CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

The relationship between math self-concept and problem-solving strategies has been

the subject of research in the field of education. Research has indicated that those with a high

math self-concept are more likely to utilize inefficient techniques. Additionally, studies show

that practices aimed at enhancing arithmetic self-concept can enhance mathematical problem-

solving abilities and scholastic accomplishment.

Understanding the relationship between math self-concept and problem-solving

strategies is crucial for educators and researchers seeking to improve students' achievement

in mathematics. Teachers can assist students to succeed in mathematics and foster a positive

attitude toward the subject by discovering effective interventions and tactics for enhancing

math self-concept and problem-solving strategies.

Math self-concept and problem-solving strategies have a critical role in the field of

education, especially in STEM (Science, Technology, Engineering, and Mathematics). One

of the main reasons is that math is a central subject in the STEM field and plays an essential

role in building students' future professions.

Globally, studies indicate that STEM students’ math performance and problem-

solving skills are significantly influenced by math self-concept and that interventions focused

on enhancing math self-concept may have a positive impact on those outcomes. According

to a study Yu & Sun (2019), math anxiety is partially mediated between kids with strong

math self-concepts and better problem-solving skills. The research also revealed that

problem-solving skills might increase as a result of interventions designed to enhance math

1
self-concept. Another study by Pauli et al (2016) discovered that math anxiety served as a

partial mediating factor in the association between students’ use of effective problem-solving

strategies and their math self-concept. The study made the case that problem-solving

strategies might advance as a result of intervention aimed at enhancing math self-concept.

The study of Schoenmakers et al (2018) discovered that math self-concept was a major

predictor of math achievement and that this link was moderated by math engagement in a

study of high school students in the Netherlands. According to the study, interventions aimed

at enhancing math students’ engagement and self-concept may result in gains in math

accomplishment.

In the Philippines, research on math self-concept and problem-solving strategies is

limited, but some studies have investigated these topics in the context of Filipino students.

For example, Filipino students enrolled in a private institution were studied to determine the

correlations between math anxiety, math self-concept, and academic success. They

discovered that math self-concept, which in turn positively predicted scholastic achievement

in mathematics, was negatively predicted by math anxiety. Interventions lowering arithmetic

anxiety and boosting math self-concept could enhance Filipino pupils’ academic performance

in Mathematics (Balansay & Lamberte, 2018). Another study of Pobre & Enriquez (2016)

explains that among Filipino high school students, there is a substantial correlation between

math self-concept and problem-solving techniques. According also to the study, pupils with

high math self-concept tended to employ more successful problem-solving techniques,

whereas pupils with low math self-concept tended to use less successful techniques the study

made the case that problem-solving abilities can be enhanced by interventions focused on

enhancing math self-concept.

2
 At the regional level, the Cagayan Valley Region contains distinctive qualities and

difficulties that could influence students' math self-concept and problem-solving incentives.

For instance, students from rural areas may experience restricted access to educational

resources and struggle with issues like poverty and social inequality. According to the study

Dulay et al (2016), found that “understanding the problem”, “looking for a pattern”, and

“using a formula or equation” was the most frequently used problem-solving strategies by the

students and that interventions aimed at enhancing problem-solving skills should concentrate

on aiding students in gaining a deeper understanding of the problem.

At the provincial level, the agricultural business in the province of Isabela is well

known, which may have an impact on student’s career aspirations and attitudes toward math.

Knowing and understanding how students feel about math and how it related to their future

careers might help instructors modify their instruction to better math students' needs and

interests. According to the study Tadeo and Balala (2018), who investigated the relationship

between math self-concept and academic performance in Mathematics of high school

students in the province of Isabela found that academic success in Mathematics was

positively connected with math self-concept. This implies that math students generally do

better when they have a higher self-concept for the subject.

Jones Rural School (JRS) caters to STEM students and provides an opportunity to

investigate the relationship between math self - concept and problem - solving strategies

within a specific educational setting. By examining these factors in the context of JRS, the

findings can contribute to deeper understanding of the predictors of math self - concept and

problem - solving strategies and inform educational interventions tailored to the needs of

STEM students in rural areas.

3
Theoretical Framework

The theoretical framework for examining the relationship between math self - concept

and problem - solving strategies among STEM students draws upon several relevant theories

and concepts. This framework will provide a foundation for understanding the underlying

mechanisms and processes involved in predicting academic success based on math self -

concept and problem - solving strategies.

Math self-concept can be seen as a particular sort of self-efficacy about mathematics,

reflecting a student’s perceptions of their capacity to do mathematical activities successfully.

Students with high math self-concepts are more likely to be confident in their capacity to

handle mathematical issues and apply problem-solving strategies. In addition, Bandura

(1986) suggested that problem-solving is a cognitive ability that can be improved with

practice and feedback. As a result, students are more likely to enhance their problem-solving

skills if they participate in problem-solving activities like plan preparation, outcome

evaluation, and problem analysis. These problem-solving techniques might be thought of as

approaches to addressing mathematical problems.

Math self-concepts and problem-solving strategies are essential elements of success

in the context of STEM education. Strong mathematical intelligence and problem-solving

skills are expected of STEM students. To better understand STEM students’ performance in

these areas, looking into the connection between their perceptions of themselves as

mathematicians and their problem-solving strategies is crucial.

In one study, Khine and Fisher (2003) used Bandura’s social cognitive theory to

investigate how self-efficacy, problem-solving, and academic achievements in mathematics

relate to each other among Singaporean High School students. The study’s findings

4
demonstrated a positive relationship between self-efficacy and the use of problem-solving

strategies, which in turn was linked to academic performance in mathematics. According to

this, students who have a higher self-concept in arithmetic are more likely to use problem-

solving strategies, which could improve their academic achievement in mathematics.

Overall, Bandura's social cognitive theory serves as the theoretical basis for the

interaction between STEM students' numerical self-concept and problem-solving techniques.

This theory declares that students who have a positive view of math are more likely to

engage in problem-solving activities and apply effective problem-solving strategies, which

may enhance their mathematical ability.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Profile of the respondents in terms:

A. Sex; and
B. Grade Level
Level of math self-concept among Implications for math education and
STEM students in Jones Rural School recommendations for improving
in terms of: students’ math self-concept and
problem-solving strategies.
A. Level of math self – concept
B. Level of problem - solving
strategies

Figure 1. The Conceptual Paradigm of the Study

5
Statement of the Problem

This study aims to investigate the math self-concept and problem-solving strategies of

STEM students at Jones Rural School and to explore the relationship between these two

variables. Specifically, the study seeks to answer the following research questions:

1. What is the profile of the respondents in terms of

1.1 sex; and

1.2 grade level?

2. What is the level of math self-concept of students in terms of:

2.1 confidence;

2.2 self-efficacy; and

2.3 motivation?

3. What is the level of problem-solving strategies of students in terms of:

3.1 analytical reasoning;

3.2 creative thinking; and

3.3 metacognition?

4. Is there a significant difference between students’ levels of math self-concept when

grouped according to their profile?

5. Is there a significant difference in students’ problem-solving strategies when grouped

according to their profile?

6. Is there a significant correlation between math self-concept and students’ problem-solving

strategies?

The answers to these research questions will provide valuable insights into the math

self-concept and problem-solving strategies of STEM students in Jones Rural School and

6
may inform the development of effective teaching strategies and interventions to improve

their math performance and enhancement.

Hypotheses of the Study

The study was guided through the following hypotheses:

1. There is no significant difference between math self–concept of students when

grouped according to their profile.

2. There is no significant difference between problem - solving strategies of students

when grouped according to their profile.

3. There is no significant relationship between math self–concept and problem–solving

strategies among STEM students in Jones Rural School.

Significance of the Study

The findings on math self-concept and problem-solving strategies can benefit several

groups of people, including:

Educators. The findings can help teachers in developing more effective teaching

methods and instructional materials to improve student’s confidence in math and their ability

to solve problems.

Students. The findings can help students develop strategies that improve their problem-

solving abilities, which can result in higher academic performance and more confidence in

their mathematical ability.

Parents. The findings can help parents understand the factors that influence their

children’s math self-concept and problem-solving strategies, which can help them provide

better support and guidance at home.

7
 Overall, the findings are beneficial for anyone who wants to enhance the quality of math

education and promote the development of students’ math skills, which are essential for

success in many fields, including the STEM (Science, Technology, Engineering, and

Mathematics) strand.

Scope and Delimitation

This study will focus only on STEM students in Jones Rural School on knowing their

perspective on math self-concept and problem-solving strategies.

It delimits that the study may not be generalized to other strands at Jones Rural School.

Definition of Terms

For a better understanding of the study, the following terms are defined in the context of

this research:

Math Self-Concept. an individual’s perception of his/her abilities related to

mathematics. (slejournal.springer.com)

Confidence. a feeling or consciousness of one's powers or of reliance on one's

circumstances. (www.merriam-webster.com)

Self-efficacy. is a person's belief in their ability to complete a task or achieve a goal.

(www.verywellmind.com)

Motivation. is the process that initiates, guides, and maintains goal-oriented behaviors.

(www.verywellmind.com)

Analytical reasoning. is a person's ability to identify patterns within a group of facts or

rules and use those patterns to determine outcomes that could be or must be true.

(www.indeed.com)

8
 Problem-Solving Strategies. these are ways of approaching problems that can help you

look beyond the obvious answers and find the best solution to your problem.

(www.betterup.com)

Creative thinking. is the ability to come up with unique, original solutions.

(www.theforage.com)

Metacognition. is the process of thinking about one’s own thinking and learning.

(www.queensu.ca)

9
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The literature and studies cited in this chapter tackle the different concepts,

understanding, ideas, generalizations or conclusions, and different development related to the

study of the math self-concept and problem – strategies from the past up to the present and

which serves as the researchers’ guide in developing the project. Those that were also

included in this chapter help in familiarizing information that is relevant and similar to the

present study.

Review of Related Literature

Local Literature

Mathematical self-concept can be defined as students' evaluations of their skills,

abilities, enjoyment, and interest in mathematics as an important factor in their achievement

in mathematics (Peteros et al., 2019). According to Insorio and Librada (2021), mathematical

critical thinking and problem-solving skills are required during group activities using a new

mechanism. The purpose of this study was to improve students' mathematical critical

thinking and problem-solving based on Emergenetics® as a grouping mechanism. This is a

hands-on action research where researchers created profiles to identify the dominant thinking

characteristics of each student, followed by group formation. The results of the study

revealed that the majority of students had a moderately positive attitude toward mathematics,

moderate self-esteem, a very satisfactory level of study habits, and moderate math anxiety

(Gillo, M. D., 2021). Problem–solving with critical thinking is the core and the heart of the

mathematical inquiry. Many students have problem-solving, especially analytical problems,

due to various emotional conditions. In this case, their emotional well-being may have

10
affected students' analytical ability to solve problems. (Baltazar, L. P. T., 2022). Several

studies have found relationships between students' self-concept and math performance

(Agtarap, R., & Miranda, A. T., 2022).

Foreign Literature
Self-concept of academic competence is a strong predictor of students' achievement

aspirations. The researchers examined youth beliefs about students' perceptions of their math

teachers (reflecting classroom assessments) and the placement of math passages as a subtle

source of information that can influence students' math self-concept (Legette, K.B., & Kurtz-

Costes, B., 2020). In research on the development of mathematics self-concepts (MSCs),

very few studies have compared the effects of mathematics grades, mathematics ability,

school average mathematics grades, and school average mathematics ability. However, these

factors are important for Taiwanese high school students to achieve the right MSC and

choose an appropriate academic path (Chen, S., Liu, Y., & Lin, S.S., 2022).

Additionally, Self-concept is studied in mathematics. Mathematics self-concept

results from students' aspirations to complete STEM (science, technology, engineering, and

mathematics) degree programs (Sax et al., 2015). Students with positive math self-esteem

persist and complete their chosen educational program, which in turn improves academic

performance in school (Ackerman et al., 2013). The tasks given to the students included all

problem-solving strategies such as guessing and checking, drawing a picture, making a list,

making a table, working backward looking for patterns and using logical thinking, solving

simple problems, and asking questions. Data from this study indicated that many student

behaviors were identified; in the relevant literature, there are terms for naive, routine, and

sophisticated problem-solving behavior. However, the categories "naïve", "routine" and

"sophisticated" did not fully map the different observed behaviors, but were obtained as an

11
additional category called "naïve", "routine", "semi-sophisticated" and "sophisticated"

behavioral. problem solver (Harisman, Y., Noto, M.S., & Hidayat, W.,2021).

According to the study by Lee and Kung (2018), Boys' math self-concept was

significantly higher than girls, while girls scored better than boys. Moderated mediation

analyses indicated that the indirect relationship between student-teacher relationships and

mathematics self-concept through school attachment was significant only among girls; the

overall effect pattern was significant only in boys. These findings were demonstrated in both

subsamples. The findings suggest the importance of not only improving student-teacher

relationships and students' sense of school belonging but also understanding how intervention

efforts may differ by student gender. The ability of students to apply mathematical

knowledge in different situations has been one of the most important concerns of

mathematics education research. However, little is known about assessment strategies that

significantly promote the development of mathematical problem-solving skills from

kindergarten through high school students (Wong, T.K., Konishi, C., & Tao, L., 2019).

The purpose of mathematics is to develop critical thinking, creativity, analytical, and

problem-solving skills. Problem-solving is one of the skills that can improve mathematical

knowledge. Mathematical problem solving based on Schoenfeld consists of reading, analysis,

research, planning, application, and checking. Problem-solving in mathematics focuses on

students' ability to analyze, solve problems and justify their answers (Nuraini, D. R.,

Kusmayadi, T. A., & Fitriana, L., 2019).

Review of Related Studies

Local Studies
Problem-solving is the main goal of mathematics education. The purpose of the study

was to describe the problem-solving strategies of second-year students at the New Ecija

12
University of Science and Technology (NEUST) using a case study type, qualitative research

method. The results showed that respondents performed satisfactorily in terms of problem

objectives, problem-solving process, and ability to identify students' problem-solving

strategies (Loria Jr., S. A., 2014). Math teachers are encouraged to develop students' critical

and logical thinking through problem-solving, introduce students to various strategies to

make each math lesson lively, and maximize student participation (Tellermo, E. S. &

Camarista, G., 2014). Problem-solving is an important real-life cognitive activity that

requires training, effort, styles, mathematical and arithmetic skills, metacognitive skills, and

persistence with effort (Aljaberi, 2015). High school math is also taught in a way that helps

students develop critical thinking and problem-solving strategies, as well as communication,

collaboration, and technology skills that are building blocks of 21 st-century skills (Malibiran

et al., 2019). Jimenez (2020) stated that providing meaningful information about improving

problem-solving students and how cognitive developmental levels and instructional strategies

affect this can be useful for school leaders, teachers, students and their parents, the

community, and future researchers. According to Marquez, R. (2021). Problem-solving skills

have three sub - construct; a.) comprehension, b.) organization, and c.) strategy. He also

stated that mathematics achievement was measured by respondents' problem-solving and

critical thinking using adaptive rubrics.

Foreign Studies

Problem-solving is a reasoning process that aims to arrive at an end state, which

usually means a solution. Certain mental steps are required to reach the final state. More

specifically, the problem-solving process can be described as a systematic series of cognitive

steps toward a solution or conclusion. The series itself is a strategy. Different problem-

solving strategies can be applied depending on the type or nature of the problem. This study

13
describes problem-solving strategies as reasoning strategies (Bratina, T. 2013). During

elementary school, children begin to develop an academic self-concept that reflects their

motivation, thoughts, and feelings about a specific field. Gender differences can appear in the

field of mathematics, characterized by a less obvious mathematical self-concept in girls. This

study found that there were no differences between girls and boys in mathematics, it was

shown that the mathematical self-concept of girls was already less clear than the

mathematical self-concept of boys in the first years of elementary school (Lindberg et al.,

2013).

Significant main effects of experiential learning strategies and high psychological

toughness emerged when assessing adolescents’ problem-solving skills. The study by Mason

and Singh (2016) stated that to develop physics knowledge, the student must learn effective

problem-solving strategies. Effective problem-solving strategies involve conceptual analysis

of the problem, followed by designing a solution, and then implementing, evaluating, and

reflecting on the process. According to the study of Zhang and Biswas (2018), to understand

students' problem-solving processes, they used a sequence mining algorithm to find repeated

patterns of activity and link them to learning.

According to a study, mathematics self-concept was positively related to the use of

effective problem-solving strategies such as planning, monitoring, and evaluation. Students

with high math self-esteem used more effective problem-solving strategies, while students

with low math self-esteem used less effective strategies such as guessing or relying on

memory. The study also found that the relationship between mathematical self-concept and

problem-solving strategies was influenced by factors such as gender, grade level, and cultural

background. For example, the relationship between mathematical self-concept and problem-

14
solving strategies was stronger for female students than for male students and advanced

students. Overall, this review suggests that mathematics self-concept is an important factor to

consider when examining students' problem-solving strategies in mathematics education. It

also highlights the need to consider individual differences and contextual factors that can

influence the relationship between the two constructs (Aydin et al., 2018)

Math self-concept includes self-confidence related to math skills. A child may have a

generally positive math self-concept but may have quite different beliefs about specific math

tasks (Kaskens, et al., 2020). Math self-concept can be conceptualized as a dimension within

the broad construct of academic self-concept, which expresses an individual's knowledge and

understanding of self and abilities within academic domains. In other words, math self-

concept reflects one’s self-perceived ability in mathematical situations (Oda, S. et al., 2021).

studies compared the effects of math classes, math ability, school average math grades, and

school average math ability (Chen et al., 2022).

Research has shown that a positive math self-concept is strongly related to better

problem-solving strategies and higher achievement in math. Students who believe in their

ability to do math are more likely to approach math problems with a growth mindset and to

persevere and use productive problem-solving strategies even when faced with challenges.

On the other hand, students with negative math self-esteem are more likely to

approach math problems with a fixed mindset, believing that their abilities are fixed and

unchanging, and may be more likely to give up or give up when faced with more difficult

issues problems.

Therefore, it is important that educators and parents promote a positive mathematical

self-concept in students, providing opportunities for success, encouraging effort and

15
persistence, and emphasizing the value and importance of mathematics in everyday life. This

can help students develop more effective problem-solving strategies and ultimately achieve

greater success in mathematics.

Synthesis
This finding indicate that mathematical self-concept plays a crucial role in students'

problem-solving abilities and overall achievement in mathematics. Positive math self-esteem

is associated with more effective problem-solving strategies and higher academic

performance, while negative math self-esteem can hinder students' approach to math

problems. Therefore, it is vital for educators and parents to cultivate a positive mathematical

self-concept in students by providing support, encouragement, and opportunities for success

in mathematics. By promoting a growth mindset and emphasizing the value of mathematics,

students can develop the necessary skills and strategies to excel in problem-solving and

mathematics as a whole.

16
 CHAPTER III
METHODOLOGY

This chapter contains the methods that are used in the study. This discusses the

research design, locale of the study, respondents of the study, data gathering instrument, data

gathering procedure, and statistical treatment of data.

Research Design

The researcher utilized the descriptive correlation method of research.

Descriptive research aims to accurately and systematically describe a population,

situation or phenomenon. It can answer what, where, when and how questions, but not why

questions. A descriptive research design can use a wide variety of research methods to

investigate one or more variables. Unlike in experimental research, the researcher does not

control or manipulate any of the variables, but only observes and measures them

(McCombes, 2022).

Correlational research examines the relationships between variables without the

researcher controlling or manipulating them. Correlation reflects the strength and/or direction

of the relationship between two (or more) variables. The direction of the correlation can be

either positive or negative (Bhandari, 2022).

A descriptive design is used to determine the frequency of STEM students' applied

mathematics self-concept and problem-solving strategies. In contrast, correlation is used to

determine their relationships and differences of sex and grade level.

Locale of the Study

17
 This study was conducted at Jones Rural School - Senior High School in Barangay 2,

Jones, Isabela.

The Jones Rural School, formerly called the Jones High School located in Jones,

Isabela was established in 1946. It embraces a total area of 61 hectares donated by the

late Hon. Antonio Vallejo, the first municipal executive of Jones. From its humble

beginning as a general high school, it depended on municipal aids until 1957 (School

Overview, n.d.).

Photo by: Google Maps

Figure 2.
Map Highlighting Jones Rural School
Research Respondents

The study respondents were the STEM students of Jones Rural School. Total

Population Sampling will be employed in determining the size of the population.

18
 Total population sampling is a type of purposive sampling where the whole

population of interest (i.e., a group whose members all share a given characteristic) is studied

(Glen, 2018).

GRADE LEVEL SAMPLE SIZE

GRADE 11 93

GRADE 12 97

TOTAL 190

Research Instruments
To attain the study’s objectives, a survey questionnaire was used to gather the

information needed, divided into three parts.

The first part of the questionnaire consisted of questions grouped around the

respondents’ profiles and sex.

The second and third part were the math self – concept and problem – solving

strategies.

The researchers made the questionnaire and it was validated by the adviser.

Responses were anchored through a 5-point Likert Scale with descriptive equivalents.

The sources were converted to mean scores and given the corresponding values as follows:

A. Math Self – Concept and Problem – Solving Strategies

19
 Weights Ranges Descriptive Equivalent

5 4.21 – 5.00 Strongly Agree

4 3.41 – 4.20 Agree

3 2.61 – 3.40 Moderately Agree

2 1.81 – 2.60 Disagree

1 1.00 – 1.80 Strongly Disagree

Data Gathering Procedure

The following steps were followed in conducting the study. These guided the

researcher to attain the objectives of the study.

First, the researchers asked permission to conduct the research utilizing a formal letter

addressed to the Officer In-Charge of the Senior High School Department in Jones Rural

School in Jones, Isabela. After which, the availability of the students who took part in the

study was determined. For a comprehensive and valid result, the survey questionnaires was

administered and retrieved by the researcher, personally explaining the study's objectives,

and instructions on each of the questionnaires was thoroughly explained, assuring that the

respondents' answers was truthful and was their own.

20
Statistical Treatment of the Data
The study was utilized the following for it to attain accurate and reliable data that was

analyze and interpret through:

Data were obtained, organized, tabulated and computer process using Statistics

Package for Social Sciences (SPSS) software, using frequency counts and percentages to

describe the demographic profile of the responses. The weighted mean and standard

deviation was used to determine students' ability and knowledge of mathematical self-

concepts and problem-solving strategies.

Analysis uses t-test and ANOVA to identify significant differences between math

self-concepts and problem-solving strategies based on student profile. Otherwise, Pearson's

r correlation coefficient will be used to identify these significant associations.

21
 CHAPTER IV
Results and Discussion
This chapter provides the presentation of statistical data relative to the problems

posted in the statement of the problem. The corresponding analysis and interpretation of data

are incorporated in this portion of the study.

The researcher compared the mean of the student responses in terms of Indicators. To

strengthen the result, t-test was also applied.

Table 1
Respondents’ Profile as to Sex
Sex Frequency Percentage (%)
Male 77 40.5%
Female 113 59.5%
Total 190 100%

The respondents' profile in terms of sex was analyzed in this study. Out of the total

190 respondents, 77 individuals identified as male, representing approximately 40.5% of the

22
respondents. On the other hand, 113 respondents identified as female, accounting for about

59.5% of the total respondents. These figures indicate that there were more female

respondents in the study than male respondents, with females comprising the majority at

59.5%, while males made up 40.5% of the total respondents.

Table 2
Respondents’ Profile as to Grade Level

Grade Level Frequency Percentage (%)

Grade 11 93 48.9%
Grade 12 97 51.1%
Total 190 100%

The data provided represents the profile of respondents based on their grade level. A

total of 190 respondents were included in the survey or study. The respondents were divided

into two grade levels: Grade 11 and Grade 12. Out of the total respondents, 93 individuals,

accounting for 48.9% of the sample, were in Grade 11. The remaining 97 respondents,

representing 51.1% of the sample, belonged to Grade 12.

23
 Table 3
Level of Math Self-Concept in terms of Confidence

Indicators WM SD QD

4. .947
1. I am confident in my ability to solve math
04
A
problems.
4. .846
2. I believe I can learn and understand math
32
SA
concepts with practice.
3. .934
3. I feel comfortable taking on challenging
79
A
math problems.
4. .755
4. I believe I can do well in math if I work
33
SA
hard and put in the effort.
3. 1.074
5. I am confident in my ability to explain
64
A
math concepts to others.
3. 1.053
6. I feel confident in my math skills
53
A
compared to my peers.
4. .902
7. I am not afraid to ask questions or seek

24
 11
help when I don't understand something in
A
math.
4. .900
8. I believe I can apply math concepts to real-
02
A
life situations.
3. .952
9. I feel confident in my ability to perform
84
A
well on math tests and exams.
3. 1.109
10. I am confident that I can pursue a career
95 A
that involves math.
Average Weighted Mean 3.96 Agree
4.21-5.00 -Strongly Agree (SA), 3.41-4.20 – Agree (A), 2.61-3.40 – Moderately Agree (MA),

1.81-2.60 -Disagree (D), 1.00-1.80 – Strongly Disagree (SD)

Table 3 presents data on the level of math self-concept in terms of confidence. The

data in the table suggests that, on average, the respondents displayed a moderate level of

confidence in their math abilities, as the average weighted mean across all indicators is

calculated to be 3.96.

25
 Table 4
Level of Math Self-Concept in terms of Self-Efficacy

Indicators WM SD QD

1. I am confident that I can learn new math 4. .762

36 SA
concepts and skills.
2. I believe that I can apply math concepts to 4. .896
03 A
real-world situations.
3. I feel capable of solving math problems on 3.82 .825
A
my own.
4. I am confident that I can understand and 3. .901
75 A
apply advanced math concepts.
5. I believe that I can perform well on math 3. .917
87 A
tests and exams.
6. I feel comfortable asking for help with 4. .822
21 SA
math when I need it.
7. I can use technology and other tools to 4. 3.779
38 SA

26
 support my math learning.
8. I can learn from my mistakes and improve 4. .794
23 SA
my math skills.
9. I feel confident I can pursue a career or 3. 1.000
89 A
further education in a math-related field.
10. I am confident that I can contribute to 3. .984
87 A
math-related discussions and activities.
Average Weighted Mean 4.04 Agree
4.21-5.00 -Strongly Agree (SA), 3.41-4.20 – Agree (A), 2.61-3.40 – Moderately Agree (MA),

1.81-2.60 -Disagree (D), 1.00-1.80 – Strongly Disagree (SD)

Table 4 presents data on the level of math self-concept in terms of self-efficacy. The

average weighted mean across all indicators is 4.04, indicating a high level of self-efficacy in

math among the respondents.

27
 Table 5
Level of Math Self-Concept in terms of Motivation

Indicators WM SD QD

1. I am motivated to learn math because I 4. .890

04 A
find it interesting.
2. I am motivated to learn math because it 4. .897
07 A
will help me in my future career or studies.
3. I am motivated to learn math because I 4. .823
15 A
want to achieve high grades.
4. I feel confident in my ability to learn math. 3. .883
95 A
5. I feel challenged by math, which motivates 4. .920
00 A
me to work harder.
6. I set goals for myself in math and feel 4. .905
03 A
motivated to achieve them.
7. I enjoy solving math problems and feel 3. .995
90 A
motivated to do more of them.
8. I seek out additional resources to learn 3. .939
85 A
math, such as tutoring or online courses.

28
 9. I can make a difference in the world 3. 1.048
68 A
through my math skills.
10. I am motivated to learn math because it is 4. .876
03
a subject that requires critical thinking and A
problem-solving skills.
Average Weighted Mean 3.97 Agree
4.21-5.00 -Strongly Agree (SA), 3.41-4.20 – Agree (A), 2.61-3.40 – Moderately Agree (MA),

1.81-2.60 -Disagree (D), 1.00-1.80 – Strongly Disagree (SD)

Table 5 presents data related to the level of math self-concept in terms of motivation..

The average weighted mean across all indicators is calculated to be 3.97. This suggests that,

on average, the respondents in the study displayed a moderately high level of motivation

towards learning math.

29
 Table 6
Level of Problem Solving Strategies in terms of Analytical Reasoning

Indicators WM SD QD

1. I am able to identify the key elements of a 3. .901

91 A
problem and focus on them.
2. I enjoy analyzing complex problems and 3. .844
82 A
finding solutions to them.
3. I am able to break down a problem into 3. .852
83 A
smaller parts to understand it better.
4. I use logical reasoning to understand the 3. .893
85
relationships between different problem
A
elements.
5. I am able to recognize patterns and 3. .855
88
similarities between different problems to
A
solve them more efficiently.
6. I am able to evaluate the strengths and 3. .994
82
weaknesses of different solutions to a
A
problem.
7. I am able to develop multiple solutions to 3. .91791
94
a problem and choose the best one based
A
on its merits.

30
 8. I use evidence and data to support my 3. .910
90 A
problem-solving decisions.
9. I am able to think creatively to generate 3. .921
91 A
new ideas and solutions to a problem.
10. I am able to communicate my problem- 3. .901
91
solving process and decisions clearly to
A
others.
Average Weighted Mean 3.49 Agree
4.21-5.00 -Strongly Agree (SA), 3.41-4.20 – Agree (A), 2.61-3.40 – Moderately Agree (MA),

1.81-2.60 -Disagree (D), 1.00-1.80 – Strongly Disagree (SD)

Table 6 presents data related to the level of problem-solving strategies in terms of

analytical reasoning. The average weighted mean across all indicators is calculated to be

3.49.

31
 Table 7
Level of Problem - Solving Strategies in terms of Creative Thinking

Indicators WM SD QD

3. .901
1. I enjoy finding new and innovative
91
A
solutions to problems.
3. .954
2. I am able to come up with multiple
84
A
solutions to a problem.
3. .943
3. I am comfortable taking risks and trying
84
A
new approaches when problem-solving.
3. .920
4. I am able to see problems from multiple
75
A
perspectives.
3. .955
5. I often think "outside the box" when
74
A
approaching a problem.
3. .976
6. I am comfortable with ambiguity and
84
A
uncertainty when problem-solving.
3. .969
7. I am able to generate creative ideas
88
A
quickly and easily.
4. .970
8. I am able to combine different ideas and
00
A
approaches to come up with a solution.
3. .940
9. I am able to recognize patterns and
79 A

32
 connections that others might miss.
3. .898
10. I am able to adapt my problem-solving
80
A
approach as the situation changes.
Average Weighted Mean 3.84 Agree
4.21-5.00 -Strongly Agree (SA), 3.41-4.20 – Agree (A), 2.61-3.40 – Moderately Agree (MA),

1.81-2.60 -Disagree (D), 1.00-1.80 – Strongly Disagree (SD)

Table 7 presents data related to the level of problem-solving strategies in terms of

creative thinking. The average weighted mean across all indicators is calculated to be 3.84.

33
 Table 8
Level of Problem - Solving Strategies in terms of Metacognition

Indicators WM SD QD
4. .828
1. I reflect on my thought process when
04
A
trying to solve a problem.
3. .825
2. I set goals and plan strategies before
92
A
starting a problem-solving task.
3. .920
3. I monitor my progress as I work through a
98
A
problem.
4. .780
4. I am aware of my strengths and
13
A
weaknesses in problem-solving.
4. .867
5. I am able to identify when I am stuck on a
00
problem and need to try a different A
approach.
3. .899
6. I am able to explain my problem-solving
69
A
strategies to others.
3. .950
7. I am able to apply problem-solving
83
A
strategies to new and unfamiliar situations.
3. .934
8. I am able to adapt my problem-solving
79
strategies when faced with unexpected A
obstacles.
3. .964
9. I am able to evaluate the effectiveness of
87 A
my problem-solving strategies and make

34
 adjustments as needed.
3. 1.020
10. I am confident in using metacognitive
82 A
strategies to solve complex problems.
Average Weighted Mean 3.91 Agree
4.21-5.00 -Strongly Agree (SA), 3.41-4.20 – Agree (A), 2.61-3.40 – Moderately Agree (MA),

1.81-2.60 -Disagree (D), 1.00-1.80 – Strongly Disagree (SD)

Table 8 presents data related to the level of problem-solving strategies in terms of

metacognition. The average weighted mean across all indicators is calculated to be 3.91.

35
 Table 9
Significant Difference between Math Self - Concept and Problem - Solving Strategies when
grouped according to sex and Grade Level

MSC PSS
Respondents' Profile t Sig. t Sig.
Sex 2.748ns 0.066 1.347* 0.032
Grade Level 0.483ns 0.485 .028ns .808
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
ns. Not significant

Table 9 presents the significant differences between Math Self-Concept (MSC) and

Problem Solving Strategies (PSS) are examined based on the respondents' sex and grade

level.When comparing Math Self - Concept and Problem Solving Strategies by sex, a

significant difference is observed. The t-value of 2.748 suggests a noticeable distinction

between the two variables, although the significance level of 0.066 is slightly above the

conventional threshold. However, when analyzing the relationship between Math Self -

Concept and Problem - Solving Strategies according to grade level, no significant difference

is found. The t-value of 0.483 and the significance level of 0.485 indicate that there is no

significant difference between Math Self - Concept and Problem - Solving Strategies based

on the respondents' grade levels.

36
 Table 10
Relationship Between Math Self - Concept and Problem - Solving Strategies
Correlations
MSC PSS
Math Self - Pearson Correlation .805**
Concept
Sig. (2-tailed) .000
Problem Solving Pearson Correlation .805**
Strategies Sig. (2-tailed) .000
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
ns. Not significant

Table 10 shows a strong positive correlation (.805) between Math Self-Concept

(MSC) and Problem - Solving Strategies (PSS). The correlation is statistically significant (p

< .001), indicating that individuals with higher math self-concept tend to have better

problem-solving strategies. In summary, a positive perception of math abilities is associated

with effective problem-solving skills.

37
 CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents a summary, conclusions and recommendations of a study at

Jones Rural School, focusing on math self - concept and problem - solving strategies of

Science, Technology, Engineering, and Mathematics students at Jones Rural School. The

research employed a quantitative approach using a descriptive method and collected data

through the use of survey questionnaires. The sample consisted of Grade 11 and Grade 12

Science, Technology, Engineering, and Mathematics (STEM) students of Jones Rural

School, selected through total population sampling. Statistical tools such as mean,

percentage, dependent and independent t-tests, and Pearson r correlation were utilized for

data analysis.

Summary of Findings

The findings of the study were summarized according to the statement of the problem

stated in Chapter I. The study analyzed various aspects of math self - concept and problem -

solving strategies among Science, Technology, Engineering and Mathematics (STEM)

students. The study found that in terms of math self-concept, the respondents displayed a

moderate level of confidence (average weighted mean of 3.96) and a high level of self-

efficacy (average weighted mean of 4.04). They also exhibited a moderately high level of

motivation towards learning math (average weighted mean of 3.97). Regarding problem-

solving strategies, the respondents showed a moderate level of proficiency in employing both

analytical reasoning (average weighted mean of 3.49) and creative thinking (average

weighted mean of 3.84) strategies. They also demonstrated a moderate to high level of

proficiency in employing problem-solving strategies that involve metacognition (average

38
weighted mean of 3.91). Significant differences were observed between math self-concept

(MSC), (t = 2.748) (p = 0.066) and problem-solving strategies (PSS), (t = 1.347) (p = 0.032)

based on sex, with a noticeable distinction. However, when analyzing the relationship

between math self - concept (MSC), (t = 0.483) (p = 0.485) and problem - solving strategies

(PSS), (t = .028) (p = 808) based on grade level, no significant difference was found.

Furthermore, there was a strong positive correlation (0.805) between math self-concept and

problem-solving strategies. This indicates that individuals with higher math self-concept tend

to have better problem-solving skills, highlighting the importance of fostering a positive

math self-concept to enhance problem-solving abilities in mathematics.

Overall, the study provided valuable insights into math self - concept and problem -

solving strategies of Science, Technology, Engineering and Mathematics students of Jones

Rural School.

Conclusions

Based on the findings of the study, several conclusions can be drawn:

1. The study reveals that, on average, the STEM students displayed a moderate level of

confidence in their math abilities.

2. The respondents displayed a high level of self-efficacy in math.

3. The respondents displayed a moderately high level of motivation towards learning

math.

4. The respondents displayed a moderate level of proficiency in employing problem-

solving strategies involving analytical reasoning.

5. The respondents demonstrated a moderate level of proficiency in employing problem-

solving strategies involving creative thinking.

39
 6. The respondents displayed a moderate to high level of proficiency in employing

problem-solving strategies that involve metacognition.

7. Significant differences were observed between math self – concept and problem -

solving strategies based on sex, indicating that males and females may approach math

and problem solving differently. However, no significant difference was found based

in grade level, suggesting that math self – concept and problem – solving strategies

are not strongly influence by the respondents’ grade level.

8. There was a strong positive correlation between math self-concept and problem-

solving strategies, indicating that individuals with higher math self – concepts tend to

possess better problem-solving skill.

Recommendations

Based on the findings of the study, the following recommendations can be made:

1. Teachers should focus on implementing strategies that promote self-confidence in

mathematics among STEM students to further enhance their performance and

engagement in the subject.

2. Teachers should continue to foster and support students' self-efficacy in math to

enhance their overall confidence and belief in their mathematical abilities.

3. Teachers should implement strategies that promote intrinsic motivation, such as

providing engaging and relevant math activities, fostering a supportive learning

environment, and highlighting the real-life applications of mathematics.

4. Teachers should focus on incorporating activities and exercises that enhance

analytical reasoning skills to further develop the problem-solving abilities of STEM

students.

40
5. Further develop and enhance creative thinking skills in mathematics education to

improve problem-solving abilities among STEM students.

6. It is recommended to further investigate and promote the development of

metacognitive skills in mathematics education to enhance problem-solving abilities

among STEM students.

7. Educational programs should focus on addressing gender differences in math self-

concept and problem-solving strategies, while recognizing that grade level may not

have a significant impact on these factors.

8. It is recommended to focus on fostering a positive math self-concept among students

to enhance their problem-solving abilities in mathematics.

41
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Appendices

Appendix A. Letter to Conduct the Study

Appendix B. Letter to the Respondents

45
 LETTER TO THE RESPONDENTS

Dear Respondents,

The undersigned is conducting research entitled MATH SELF – CONCEPT AND

PROBLEM – SOLVING STRATEGIES OF SCIENCE, TECHNOLOGY,

ENGINEERING AND MATHEMATICS STUDENTS AT JONES RURAL SCHOOL

in partial fulfillment of the requirements for the subject Work Immersion/ Research, the

School Year 2022 - 2023.

In this regard, please supply the needed data by answering the questionnaire.

Rest assured that your responses will be dealt with confidentially.

It is hoped that the above-stated request would merit your favorable consideration.

Very truly yours,

CARL VINCENT B. GAMBOL

CHELZEA M. CRISTOBAL
JERWIN A. BALAUAG
PRINCESS ERMENGARDE BALLAD
Researchers

Appendix C. Questionnaire

46
MATH SELF-CONCEPT AND PROBLEM-SOLVING STRATEGIES OF SCIENCE,
TECHNOLOGY, ENGINEERING, AND MATHEMATICS STUDENTS
AT JONES RURAL SCHOOL
Cristobal, C., Gambol, C.V., Balauag, J., Ballad, P.E. (2023)

Please answer the questionnaire without mental reservation. Your responses will be
dealt with confidentially.

Part I. Demographic Profile

Name (optional): __________________________________

Sex: Male Female
Grade Level: Grade 11 Grade 12

Part II. Math Self-Concept

Instructions: Please put a check on the column that best reflects your degree of
agreement or disagreement with the statement. There are five possible responses to each
statement.
Ranges Descriptive Equivalent
Weights
5 4.21– 5.00 Strongly Agree (SA)
4 3.41– 4.20 Agree (A)
3 2.61– 3.40 Moderately Agree (MA)
2 1.81– 2.60 Disagree (D)
1 1.00 – 1.80 Strongly Disagree (SD)

A. Confidence 5 4 3 2 1
1. I am confident in my ability to solve math problems.
2. I believe I can learn and understand math concepts with
practice.
3. I feel comfortable taking on challenging math problems.
4. I believe I can do well in math if I work hard and put in
the effort.
5. I am confident in my ability to explain math concepts to
others.
6. I feel confident in my math skills compared to my peers.
7. I am not afraid to ask questions or seek help when I don't
understand something in math.
8. I believe I can apply math concepts to real-life situations.

47
 9. I feel confident in my ability to perform well on math
tests and exams.
10. I am confident that I can pursue a career that involves
math.
B. Self-Efficacy 5 4 3 2 1
1. I am confident that I can learn new math concepts and
skills.
2. I believe that I can apply math concepts to real-world
situations.
3. I feel capable of solving math problems on my own.
4. I am confident that I can understand and apply advanced
math concepts.
5. I believe that I can perform well on math tests and exams.
6. I feel comfortable asking for help with math when I need
it.
7. I can use technology and other tools to support my math
learning.
8. I can learn from my mistakes and improve my math skills.
9. I feel confident I can pursue a career or further education
in a math-related field.
10. I am confident that I can contribute to math-related
discussions and activities.
C. Motivation 5 4 3 2 1
1. I am motivated to learn math because I find it interesting.
2. I am motivated to learn math because it will help me in
my future career or studies.
3. I am motivated to learn math because I want to achieve
high grades.
4. I feel confident in my ability to learn math.
5. I feel challenged by math, which motivates me to work
harder.
6. I set goals for myself in math and feel motivated to
achieve them.
7. I enjoy solving math problems and feel motivated to do
more of them.
8. I seek out additional resources to learn math, such as
tutoring or online courses.
9. I can make a difference in the world through my math
skills.
10. I am motivated to learn math because it is a subject that
requires critical thinking and problem-solving skills.

48
Part III. Problem-Solving Strategies
Instructions: Please put a check on the column that best reflects your degree of
agreement or disagreement with the statement. There are five possible responses to each
statement.

Ranges Descriptive Equivalent

Weights
5 4.21– 5.00 Strongly Agree (SA)
4 3.41– 4.20 Agree (A)
3 2.61– 3.40 Moderately Agree (MA)
2 1.81– 2.60 Disagree (D)
1 1.00 – 1.80 Strongly Disagree (SD)

A. Analytical Reasoning 5 4 3 2 1
1. I am able to identify the key elements of a problem and
focus on them.
2. I enjoy analyzing complex problems and finding solutions
to them.
3. I am able to break down a problem into smaller parts to
understand it better.
4. I use logical reasoning to understand the relationships
between different problem elements.
5. I am able to recognize patterns and similarities between
different problems to solve them more efficiently.
6. I am able to evaluate the strengths and weaknesses of
different solutions to a problem.
7. I am able to develop multiple solutions to a problem and
choose the best one based on its merits.
8. I use evidence and data to support my problem-solving
decisions.
9. I am able to think creatively to generate new ideas and
solutions to a problem.
10. I am able to communicate my problem-solving process
and decisions clearly to others.
B. Creative Thinking 5 4 3 2 1
1. I enjoy finding new and innovative solutions to problems.
2. I am able to come up with multiple solutions to a problem.
3. I am comfortable taking risks and trying new approaches
when problem-solving.
4. I am able to see problems from multiple perspectives.

49
 5. I often think "outside the box" when approaching a
problem.
6. I am comfortable with ambiguity and uncertainty when
problem-solving.
7. I am able to generate creative ideas quickly and easily.
8. I am able to combine different ideas and approaches to
come up with a solution.
9. I am able to recognize patterns and connections that
others might miss.
10. I am able to adapt my problem-solving approach as the
situation changes.
C. Metacognition 5 4 3 2 1
1. I reflect on my thought process when trying to solve a
problem.
2. I set goals and plan strategies before starting a problem-
solving task.
3. I monitor my progress as I work through a problem.
4. I am aware of my strengths and weaknesses in problem-
solving.
5. I am able to identify when I am stuck on a problem and
need to try a different approach.
6. I am able to explain my problem-solving strategies to
others.
7. I am able to apply problem-solving strategies to new and
unfamiliar situations.
8. I am able to adapt my problem-solving strategies when
faced with unexpected obstacles.
9. I am able to evaluate the effectiveness of my problem-
solving strategies and make adjustments as needed.
10. I am confident in using metacognitive strategies to solve
complex problems.

50
Appendix D. Pictorials

Passionate Grade 11 STEM students dive into a thought-provoking math

survey,
unraveling their self-concept and problem-solving skills.

51
 Grade 12 STEM students eagerly immerse themselves in a
comprehensive math survey, illuminating their self-concept and
problem-solving strategies.

Grade 11 STEM students embark on a quest for self-discovery

and problem-solving
prowess as they delve into a math survey on self-concept and
strategies.

Grade 12 STEM students

52
passionately navigate a
math survey, unraveling
the intricacies of self-
concept and problem-
 CURRICULUM VITAE

PERSONAL CIRCUMSTANCES

Name: Jerwin A. Baluag

Date of Birth: August 14, 2005
Place of Birth: Fugu, Jones, Isabela
Home Address: Fugu, Jones, Isabela
Civil Status: Single
Religion: Church of God
Name of Father: Julio V. Balauag
Name of Mother: Erlinda A. Balauag

EDUCATIONAL BACKGROUND

Senior High School: Jones Rural School

Barangay 2, Jones, Isabela
2021 – 2023

Junior High School: Jones Rural School

Barangay 2, Jones, Isabela
2017 – 2021

53
 Elementary: Disimpit Elementary School
Disimpit, Jones, Isabela
2012 – 2017
CURRICULUM VITAE

Insert your
CHAKANG
pic here

PERSONAL CIRCUMSTANCES

Name: Chelzea M. Cristobal

Date of Birth: November 9, 2004
Place of Birth: Dipangit, Jones, Isabela
Home Address: Dipangit, Jones, Isabela
Civil Status: Single
Religion: Roman Catholic
Name of Father: Frank S. Cristobal
Name of Mother: Anabel M. Cristobal

EDUCATIONAL BACKGROUND

Senior High School: Jones Rural School

Barangay 2, Jones, Isabela
2021 – 2023

Junior High School: Jones West High Scool

Malannit, Jones, Isabela
2017 – 2021

54
 Elementary: Malannit Elementary School
Malannit, Jones, Isabela
2012 – 2017
CURRICULUM VITAE

Insert your
CHAKANG
pic here

PERSONAL CIRCUMSTANCES

Name: Carl Vincent B. Gambol

Date of Birth: March 30, 2005
Place of Birth: Virgoneza, San Agustin, Isabela
Home Address: Virgoneza, San Agustin, Isabela
Civil Status: Single
Religion: Methodist
Name of Father: Jeffrey A. Gambol
Name of Mother: Maren Mae B. Gambol

EDUCATIONAL BACKGROUND

Senior High School: Jones Rural School

Barangay 2, Jones, Isabela
2021 – 2023

Junior High School: Jones Rural School

Barangay 2, Jones, Isabela
2017 – 2021
55
 Elementary: Virgoneza Elementary School
Virgoneza, San Agustin, Isabela
2012 - 2017
CURRICULUM VITAE

PERSONAL CIRCUMSTANCES

Name: Princess Ermengarde G. Ballad

Date of Birth: November 04, 2004
Place of Birth: San Sebastian, Jones, Isabela
Home Address: San Sebastian, Jones, Isabela
Civil Status: Single
Religion: Roman Catholic
Name of Father: Sherobin P. Ballad
Name of Mother: Jofelle G. Ballad

EDUCATIONAL BACKGROUND

Senior High School: Jones Rural School

Barangay 2, Jones, Isabela
2021 – 2023

Junior High School: Jones Rural School

Barangay 2, Jones, Isabela
2017 – 2021

Elementary: San Sebastian Elementary School

56
San Sebastian, Jones, Isabela
2012 - 2017

57