Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III – Central Luzon
Tarlac City Schools Division
MALIWALO HIGH SCHOOL
School I.D. 300970
Maliwalo, Tarlac City
Tel. No. (045)491-2070

APPROVAL SHEET
This thesis entitled “Mathematical belief, Self-Efficacy, and Critical Thinking as
predictors to Grade 11 STEM students’ Pre-Calculus performance” which is prepared
and submitted by Roenz Joshlee T. Timbol, John Cedrick A. Luzung, Jayson
Williams L. Macaranas, Marices F. Dizon, Kristina Alexandra Y. Paras in partial
fulfillment of the requirements for Practical Research II, has been reviewed by the Thesis
Committee and is recommended for acceptance and approval.

KHIMBERLY T. DEL MAR, PhD (c)

Adviser

Accepted and approved in partial fulfillment of the requirements for Inquiries,

Investigations and Immersion.

__________________________
Date

GEMMA O. BUTCHAYO
Assistant School Principal II

RUBY ANA T. PINEDA, PhD

Principal II
MATHEMATICAL BELIEFS, SELF-EFFICACY, CRITICAL THINKING AS
PREDICTORS TO GRADE 11 STEM STUDENTS’ PRE-CALCULUS
PERFORMANCE

A Quantitative Research
presented to the Senior High School Faculty
MALIWALO NATIONAL HIGH SCHOOL
Maliwalo, Tarlac City

In partial fulfillment of the requirements in

INQUIRIES, INVESTIGATIONS AND IMMERSION

Timbol, Roenz Joshlee T.

Luzung, John Cedrick A.
Macaranas, Jayson Williams L.
Dizon, Marices F.
Paras, Kristina Alexandra Y.
Grade 12- STEM A

Khimberly T. Del Mar, PhD (c)

Research Adviser

June 2021

ABSTRACT

MATHEMATICAL BELIEF, SELF-EFFICACY, CRITICAL

THINKING AS PREDICTORS TO GRADE 11 STEM STUDENTS’
PRE-CALCULUS PERFORMANCE
Title :

Researchers : ROENZ JOSHLEE T. TIMBOL

JAYSON WILLIAMS L. MACARANAS

JOHN CEDRICK A. LUZUNG

MARICES F. DIZON

KRISTINA ALEXANDRA Y. PARAS

Track : Academic

Strand : STEM

This study aimed to determine the Mathematical belief, self-efficacy and critical

thinking as predictors of Pre-Calculus performance of Grade 11 Science, Technology,

Engineering, and Mathematics (STEM) students of Maliwalo National High School.

Employing the correlational method of research, the researchers found out that the high

mean scores for the Mathematical Self-Efficacy Questionnaires and General Self-

Efficacy Questionnaires under the self-efficacy indicate that the respondents are

confident on their capabilities in solving the Pre-Calculus problems. The high mean of

the respondents in the Mathematical-Related Belief Questionnaires shows that result the

respondents have a positive beliefs towards mathematics. Meanwhile, the respondents’

highest mean in the California Critical Thinking Scale shows that the respondents think

critically at some point. In general, the results showed that Mathematical belief, self-

efficacy, and critical thinking are While the teachers expressed relatively progressive

attitudes, in their practices they tend to stick to the known, more traditional methods in

both classroom teaching and students’ evaluation. With the use of regression analysis, it
was found out that the combination of the independent variables explained about 51% of

the total changes in the Mathematics performance of the students. The Pedagogical

beliefs – Constructivist Approach to Mathematics and Constructivist Approach to

Teaching Mathematics and Teaching efficacy as well as the teaching practices of the

teachers were found to be significant predictors of Mathematics performance. The results

of this study may be used as inputs to curriculum development to improve teaching

strategies in the field of Mathematics.

 5

ACKNOWLEDGEMENT

First of all, we would like to thank our dearest research adviser, Ms. Khimberly

Del Mar for teaching us the principles of research and giving us the knowledge and

courage to do our resesrch works, paper works and to stand confidently on our own feet.

Without her, research would be nothing. She's always by our side in ups and downs of

our journey.

For our research panelists, Dr. Loida Espinosa, Sir Elgeene Dizon, and Engr.

Edgardo Pascua, We would like them to be acknowledge for giving us tips in order to

improve our research more. They helped us to make our research to be the best as it could

be.

We would like to thank Ms. Lordelyn Pulmano, Ms. Reanne Canlas, and Sir

Elgeene Dizon for our face validation. Our research will not be complete without their

validation.

We also want to thank Ma’am Mary Ann Pangan, the grade 11 STEM student

adviser whom we user as our respondents to our research study. Everything will not be

able to complete if she did not allow us to use his students as our research respondents

We would like to thank to the Grade 11 STEM Students (11-Cabrera) for their

cooperation to answer the questionnaires and for being the respondents of our study.

We also give credits for our beloved parents for the support and understanding

especially on the financial support and understanding on going home late.

For the printing shop named ventesimo for helping us editing the errors of our

papers and their non-stop printing.

 6

Lastly, we thank for our almighty god for answering our prayers and his guidance

in our study and in our life. We can do all things through Christ who gives us strength

(Philippians 4:13), and without god we are nothing.

 7

DEDICATION

For our family, beloved Alma Matter and

to the Almighty God who gave us everything we have today.

 8

TABLE OF CONTENTS

APPROVAL SHEET............................................................................................................
TITLE PAGE .............................................................................................................
ABSTRACT ..............................................................................................................
ACKNOWLEDGEMENT...................................................................................................
DEDICATION …….......................................................................................................
TABLE OF CONTENTS ................................................................................................
LIST OF TABLES..............................................................................................................
LIST OF FIGURES..........................................................................................................

Chapter

1 THE PROBLEM AND ITS BACKGROUND....................................................

Introduction........................................................................................................
Statement of the Problem...................................................................................
Significance of the Study...................................................................................
Scope and Delimitation of the Study.................................................................

2 REVIEW OF RELATED LITERATURE AND STUDIES ............................

Related Literature...............................................................................................
Related Studies.................................................................................................
Foreign Studies..............................................................................................
Local Studies..................................................................................................
Conceptual Framework....................................................................................
Hypothesis........................................................................................................
Definition of terms...........................................................................................

3 METHODS OF STUDY AND SOURCES OF DATA...................................

Research Design...............................................................................................
The Sample......................................................................................................
Research Instrument.........................................................................................
Validation.........................................................................................................
Data Collection................................................................................................
Data Analysis...................................................................................................

4 PRESENTATION AND ANALYSIS OF DATA ............................................

 9

Demographic Profile........................................................................................
Mathematical Belief Questionnaire.................................................................
Mathematical self-Efficacy Questionnaire......................................................
General Self-Efficacy Questionnaire...............................................................
California Critical Thinking Scale...................................................................
Regression........................................................................................................

5 CONCLUSIONS AND RECOMMENDATIONS........................................

Conclusions................................................................................................
Recommendations......................................................................................

BIBLIOGRAPHY ...........................................................................................................

APPENDICES..................................................................................................

A. Letter for the School Principal...............................................................

B. letter for the Respondents.......................................................................
C. Mathematical-Related Belief Scale .......................................................
D. Mathematics Self-Efficacy Scale ..........................................................
E. General Self-Efficacy Scale ..................................................................
F. California Critical Thinking Scale .........................................................
G. Linear Regression Statistics Output using Full Entry
Regression Model............................................................................................
H. Documentation.......................................................................................
I. Letters for the Author(s) of the Instruments............................................

CURRICULUM VITAE. ................................................................................................

 10

LIST OF TABLES

Table Page

1. Mathematical Belief Questionnaire................................................................

2. Mathematical self-Efficacy Questionnaire.....................................................
3. General Self-Efficacy Questionnaire..............................................................
4. California Critical Thinking Scale.................................................................
5. Regression......................................................................................................
 11

LIST OF FIGURES

Figure Page

1 Paradigm of the Study.......................................................................

2 Demographic Profile ........................................................................

 12

CHAPTER I

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, research hypotheses, significance,

scope and delimitation of the study, and definition of terms used in study.

Background of the Study

 13

CHAPTER 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presents the review of related literature, related local and

foreign studies and the conceptual framework.

Related Literature
 14

CHAPTER 3

METHODOLOGY

This chapter includes the research design, the sample, the instruments, the data

collection procedure, and the plan for data analysis.

Research Design
 15

CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

In reporting the results, the researcher stays close to the statistical findings

without drawing broader implications or meaning from them. Further, this section

includes summaries of the data rather than the raw data (e.g., the actual scores for

individuals). A results section include tables, figures, and detailed explanations about the

statistical results.
 16

Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the conclusion drawn from the analysis and interpretation of

the data discussed in the preceding chapter and the recommendations of the researchers

based on the conclusions.

Conclusions

The following conclusions were drawn from the findings:

1. Majority of the Science, Technology, Engineering, and Mathematics students

are male. This shows the dominance numbers of male students compared to

female students.

2. The Grade 11 STEM students have a positive belief towards mathematics.

3. Most of the respondents are confident their capabilities in mathematics, more

specifically the skills required in solving pre-calculus problems, but somehow

stands in the middle ground in general self-efficacy.

4. The respondents have a partial agreement towards the positive side of the

statements involving critical thinking, which imply that they think critically at

some point.

5. The independent variables, which include mathematical beliefs, mathematics

self-efficacy, general self-efficacy and critical thinking are significant

predictors of the respondents’ pre-calculus performance.

 17

6. The pre-calculus performance’s contributory variables are general self-

efficacy and critical thinking, while the suppressor variables are mathematical

beliefs and mathematics self-efficacy.

Recommendations

Based on the results of the study, the researchers recommend the following:

1. From the results, the respondents’ beliefs and confidence negatively affected

their performance in pre-calculus, despite their general response leaning

towards the positive side, which means that a change in perspective towards

mathematics will contribute to their performance in Pre-calculus, such as

confirming their beliefs by research or observation and striving to improve

their math skills despite their confidence that they can do such mathematical

steps.

2. The respondents’ general self-efficacy can be improved through doing a task

orderly, which brings forth good result, thus increasing one’s confidence of

doing such task. For instance, not giving up on solving a difficult problem,

this results to getting the correct answer feels satisfying.

3. Respondents can improve their critical thinking through understanding how a

formula works instead of memorizing it as well as finding some real-life

application of a topic, such as finding the number of possible arrangement of n

boys and n girls in a round table such that no two persons of the same sex are

adjacent to each other.

 18

4. Teachers and school administrators may use this study in order to improve the

student’s Pre-Calculus performance activities by promoting the students’

critical thinking, as well as mending a positive belief in mathematics, which

include but not limited to contests, trainings, seminars among students.

5. The future researchers may use more specific variables in correlation with

Pre-Calculus performance, or any mathematics-related performance.

6. They may use these variables in other strands also in other grade levels in

correlation with the subject that they want to predict and it can also be done in

larger population.
 19

References

Alcantara E.C. & Bacsa J.M.P. (2017). Critical thinking and problem-solving skills
of Grade 7 publicschool students. Asia Pacific journal of multidisciplinary research
Vol 5 No. 4 p. 21-27

Anderson J. O. et al. (2006). Student and school correlates of mathematical

achievement: models of school performance based on Pan-Canadian student
assessment. Canadian Journal of education

Bandura A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman.

Bandura A. (2007). Guide for constructing self-efficacy scales. Greenwich, Conn. :

Information Age Pub, Inc.

Boaler J. (2016). Mathematical mindsets. San Francisco, California: A Wiley Brand

Causapin M.C.A. (2012). Mathematics self-efficacy and its relation to proficiency-

promoting behaviour and performance. New York: Columbia University

Davis & Barnett (2015). The palgrave handbook of critical thinking in higher
education.New York: Palgrave Macmillan

Dehgahni M. et al. (2011). Relationship between Students’ Critical Thinking and

Self-efficacy Beliefs in Ferdowsi University of Mashhad, Iran. Procedia – Social
and behavioral science 15 p, 2952-2955

Dullas A. (2010). Academic performance and a of Filipino science high school

students on mathematics and english subject. Nueva Ecija: Central Luzon State
University

Goldin G.A. et al. (2016). Attitudes, beliefs, motivation and identity in mathematics
education. Switzerland: Springer Nature

Jacob S.M. (2011). Mathematical achievement and critical thinking skills in

asynchronous discussion forums. Malaysia: Swnburne University of
Technology. Procedia – Social and behavioural science 31 p. 800-804

Junsay M.L. (2016). Reflective learning and prospective teachers’ conceptual

understanding, critical thinking, problemsolving and mathematical communication
skills. Research in Pedagogy Vol, 6 No.2 p. 43-58
 20

Kamalimoghaddam H. et al. (2016). The influences of mathematics beliefs on

mathematics achievement through mathematics self-efficacy.
Communication in Mathematical modelling and applications Vol 1 p. 44-51

Leder G.C., Pehkonen E., Torner G. (2002). Beliefs, a hidden variable in mathematics
education. New York: Kluwen Academic Publishers.

Marquez (2017). Critical thinking in the Philippines, what we have and what we
need. Manila: University of the Philippines Diliman

Merriam-Webster (2018). Belief | Definition of Belief by Merriam-Webster Dictionary.

Retrieved from: https://www.merriam-webster.com/dictionary/belief

OECD (2012). PISA 2012 assessment and analytical framework, mathematics,

reading, science, problem solving and financial literacy: OECD Publishing

Op’t Eynde P. & De Corte E. (2003). Students' mathematics-related belief systems:

Design and analysis of a questionnaire. USA: Education Resources Information
Center

Palmer H. & Skott J. (2018). Students and teacher’s values, attitudes, feelings in
mathematics classroom. Switzerland: Springer Nature

Sanders S. (2016). Critical and creative thinkers in mathematics classrooms.

Journal of student engagement: education matters Vol. 6 Issue 1 Article 4 p.
19-27

Sangcap P.C.A. (2010). Mathematics-related belief of Filipino college students:

factors affectingMathematics and problem-solving performance. International
conference on mathematics education research Vol 8 p. 465-475

Sartawi A.A. et al. (2012). Predicting mathematics achievement by motivation and self-
efficacy across gender and achievement levels. Interdisciplinary journal of
teaching and learning Vol. 2 No. 2 p. 59-77

Snyder C.R. & Lopez S.J. (2015). Handbook of positive psychology. New York: Oxford
University press

Stallman J (2003) John Dewey’s new humanism and liberal education for the 21st
century. Educ Cult 20(2): p. 18–22

Tanujaya B., Mumu J., Margono G. (2017). The relationship between higher order
thinking skills and academic performance of students in mathematics instruction.
International education Vol. 10 No. 11 p. 78- 85
 21

Toland M.D. and Usher E.L. (2015). Assessing mathematics self-efficacy: how many
categories do we really need? Journal of Early Adolescence. p 1-29.
 22

APPENDIX A

LETTER TO THE SCHOOL PRINCIPAL

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III – Central Luzon
Tarlac City Schools Division
MALIWALO HIGH SCHOOL
School I.D. 300970
Maliwalo, Tarlac City
Tel. No. (045)491-2070

JUVELYN L. ESTEBAN, Ed.D.

Principal II
Maliwalo High School

Madam,
Good day in the name of our Lord!
Research is indeed a platform of excellence in education. Hence, it crafts the best
possible ways to mold the best future for students.
In line with this, the senior high school students of Maliwalo High School are having
their research writing as a requirement in the subject: Practical Research 2.
We are currently working on our research entitled: “Mathematical beliefs, self-efficacy
and critical thinking as predictors to Grade 11 STEM students ’ Pre-Calculus
performance” under the supervision of Ms. Khimberly T. Del Mar as our research
adviser and teacher.
May we request your permission for us to conduct our Data Gathering on August 7 - 24,
2018 to collect our needed data before the computation and interpretation of data as part
of the research process.
We are hoping for your kindest and immediate response to this request.
Thank you and God bless!

Respectfully yours,

ROENZ JOSHLEE T. TIMBOL

Group Leader
STEM

Noted by:
 23

KHIMBERLY T. DEL MAR

Research Adviser and Teacher

Recommending Approval:

GEMMA O. BUTCHAYO
Assistant Principal II

Approved by:

JUVELYN L. ESTEBAN, Ed.D.

Principal II

APPENDIX B

LETTERS FOR THE RESPONDENTS

 24

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III – Central Luzon
Tarlac City Schools Division
MALIWALO HIGH SCHOOL
School I.D. 300970
Maliwalo, Tarlac City
Tel. No. (045)491-2070

LETTER TO THE RESPONDENTS

Good day in the name of our Lord!

Research is indeed a platform of excellence in education. Hence, it crafts the best
possible ways to mold the best future for students.
In line with this, the senior high school students of Maliwalo High School are having
their research writing as a requirement in the subject: Practical Research 2.
We are currently working on our research entitled: “Mathematical beliefs, self-efficacy
and critical thinking as predictors to Grade 11 STEM students ’ Pre-Calculus
performance” under the supervision of Ms. Khimberly T. Del Mar as our research
adviser and teacher.
May we request your permission for us to conduct our Data Gathering on August 7 - 24,
2018 to collect our needed data before the computation and interpretation of data as part
of the research process.
We are hoping for your kindest and immediate response to this request.
Thank you and God bless!

Respectfully yours,

ROENZ JOSHLEE T. TIMBOL

Group Leader
STEM

Noted by:

KHIMBERLY T. DEL MAR

Research Adviser and Teacher
 25

Recommending Approval:

GEMMA O. BUTCHAYO
Assistant Principal II

Approved by:

JUVELYN L. ESTEBAN, Ed.D.

Principal II

APPENDIX C

MATHEMATICAL-RELATED BELIEF SCALE

Name (Required):
 26

Gender:
General Instructions: Check the column that best describes you in each table given.

Check the column that best describes your perception in each statement given.
Mathematics-Related Belief Questionnaires SD D U A SA

Anyone can learn mathematics

By doing the best I can in mathematics I want to show the
teacher that I'm better than most of the other students.
For me, mathematics is an important subject
Group work facilitates the learning of mathematics
I believe that I will receive this year an excellent grade for
mathematics
I can understand even the most difficult material presented in
a mathematics course
I can understand the course material in mathematics
I expect to get good grades on assignments and tests of
mathematics
I like doing mathematics
I prefer mathematics tasks for which I have to exert myself in
order to find the solution
I think I will be able to use what I learn in mathematics also
in other courses
I want to do well in mathematics to show the teacher and my
fellow students how good I am in it.
If I try hard enough, then I will understand the course
material of the mathematics class.
I'm only satisfied when I get a good grade in mathematics.
I'm very interested in mathematics.
It is a waste of time when the teacher makes us
think on our own about how to solve a new mathematical
problem
Making mistakes is part of learning mathematics
Mathematics enables men to better understand the world he
lives in
Mathematics is continuously evolving. New things are still
discovered.
Mathematics is used by a lot of people in their daily life.
Mathematics learning is mainly memorizing
My major concern when learning mathematics is to get a
good grade
Our teacher appreciates it when we have tried hard, even if
our results are not so good.
 27

Our teacher cares how we feel in the mathematics lessons

Our teacher does not really care how we feel in class. She/he
is totally absorbed with the content of this mathematics
course
Our teacher explains why mathematics is important
Our teacher first shows step by step how we have to solve a
specific mathematical problem, before he gives us similar
exercises.
Our teacher gives us time to really explore new problems and
to try out possible solution strategies
Our teacher is friendly to us
Our teacher listens carefully when we ask or say something
Our teacher really wants us to enjoy learning new things
Our teacher thinks mistakes are okay as long as we are
learning
Our teacher thinks she/he knows everything best
Our teacher tries to make the mathematics lessons interesting
Our teacher understands the problems and difficulties we
experience
Our teacher wants us to understand the content of this
mathematics course, not just memorize it.
Solving a mathematics problem is demanding and requires
thinking, also from smart students
Taking into account the level of difficulty of our mathematics
course, the teacher, and my knowledge and skills, I'm
confident that I will get a good grade for mathematics.
There are several ways to find the correct solution of a
mathematics problem
There is only one way to find the correct solution of a
mathematics problem
Those who are good in mathematics can solve any problem in
a few minutes
We are not allowed to ask fellow students for help during
classwork.
We do a lot of group work in this mathematics class
When I have the opportunity, I choose mathematical
assignments that I can learn from even if I'm not at all sure of
getting a good grade.
 28

APPENDIX D

MATHEMATICS SELF-EFFICACY QUESTIONNAIRE

Check the column that best describes your confidence in successfully solving math
exercises that involves the following:
How confident are you that Not at all Not that Confident Completely
you can successfully confident(0) confident (2) confident (3)
solve math exercises (1)
involving
Decimals
Doing quick calculations in
your head
Equations with one variable
Equations with two or more
variables
Explaining in words how you
solved a math problem
Factors and multiples
Fractions
Graphing
 29

Inequalities (>, <, ≤, ≥, ≠)

Measurement
Multiplication and division
Multi-step problems
Order of operations
Powers And Exponents
Rounding and estimating
Tables, charts, diagrams, and
coordinate grids
Using math in other subjects
Word problems

APPENDIX E

GENERAL SELF-EFFICACY SCALE

Check the column that best describes you in each statement given.
Not at Very Moderately Fairly Absolutely
General self-efficacy scale all Little
Failure increases my resolve
I always leave tasks half-
done.
I am not very successful at
reaching important objectives
that I set for myself.
I avoid confronting
difficulties.
I avoid learning new things
that seem complicated.
I do not always trust my
skills.
I don’t believe I have the
resolve to handle the
problems I encounter in life.
I give up easily.
I have confidence in myself.
If a task seems to complex, I
will not even try doing it.
 30

If I am not successful at first

when trying something new, I
will quit soon afterwards.
If I fail at a task the first time,
I will work on it until I
succeed.
One of my problems is the
inability to begin tasks on
time.
When confronted with
unexpected problems, I have
difficulties in overcoming
them
When I decide to do
something, I will start doing it
immediately.
When I have to do something
I do not like, I will still force
myself to complete it.
When making plans, I am
certain that I can implement
them.
 31

APPENDIX F

CALIFORNIA CRITICAL THINKING SCALE

Check the column that best describes you, and keep the mathematical context of the
questions in mind.

California critical thinking scale SD D PD PA A SA

All my beliefs in mathematics must have a solid and
tangible basis.
Analogies and metaphors are only as useful as boats on
a highway.
Before giving an answer, I always focus on the question
first.
Developing an open view about a problem at hand
should always be a first priority.
Everyone, including myself, generally engages in
debates and arguments out of self-interest.
Having an open mind towards different mathematical
views is less important than what people actually think.
I admire my own ability to present creative choices and
solutions.
I always seek information that supports my views,
while avoiding those that contradict my views in
mathematics.
I am always willing to learn things that are challenging.
I am described as having an orderly and systematic
approach towards complex problems.
I am good at developing orderly plans for resolving
complex problems.
I believe whatever I want to.
I can be described as a reasonable person.
I find it easy to organize my thoughts in general,
including mathematics.
I know what I think; so why should I pretend that I am
considering other views and options?
I panic whenever I have to deal with something truly
and excessively complex.
 32

I prefer exams where one needs to apply thinking rather

than memorizing information.
I really enjoy trying to understand how everything
works.
I value my ability to think with great clarity. If there are
four views in favor of, and one view against an
argument, I would tend to side with the four favorable
opinions.
It bothers me when people rely on weak arguments to
defend a good solution in mathematics.
It is important for me to understand what other people
think on various subjects.
It is important to try to understand the
thoughts/opinions of others in math.
It is impossible for me to be impartial when discussing
my own opinions.
It would be great to learn new things throughout my
entire life.
Learn everything you can, since you never know when
you might need it.
Many high-school courses are uninteresting and not
worth understanding.
My curiosity is one of my greatest strengths.
Other individuals appreciate my intellectual
inquisitiveness and research-oriented personality.
Other people let me decide how a problem should be
solved.
Others express their opinions and insights in math, but I
am not interested in listening to them.
People admire my ability to understand the thoughts of
others.
People generally say that I am too hasty when taking
decisions.
People generally think that I procrastinate when it
comes to making decisions.
Reading is something I avoid whenever I can.
Regardless of the circumstances, I am always interested
in learning more about a subject.
Solving complex problems is fun.
Spending a lot of effort for solving complex problems is
really not all that important.
The best way to solve a problem is to ask for the answer
from someone else.
When a problem gets complicated and challenging,
 33

others often ask me to keep working on it.

When confronted with a big and important decision, I
first try to collect as much information as I can.
When people oppose the opinions of others, they must
do so based on concrete reasons.

APPENDIX G

LINEAR REGRESSION STATISTICS OUTPUT USING FULL ENTRY

REGRESSION MODEL
 34

Std. Error of the

Model R R Square Estimate
1 .542a .294 1.26004

ANOVAa
Sum of Mean
Model Squares df Square F Sig.
1 Regressio
90.715 4 22.679 12.635 .0067a
n
Residual 61.029 34 1.795
Total 659.744 38
a. Dependent Variable: grades
b. Predictors: (Constant), CTTS, MSEQ, GSEQ, MRBS

Coefficientsa
Standardize
Unstandardized d
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant
78.545 7.254 10.828 .000
)
MRBS -.020 .044 -.094 4.46 .000
MSEQ -.038 .101 -.071 3.74 .007
GSEQ .043 .091 .090 4.75 .006
CTTS .068 .056 .261 2.16 .02
a. Dependent Variable: grades

APPENDIX H

DOCUMENTATION

Distribution and Collection of Questionnaires

 35

APPENDIX I
 36

LETTERS FOR THE AUTHOR(S) OF THE INSTRUMENTS

Good day in the name of our Lord!

Research is indeed a platform of excellence in education. Hence, it crafts the best

possible ways to mold the best future for students.

In line with this, the senior high school students of Maliwalo High School are having
their research writing as a requirement in the subject: Inquiries, Investigations, and
Immersion.

We, the Grade 12 students of Maliwalo National High School, are currently conducting a
study entitled "Mathematical Beliefs, Self-Efficacy, Critical Thinking as Predictors to
Grade 11 STEM Students' Pre-Calculus Performance.

In connection with this, we would like to seek for permission to use your instrument
"insert instrument name**” for our study.

We are hoping for your kindest and immediate response to this request.
Thank you and God bless!

*This is the format used in sending the email to ask permission to the authors.
**The “insert instrument name” is replaced by one of the following: Mathematical-
Related Belief Scale, Mathematics Self-Efficacy Scale, General Self-Efficacy Scale and
California Critical Thinking Scale.

CURRICULUM VITAE

PERSONAL DATA

Name :
 37

Address :

Civil Status : Single

Date of Birth :

Parents :

EDUCATIONAL BACKGROUND

Secondary : Maliwalo National High School (SHS)

Batch 2019

Maliwalo High School

Batch 2016

Brgy. Maliwalo, Tarlac City, Tarlac

Elementary : Maliwalo Central Elementary School

Batch 2013

Brgy. Maliwalo, Tarlac City, Tarlac