Asia Pacific Journal of Multidisciplinary Research | Volume X, No.

X | Month Year
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Development of Students’ Mathematics Perseverance Scale within

the Project-Based Learning (PBL) Approach
Cherry Mae L. Bedoya1, Kareen Mar B. Catisay2, Freziel Ann M. Darong3, Maylyn Z. Mangkaw4
, Desiree N. Panilagao5, Cielo Mae L. Peñaranda6, Av Francis Secretaria7, Honey Joice S. Tanio8
Student, Institute of Teacher Education, Davao del Norte State College1-8
bedoya.cherrymae@dnsc.edu.ph1, catisay.kareenmar@dnsc.edu.ph2, darong.frezielann@dnsc.edu.ph3,
mangkaw.maylyn@dnsc.edu.ph4,
panilagao.desiree@dnsc.edu.ph ,penaranda.cielomae@dnsc.edu.ph6,secretaria.avfrancis@dnsc.edu.ph7,
5

tanio.honeyjoice@dnsc.edu.ph8

Abstract – A concise and factual abstract is required (between 200 - 250 words). The abstract should
state briefly the purpose of the research, the principal results and major conclusions. It should be bold Italic.
The whole manuscript except the title must follow the Times New Roman Font Style with 11 font size and
single spaced. The title of the article must be written in both small and capital letters with first letter of the
word capital, using font size 14 and bold. The 8.5” x 11” is the size of the paper to be used with margin of
1” in all sides. The name and surname of the author(s), their title, and the affiliation they work for and email
must be written. This provides the researchers a general template in preparation of the research paper for
publication in APJMR.
Keywords – Exploratory factor analysis, Mathematics Perseverance, Project-based learning
INTRODUCTION United States, Bettinger et al. [6] found that students
In recent years, Project-Based Learning (PBL) has who lacked perseverance had lower self-belief in their
emerged as a prominent pedagogical approach in learning ability, negatively affecting their performance
mathematics education, emphasizing inquiry-based in a PBL approach to mathematics education.
learning and real-world problem-solving skills [1], [2]. Similarly, a study in Indonesia conducted by Prastiti
Within this framework, students engage in authentic, [7] revealed that students who lacked perseverance in
collaborative tasks that require sustained effort and solving mathematical problems were less likely to
perseverance to navigate complex mathematical achieve higher-order thinking skills. However, on a
challenges, enhancing their 21st-century learning skills positive note, the study of Asmi et al. [8] in the same
[3]. According to Fisher et al. [4], in order to enhance country found that the PBL model positively impacted
students' ability to create work that is relevant to real- learning achievement, higher-order thinking skills,
world contexts, it is highly recommended to use a conceptual understanding, learning motivation, creative
learning approach that incorporates Project-Based thinking skills, and critical thinking skills.
Learning (PBL). Learning is not just about acquiring Despite implementing PBL approaches within the
knowledge but also about collaboratively creating new Philippines' educational system, the country continues
knowledge to solve complex problems. It requires to demonstrate persistently low performance in
interdisciplinary knowledge and perseverance to assessments such as the Programme for International
understand mathematics deeply [5]. Students must now Student Assessment (PISA). PISA data reveals an
be cognitively and emotionally well prepared to work alarming trend in students' mathematics performance in
together and solve complex challenges they may face in the Philippines. The Philippines showed concerning
their future professional lives. outcomes in both the 2018 and the most recent
Dinapoli [5] defines perseverance in problem- assessment. In the 2018 PISA results, the performance
solving as the ability to initiate and maintain productive was already below average, with only 27% of students
efforts in the face of mathematical obstacles, setbacks, achieving proficiency in mathematics, significantly
or discouragements. Overcoming obstacles and lower than the OECD average. The recent 2022 result
tolerating uncertainty have consistently been recognized remains dire, with only 16% of students attaining at
as crucial processes facilitating deep learning. In the least Level 2 proficiency, considerably less than the

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 Asia Pacific Journal of Multidisciplinary Research | Volume X, No. X | Month Year
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OECD average [9]. In these challenges, schools should
prioritize strategies to actively engage students and
instill a deep appreciation for perseverance, particularly
in challenging subjects such as mathematics [10].
In the local context, interviews with mathematics
teachers have revealed concerns about students' limited
perseverance in problem-solving tasks, aligning with
international research emphasizing its critical role in
enhancing mathematical proficiency. Despite
recognizing PBL’s potential to cultivate perseverance
and deepen understanding, teachers cited various
barriers to its implementation, including resource
constraints and the need for comprehensive training.
These insights underscore the urgency of addressing
perseverance-related challenges and highlight PBL as a
promising approach to foster resilience and problem-
solving skills in mathematics education, necessitating
tailored support and strategies to integrate it into local
teaching practices effectively.
While several research studies have attempted to
identify classroom practices that support students'
perseverance in challenging mathematics [5] –[7], [11],
little is known about how these practices can
specifically improve students' perseverance over time.
Studies investigating the nature of productive struggle
have generally found that providing consistent
opportunities for students to engage with unfamiliar
mathematical tasks encourages more variability in
problem-solving strategies and more significant
learning gains than providing consistent opportunities to
engage with more procedural mathematics [12]. In PBL
approaches, student perseverance is fostered by
grappling with complex, real-world problems. As
students encounter challenges and uncertainties inherent
in these problems, they develop resilience and
determination to seek solutions [1]. Through
collaborative problem solving, iterative
experimentation, and reflection on failures and
successes, students cultivate a mindset of perseverance
essential for navigating complex subjects like
mathematics [4].
Existing literature underscores the importance of
perseverance in mathematics education, highlighting its
role as a predictor of academic achievement and
problem-solving skills [13]–[15]. However, traditional
assessments often fail to capture the dynamic and
multifaceted nature of perseverance, particularly within
the collaborative and inquiry-driven environment of
PBL [2], [8]. Consequently, there needs to be more
research on the availability of contextually relevant
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instruments to effectively measure students'
perseverance in PBL-based mathematics instruction.
This study builds upon previous research on
perseverance in mathematics education and assessment
practices within the PBL framework. By synthesizing
insights from scholars such as [10]–[11], [16], it seeks
to address the limitations of existing assessment tools
and contribute to the advancement of instructional
practices in PBL-based mathematics education.
Through developing and validating a Students'
Mathematics Perseverance Scale tailored specifically
for PBL, this research provides educators and
researchers with a valuable instrument for assessing and
promoting students' perseverance and achievement in
mathematics within authentic, real-world contexts.
OBJECTIVES OF THE STUDY
This study aims to develop a comprehensive
Students' Mathematics Perseverance Scale tailored to
the Project-Based Learning (PBL) approach. This scale
addresses the research gap in the availability of a
contextually relevant instrument to measure students'
perseverance within PBL environments. By developing
and validating this scale, the study seeks to enhance
assessment tools in mathematics education, providing
educators and researchers with a valuable instrument to
accurately evaluate and understand students'
perseverance in mathematical problem-solving within
the context of PBL. Ultimately, the study aims to
improve instructional practices and curriculum
development in PBL-based mathematics education,
fostering students' perseverance and achievement in this
pedagogical approach.
MATERIALS AND METHODS
Research Design
This study will utilize an explanatory sequential
research design characterized by qualitative inquiry
followed by collecting and analyzing quantitative data
to explain and interpret the qualitative results [17].
Qualitative and quantitative research designs will
investigate the factors influencing students'
mathematics perseverance understanding within the
context of Project-Based Learning (PBL). This study's
sequential design comprehensively explores the
complex factors influencing students' perseverance in
mathematics education within the PBL framework.
Qualitative research designs focus on collecting data
that provides a naturalistic view of social phenomena
and understanding the meaning of the social world from
 Asia Pacific Journal of Multidisciplinary Research | Volume X, No. X | Month Year
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the perspective of social actors in an actual setting [18]. sequential research design is well-suited for instrument
This type of research uses methods such as in-depth development. This design allows for the initial
interviewing and ethnographic observations to gather collection and analysis of qualitative data to establish
empirical evidence and develop theories [19]. On the the underlying structure and validity of the instrument.
other hand, according to Creswell & Creswell [17], Subsequently, the quantitative phase offers a deeper
quantitative research involves validating objective understanding of these factors, providing contextual
theories by exploring connections between different insights and enriching the interpretation of qualitative
factors. These factors are often measurable through findings. Through techniques like Exploratory Factor
instruments, enabling the collection of numerical data Analysis (EFA), the quantitative phase provides insights
that can be analyzed using statistical methods. into the essential factors influencing students’
The qualitative phase of the research involves mathematics perseverance within the PBL framework.
collecting in-depth qualitative data to explore further By integrating both qualitative and quantitative
and contextualize the quantitative findings. Key approaches, this design ensures a robust and
Informant Interviews (KIIs), influenced by the works of comprehensive development process for the assessment
researchers like [17]–[19], will be employed to provide instrument. It facilitates its validity, reliability, and
a comprehensive understanding of the mathematics effectiveness in measuring students' perseverance in
perseverance within PBL. KIIs, as suggested by [20], mathematics education within the PBL framework.
[21], will involve in-depth conversations with students Research Respondents
who demonstrate mathematical perseverance. The aim
The respondents of this study will be first-year
is to gain deeper insights into their experiences,
students at the Institute of Teacher Education at one of
perceptions, and perspectives related to perseverance in
the state colleges in Panabo City. A total of 332
mathematical problem-solving within the Problem-
students enrolled in the second semester of the
Based Learning (PBL) approach. These interviews with
academic year 2023-2024 will be the respondents'
key informants possessing expertise in the field will
population. They will be chosen as respondents based
contribute a nuanced perspective that complements the
on their Mathematics in the Modern World (MMW)
quantitative findings. Qualitative data analysis
course enrollment. Additionally, stratified random
techniques, such as thematic analysis, are employed to
sampling will be used to determine each set of samples
identify recurring themes, patterns, and detailed
from each program in the institute. Stratified random
descriptions that elucidate the quantitative findings and
sampling is used in statistical research to ensure
provide a deeper understanding of the factors
representation across various subgroups within a
influencing students' perseverance in mathematical
population [23]. This method involves dividing the
tasks.
population into distinct and non-overlapping groups,
On the other hand, the quantitative phase involves
called strata, based on specific characteristics or
developing and administering a survey instrument to
variables relevant to the research. This approach will
assess students' mathematics perseverance within the
suit the current study's context as the respondents are
PBL framework. The survey includes items designed to
drawn from five (5) programs of the Institute of Teacher
measure various facets of PBL implementation, such as
Education students, representing a diverse population.
the clarity of project goals, collaborative learning
Implementing this technique guarantees equitable
experiences, teacher support, and student engagement in
representation of respondents across the entire
problem-solving. Data collected from the survey are
population being investigated. On the other hand, the
analyzed using statistical techniques, including
participants in the KIIs will exclusively comprise high-
Exploratory Factor Analysis (EFA), to identify latent
achieving mathematics students. Studies have indicated
factors influencing students' perseverance. EFA is a
that students who exhibit greater perseverance in
statistical method used in quantitative research to
problem-solving achieved higher levels of success in
identify the underlying structure of a dataset by
mathematics [24], [25]. These students have
focusing on a smaller number of essential items called
consistently demonstrated exceptional proficiency and
factors [22]. This phase provides quantitative insights
success in mathematics, showcasing attributes such as
into the relationship between PBL implementation
advanced problem-solving skills, a deep understanding
factors and students' mathematics perseverance.
of mathematical concepts, and a strong intrinsic
The researchers will use an explanatory sequential motivation to excel in the subject [26].
research design to address the objectives. Explanatory
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 Asia Pacific Journal of Multidisciplinary Research | Volume X, No. X | Month Year
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Research Instruments
This research will utilize two instruments to gather
data for the study. Data will be collected through semi-
structured interviews using a researcher-made interview
guide for the qualitative inquiry. The questions within
the interview guide are designed to elicit in-depth
responses and facilitate rich data collection, allowing
for a comprehensive analysis of the research
phenomenon. In the quantitative part, the instrument
will be a researcher-made 5-point Likert scale, ranging
from 1 (strongly disagree) to 5 (strongly agree). This
scale will comprise a series of items and indicators
derived from the findings of the qualitative interviews.
These items have been meticulously crafted to measure
various dimensions or constructs identified as relevant
to the research objectives. Participants will be asked to
rate their agreement or disagreement with each item,
providing quantitative data that will complement and
enrich the qualitative insights from the interviews.
Data Gathering Procedure
Asking for Permission to Conduct the Study. The
researchers will prepare a permission letter for the
study, which will be addressed to the dean of the
Institute and signed by the adviser, institute dean, and
program chairperson.
General orientation and seeking of consent from
research respondents. The researchers will provide the
respondents with a study summary and explain the
ethical considerations in data collection. They will
request the respondents to sign an informed consent
form to indicate that they are fully aware of their
participation in the study. The researchers will collect
the consent forms the same day the respondents
complete the interviews and questionnaires.
Qualitative inquiry. Before commencing the
interviews, the researchers will establish
communication with the participants to explain the
purpose and nature of the study. The researchers will
conduct the interviews upon mutual agreement,
ensuring participants have sufficient time and space to
express their perspectives. During the interview
sessions, the researchers will engage in interactive
dialogue with the participants, facilitating an open
exchange of ideas and insights. Following the
completion of each interview, the researchers will
review the responses to ensure clarity and
comprehensiveness, addressing any potential
ambiguities or omissions. The researchers will audio-
record the entire conversation with the consent of the
participants. Upon completion of the qualitative
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interviews, transcriptions will be carefully reviewed for
accuracy and completeness, with any discrepancies
addressed promptly.
Survey. The researchers will cascade the
questionnaires to the respondents with enough time to
complete them during the study. The researchers will
interact with the respondents while the questionnaires
are administered. After the respondents have answered,
the researchers will double-check the questionnaires to
ensure all items are completed. The quantitative data
collected will be tallied in Microsoft Excel following
the survey. Once collated, the data will be sent to an
official statistician, who will analyze and interpret the
data using licensed software.
Data Analysis
The data will be analyzed and interpreted per the
purpose of the study through the following qualitative
analysis method and statistical tool:
Thematic Analysis. The researchers will use simple
thematic analysis to analyze the participants’ responses.
The researchers will identify different codes, which will
be words or phrases that are repeated in the participants’
responses relevant to the study’s questions.
Exploratory Factor Analysis. This statistical tool
will identify the underlying structures related to
perseverance within PBL. EFA will reduce data
complexity, identify latent factors, and validate
constructs, providing insights into the relationships
among variables and enhancing understanding of
perseverance in PBL contexts.
Ethical Consideration
The researchers will inform the participants about
the nature and purpose of the study by circulating
informative papers. The participants will not be
compelled to obtain information from them. They will
also be given informative consent forms to protect their
rights and acknowledge their vulnerability, assuring
them that their declination will not affect their grades.
Furthermore, the participants will be assured that
personal data will not be disclosed to the public under
the revisions of RA 10173 or the Data Privacy Act of
2012. If the results are published, their identities will
remain unknown for their privacy and protection.
RESULTS AND DISCUSSION
The contents of the journal are peer-reviewed and
archival. The international journal publishes scholarly
articles of archival value as well as tutorial expositions
and critical reviews of classical subjects and topics of
current interest. Authors should consider that the
technical papers submitted for publication must advance
 Asia Pacific Journal of Multidisciplinary Research | Volume X, No. X | Month Year
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the state of knowledge and must cite relevant prior
work. The length of a submitted paper should be
commensurate with the importance, or appropriate to
the complexity, of the work. For example, an obvious
extension of previously published work might not be
appropriate for publication or might be adequately
treated in just a few pages. Authors must convince both
peer reviewers and the editors of the scientific and
technical merit of a paper; the standards of proof are
higher when extraordinary or unexpected results are
reported.
Because replication is required for scientific
progress, papers submitted for publication must provide
sufficient information to allow readers to perform
similar experiments or calculations and use the reported
results. Although not everything need be disclosed, a
paper must contain new, useable, and fully described
information.
Table 1. The Arrangement of Channels
Channels Group 1 Group 2 … Group c
Main channel Channel 1 Channel 2 … Channel c
Assistant
Channel 2 Channel 3 … Channel 1
channel
Tables should follow the institutional format and
keep it simple and minimum in number. In tables font
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drawn. When the contents of the table cannot fit into the
table, font size 10 might be used. Number of the table
and the title should be written above the table. Tables
(eg, Table 1) are also numbered consecutively, 1, 2,
etc., from start to finish of the paper, ignoring sections
and subsections, and independently from figures.
Fig. 1. Magnetization as a function of applied field.
Figures should be designated with Arabic numerals
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legend should begin with a title and should be
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figure should be understandable. All figures, tables, etc.
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CONCLUSION AND RECOMMENDATION
A conclusion may review the main points of the
paper, do not replicate the abstract as the conclusion. A
conclusion might elaborate on the importance of the
work or suggest applications and extensions.
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the PISA 2012 Assessment.

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APPENDIX
Appendixes, if needed, appear before the references.

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