Predictive Ability of Problem-Solving Efficacy Sources on Mathematics Achievements

Published on Dec 1, 2021in International Journal of Evaluation and Research in Education
· DOI :10.11591/IJERE.V10I4.21416
Januard D. Dagdag1
Estimated H-index: 1
(Isabela State University),
Noel A. Palapuz (Isabela State University), Nikka A. Calimag (Isabela State University)
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Abstract
This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a public higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPS-NNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was positively associated with mastery experience while social persuasions and mastery were both negative related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students’ mathematics achievement.
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