CONFIDENTIALITY
We will keep your records for this study as far as permitted by law. Any identifiable
information obtained in connection with this study will remain confidential, except if
necessary, to protect your rights or welfare. This certificate means that the
researcher can resist the release of information about your published or discussed in
conferences, no identifiable information will be used.
PARTICIPATION AND WITHDRAWAL

Your participation is voluntary. Your refusal to participate will involve no penalty or
loss of benefits to which you are otherwise entitled. You may withdraw your consent
at any time and discontinue participation without penalty. You are not waiving any
legal claims, rights, or remedies because of your participation in the research study.
INVESTIGATOR’S CONTACT INFORMATION

If you have any questions or concern about the research, please feel free to contact
the researcher at the jannahkate.sarmiento@ddosc.edu.ph and
girlie.sablas@ddosc.edu.ph or 09393577899.
RIGHTS OF RESEARCH PARTICIPANT’S CONSENT
92
If you have questions, concerns, or complaints about your right as a research
participant or the research in general and are unable to contact the research team, or
if you want to talk to someone independent of the research team, please contact the
jannahkate.sarmiento@ddosc.edu.ph, and girlie.sablas@ddosc.edu.phor
09393577899.
PART II: CERTIFICATE OF CONSENT/ASSENT
I have read this information (or had the information read to me). I have had my
questions answered and know that I can ask questions later if I have them.
I agree to take part in the research.
JADEN BASLUTE
__________________________________ APRIL 22,
2023
Signature over Printed name of the participant/respondent Date Signed
IF ILLITERATE
I have witnessed the accurate reading of the consent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm that
the individual has given consent freely.
_____________________________________ ________________
Signature above Printed Name of Participant Date Signed Thumb
Print
To be accomplished by the Researcher Obtaining Consent:

I have explained the research to the participant and answered all of his/her
questions. I believe that he/she understands the information described in this
document and freely consents to participate.
GIRLIE D. SABLAS

February 7, 2023
Name of Person Obtaining Consent Date Signed
APPROVED DDOSC-REC Code: 196-02-2023
Cleared for implementation using universally scientific procedures

and internationally accepted ethical guidelines.
93
Republic of the Philippines DDOSC-REC Form 5.1
Davao de Oro State College Informed Consent/Assent Form
April 12, 2018

WORLD SUBJECT

Institution DAVAO DE ORO STATE COLLEGE-MONTEVISTA BRANCH

INTRODUCTION

copy of this form.

STUDY PROCEDURES
the study.
their classmates.
94
DURATION


Mathematics.
Mathematics.
CONFIDENTIALITY



95
09393577899.
DANELYN AMIER
__________________________________ APRIL 22, 2023
IF ILLITERATE
_____________________________________ ________________
Print

GIRLIE D. SABLAS

February 7, 2023
APPROVEDDDOSC-REC Code: 196-02-2023

96
April 12, 2018

WORLD SUBJECT

Institution DAVAO DE ORO STATE COLLEGE-MONTEVISTA

BRANCH

INTRODUCTION

copy of this form.

STUDY PROCEDURES
the study.
their classmates.
97
DURATION


Mathematics.
Mathematics.
CONFIDENTIALITY


98
09393577899.
EDELYN GELBERO
__________________________________ APRIL 22, 2023
IF ILLITERATE
_____________________________________ ________________
Print

GIRLIE D. SABLAS

February 7, 2023

99
April 12, 2018

WORLD SUBJECT

Institution DAVAO DE ORO STATE COLLEGE-MONTEVISTA

BRANCH

INTRODUCTION

copy of this form.

STUDY PROCEDURES
the study.
their classmates.
100
DURATION


Mathematics.
Mathematics.
CONFIDENTIALITY


101
09393577899.
KIEZEL DIAZ
__________________________________ APRIL 22, 2023
IF ILLITERATE
_____________________________________ ________________
Print

GIRLIE D. SABLAS

February 7, 2023

102
APPENDIX F
DECLARATION OF ANTI-PLAGIARISM

Montevista, Davao de Oro 8801
CERTIFICATE OF ORIGINALITY
Date: MAY 2023
We hereby declare that this submission is our own work and that, to the best of
our knowledge and belief, it contains no material previously published or written by
another person nor material which to a substantial extent has been expected for award
of any degree or diploma of a university or other institute of higher learning, except
where due acknowledgement is made in the text.
We also declare that the intellectual content of this Academic Research is the
product of our work, even though we may have received assistance from others on
style, presentation and language expression.
GIRLIE D. SABLAS, BSED MATH MAY 2023

Name and Degree of Candidate Date
JANNAH KATE D. SARMIENTO, BSED MATH MAY 2023

Name and Degree of Candidate Date
103

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THE ROLE OF STUDENTS’ MATHEMATICAL SELF-EFFICACY AS A

MEDIATOR ON STUDENTS’ MATHEMATICAL INTEREST AND

In Partial Fulfilment of the Requirements for the

This Research entitled “THE ROLE OF STUDENTS’ MATHEMATICAL SELF-

JEIRAH LOU R. GUZMAN, LPT

APPROVED by the Panel of Examiners with a grade of PASSED.

MICHAEL C. MORRE JR., MAED

ACCEPTED in partial fulfilment of the requirements for the Degree Bachelor of

JASMINE ROSE F. GEVEROLA, LPT, MAELT

people who, in one way or another, contributed to this study.

would not have gotten this far without His help.

have never been able to bring this work to a good end.

results of their study.

Lastly, to their dearest respondents, BSED 1st-year students of DDOSC-

This study, entitled "The Role of Students' Mathematical Self-efficacy as a Mediator

on Students' Mathematical Interest and Mathematical Achievement in Mathematics in

mathematical self-efficacy, students' mathematical achievement, and the significant

relationship between the level of students' mathematical interests, students'

mathematical self-efficacy, and students' mathematical achievement. Additionally, the

study aimed to investigate whether students' mathematical self-efficacy significantly

mediated the relationship between students' mathematical interest and students'

mathematical achievement among Bachelor of Secondary Education 1st-year students

descriptive correlational and mediation techniques. The results indicated a significant

relationship between the level of students' mathematical interest and students'

mathematical achievement (r=0.392, p<.05). Similarly, a significant relationship was

self-efficacy (r=0.488, p<.05). Additionally, a significant relationship was observed

between the level of students' mathematical self-efficacy and students' mathematical

achievement (r=0.348, p<.05). Further analysis revealed that students' mathematical

self-efficacy did not significantly mediate the relationship between students'

mathematical interest and students' mathematical achievement.

Keywords: students’ mathematical interest, students’ mathematical self-efficacy,

students’ mathematical self-efficacy

Tables Title Page

2 Table of Scale of level of Students’ Mathematical Interest 34

3 Table of Scale of level of Students’ Mathematical Self-efficacy 35

4 Students’ Mathematical Achievement Scale 36

5 Level of Students’ Mathematical Interest 44

6 Level of Students’ Mathematical Self-efficacy 47

7 Level of Students’ Mathematical Achievement in Mathematics 48

in the Modern World Subject

8 Significance of the relationship between the Students’ 49

Mathematical Interest and Students’ Mathematical

Achievement, Students’ Mathematical Interest and Students’

Mathematical Self-efficacy, and Students’ Mathematical Self-

efficacy and Students’ Mathematical Achievement

9 Steps in mediation analysis 52

Figures Title Page

1 The Conceptual Paradigm of the Study 7

2 Map of the Montevista Davao de Oro highlighting the 31

THE PROBLEM AND ITS SCOPE

Rationale of the Study

In learning mathematics, students faced numerous issues including fears to

participate, perform activities, overburdening of lesson activities, especially solving

abilities and be more academically motivated and participative in learning. However,

most students were unaware of the importance of mathematical self-efficacy and

interest which was one of the contributing factors in successful/decreasing

mathematical performance (Wong & Wong, 2019).

In the State of California in the United States of America, a study conducted

positive attitude, and engagement in academic work created success in mathematics