Manuel S. Enverga University Foundation Candelaria, Inc. Quezon, Philippines

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Quezon, Philippines
“Self-efficacy and its relationship in the Mathematical Performance of Grade 12
STEM students in MSEUFCI”
A Research Paper Proposal Presented to the Faculty Members of Senior High
School
Department, (Science, Technology, Engineering, and Mathematics Strand)
Of Manuel S. Enverga University Foundation, Candelaria Inc.
In partial fulfillment of the for the
(Science, Technology, Engineering Mathematics Strand)
Presented by:
Morillo, Vince Aldrin M.
Villanueva, Jeruse M.
De Luna, Vivien
12-Capella
November 2020
Senior High School Department

SCIENCE & TECHNOLOGY, ENGINEERING AND MATHEMATICS
Self-efficacy and its relationship in the Mathematical Performance of Students
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Quezon, Philippines
Approval Sheet
The feasibility study entitled (Self-efficacy and its relationship in the Mathematical
Performance of Grade 12 STEM students of MSEUFCI) submitted by (De Luna, Vivien;
Morillo, Vince Aldrin M.; Villanueva, Jeruse M.) In partial fulfilment of the requirements
of the Science, Technology, Engineering and Mathematics (STEM) strand has been
examined for acceptance and approval for oral examination.
REINALYN B. LUNA
Adviser
Panel of Examiners
Approved by the committee on Oral Examination with a grade of____onApril ___, 2021.
VERNIE MERCADO JONATHAN VILLARUZ
Panelist Panelist
JERLINE MERCADO
Statistician
Accepted and approved in partial fulfillment of the requirements of the Science,

Technology, Engineering and Mathematics (STEM) strand.
JONATHAN VILLARUZ
Principal

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ACKNOWLEDGEMENT
The researchers express their gratitude to all who, directly or indirectly, lent their
helping hand in the making of the research paper. The researchers’ word of gratitude was
given to:
Ms. Reinalyn Luna, the Practical Research II adviser, who give her unending
professional guidance to the researchers. The researchers extremely grateful and indebted
for her expert, sincere and valuable guidance and encouragement extended to the
researcher.
Besides our research adviser, we would like to express our gratitude,
Mr. Jerline Mercado, for helping as the statistician of the research paper and for
his constant encouragement.
Mr. Jonathan Villaruz, the MSEUF-CI High School Principal, for the giving his
permission to conduct this study and for his unending support to all researchers.
To all the respondents, the Grade-12 STEM students AY 2020-2021, who have
given their time and voluntarily answer the questionnaire of the research paper.
To the researcher’s family for their unceasing encouragement, support in

financially, emotionally, and for their unconditional love that inspire the researchers to
successfully finish their research paper.
And most importantly, to Almighty God for establishing the researcher to

complete the research paper and for the determination and passion to continually make
the research paper possible.

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DEDICATION
The researchers would like to dedicate this study sincerely to their beloved
family, to our researcher adviser, and to all people who made this research study possible.
It is a great achievement for the researchers to be able to finish it through the efforts of
each individual. They will dedicate it to themselves and most of all to Almighty God.

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TABLE OF CONTENTS
Approval Sheet...................................................................................................................ii
Acknowledgement............................................................................................................iii
Dedication..........................................................................................................................iv
Table of Contents................................................................................................................v
List of Tables....................................................................................................................vii
List of Figures..................................................................................................................viii
Abstract...............................................................................................................................1
INTRODUCTION.............................................................................................................2
Purpose of the Study.......................................................................................................3
Theoretical Framework................................................................................................3
Literature Review.........................................................................................................5
Significance of the Study.............................................................................................6
Target Beneficiaries .....................................................................................................6
Scope and Delimitation.................................................................................................7
Definition of Terms.......................................................................................................7
METHODOLOGY...........................................................................................................9
Research Design...........................................................................................................9
Instrument....................................................................................................................9
Data Gathering.............................................................................................................9
Samples......................................................................................................................10
Data Analysis Plan.....................................................................................................10
Conceptual Framework..............................................................................................13

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RESULTS...................................................................................................................14-17
Statement of the Problem..........................................................................................18
Conclusions...............................................................................................................18
Recommendations.....................................................................................................19
Bibliography..............................................................................................................20
APPENDICES.....................................................................................................................
Appendix A: Letter to the Principal..........................................................................22
Appendix B: Letter for Respondents.........................................................................23
Appendix C: Questionnaire.......................................................................................24

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LIST OF TABLES
This part of the research paper shows the list of tables present in the study.
Table 1 List of target beneficiaries.....................................................................................7
Table 2 Arbitrary Numerical Guide .................................................................................11
Table 3 Mean Verbal Interpretation ................................................................................12
Table 4 Level of Self-Efficacy ..........................................................................................15
Table 5 Mathematical Performance ...............................................................................16
Table 6 Correlation of Self-efficacy and Mathematical Performance .............................16

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LIST OF FIGURES
This part of the research paper shows the list of figures present in the study.
Figure 1: Conceptual Framework ………………………………………………………..13

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ABSTRACT
This study aims to connect the concept of Self-Efficacy into Students'

Mathematical performance. Its purpose is to determine the effect of Self-Efficacy on
students' academic performance in mathematics. This study will be undertaken to assess
whether Self-Efficacy would help students on their goals. Its target beneficiaries are the
Senior High School students, Psychologists and the future researcher. This research study
is designed to have a better insight into the factors affecting the Mathematical
performance of grade 12 STEM students, specifically Self-efficacy. The research
respondents were Grade 12 STEM Students with an exact total of 150 students as
selected out of 5 STEM sections. This study aims to produce a non-bias and accurate
study. So the researchers chose a correlation research design to clearly show the
relationship of the variables through statistics. It assures the truthfulness of the study as it
used survey questionnaires to collect data. The researchers used Slovin’s Formula and
Simple Random Sampling to solve the sample size of the chosen respondents. The
study’s carried out and has shown a positive significant relationship about Mathematical
ability and achievement in Mathematics harmonious to the hypothesis of the study.
Keywords: Self-Efficacy, Mathematical performance, relationship

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INTRODUCTION
Rationale
Education has really been a key factor to one’s success in life. But some students
are having a hard time pursuing it because education contains subject that requires some
kind of ability. Some are not as talented as the others, and some just lack the abilities to
keep up with the rest. According to some students, Mathematics is the hardest subject,
why is it so? Mathematics requires critical and analytical thinking, and requires different
types of reasoning. Abilities required by Mathematics are to be cultivated at the student’s
early age. So the researchers thought of something common to a human being who
doesn’t require cultivation that could help the students in their education: A proper
mind-setting. There are different types of mind-setting but Self-efficacy showed
potential of helping the students on their academic performance.
“Self-efficacy is a mind-setting or a belief in one's capabilities to execute the
courses of action required to manage a situation” (Cherry, 2020). “This is one of the core
beliefs in the foundation of human motivation, performance accomplishments, and
emotional well‐being” (Bandura, 2010). Except to people believe they can produce
desired effects by their actions, they can predict the results of what they have done, and
they have little incentive to undertake activities or to persevere in the face of difficulties.
“The analytical results show that there is a strong association between math self-efficacy
and math literacy among Greek high school students” (Hayat et al, 2020). The
researchers long to understand whether it is applicable for students of MSEUFCI.
Whatever other factors will may serve as guides and motivators, they are rooted in the

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core belief that one can make a difference or changed by one's own actions. This
research aims to help the students to boost their academic performance by a trait
something in common to human being and proper mind-setting like self-efficacy has
always been helpful in different kinds of situation, so the researchers presume that it will
greatly boost one’s Academic performance even when it comes to the subject that
requires cultivation of certain abilities, Mathematics.
Purpose of the Study
The purpose of this study is to determine the relationship of Self-efficacy on the
Mathematical Performance of Grade 12 STEM students in MSEUFCI.
Research questions
This study aims to answer the following questions:
1. What is the level of Self-Efficacy of the students?
2. What is the mean Mathematical Performance of the students?
3. Is there significant relationship between Self-Efficacy and Mathematical
Performance of the Students?
Theoretical Framework
Self-efficacy Mechanism in Human Agency
In this study, the researchers tend to use Bandura’s Theory of Self-Efficacy, Self-
efficacy mechanism in human agency (1982), which was also quoted in Effects of Self-
efficacy on Students’ Academic Performance by Alay Ahmad and Triantoro Safaria
(2013) to connect the concept of Self-efficacy into Students’ Academic performance.

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Ahmad and Safaria’s research suggests that Students’ career is a byproduct of many
factors and one of the most important variables is students’ self-efficacy. Social
cognitive psychologists emphasized on the concept of one’s believe in performing a task.
It is operationally defined as one’s believe to perform a given task and is able to achieve
the goal (Bandura, 1982). Persons with high self-efficacy are able to plan effectively and
successfully in completion of a task (Bandura, 1982). Such persons believe about their
capacities and confidently apply them in such a way that they achieve goals even highly
complicated tasks.
Social cognitive psychologists highlighted the Effects of self-efficacy on
students’ learning and achievement of academic goals. Students with high self-efficacy
are confident to understand a lesson, to solve educational problems, and to select most
difficult courses (Zimmerman et.al, 1992).
This is supported by Schwarzer’s Self-efficacy: Thought control of action;
Zajacova, Scott, Lynch, & Espenshade’s Self-efficacy, stress and academic success in
college a Research in Higher Education, as they believe that students with high self-
efficacy can understand and solve a mathematic problem as compared to students with
low self-efficacy.
Based on the following quotations and the results of their research, they came up
with a theorem. They postulate that student with high self-efficacy contribute to higher
goal than student with low self-efficacy.

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Literature Review
Self-Efficacy
“Perceived self‐efficacy is concerned with people's beliefs in their ability to
influence events that affect their lives. This core belief is the foundation of human
motivation, performance accomplishments, and emotional well‐being (Bandura, 1997,
2006). Unless people believe they can produce desired effects by their actions, they have
little incentive to undertake activities or to persevere in the face of difficulties. Whatever
other factors may serve as guides and motivators, they are rooted in the core belief that
one can make a difference by one's actions.” (Bandura, 2010)
“The findings suggested that the students are resilient and determined in the face
of setbacks; feel assured that they will be able to learn the classroom discussion and
excel on their assessment, and they tend to be more intrinsically motivated to learn new
knowledge.” (Tus, 2020)
Mathematics
“Our analytical results show that there is a strong association between math self-
efficacy and math literacy among Greek high school students, and that this association
persists even after controlling for student-level differences.” (Hayat et al, 2020) “It was
found that students with high self-efficacy obtained higher scores on 50 mathematical
problems test. Further, content analysis of interviewees’ responses showed that students
with high self-efficacy planned to study complex subjects in future.” (Ahmad et al,
2013)
“Earlier analysis of this study showed that self-efficacy is significantly
interrelated with academic achievements. This implies that when an engineering student

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has strong and positive judgment about their prior knowledge in mathematics, they may
achieve good grades in the subject and more importantly, they may also score well in
engineering related subjects.” (Loo et al, 2013)
Significance of the Study
This study aims to determine the effects of Self-Efficacy unto Senior High school
students’ Academic performance in Mathematics. This study will be undertaken to
assess whether Self-efficacy would help them on their goals.
Target Beneficiaries
To the Senior High school students
This study will help them to determine whether Self-efficacy would be a great
help on their academic performance.
To the future researchers
The findings of this study will provide information about the Effects of Self-
efficacy on students’ academic performance in Mathematics.
To the Psychologists
The findings of this study will help them on whether a simple mind-setting would
help students on their academic performance.

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List of Target Benefeciaries
Table 1
BENEFICIARIES ESTIMATED NUMBER OF BENEFICIARIES
Students 250
Mathematics Teachers 5
Scope and Delimitation
The study focuses on the grade 12 STEM students of Manuel S. Enverga
University Foundation Candelaria, Inc. with an exact total of 150 students as selected
respondents out of 5 STEM sections involving a set of survey questionnaires for those
grade 12 students.
This research study is designed to have a better insight into the factors affecting
the Mathematical performance of grade 12 STEM students, specifically Self-efficacy.
The researchers are responsible to gather enough information and data comparison to
know the significance between the success and the said factors
Definition of Terms
Academic Performance is an ability of a person to perform on a specific academic
subject
Core belief is basic beliefs about ourselves, other people, and the world we live in
Cultivate is trying to acquire or develop
Key factor an essential part of something
Pursue is working hard to do something great

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Self-efficacy is an individual's belief in his or her capacity to execute behaviors
necessary to produce specific performance attainments
Trait is a distinguishing character of a person

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METHODOLOGY
Research Design
To produce an accurate and non-bias study, the researchers have chosen a
correlation research design to determine the relationship of Self-Efficacy and Students’
Mathematical Performance. Correlation is used in order to establish a statistically
corresponding relationship between the two variables.
Research Instrument
The assurance of a non-bias and truthfulness the researchers will be using
questionnaires as it will be by the respondent's opinion including personal profiling to
clearly know the transparency of emotions and thought of the students in the effect of
self-efficacy in the specific subject.
Data Gathering
The researchers will provide the necessary questionnaire and conduct interview
on the selected Grade 12 STEM students that will be involve in the gathering of
information. The facilitation and handling of the questionnaires and interviewing of the
students will be done in a virtual manner via Google form. All the information received
will be kept in utmost anonymity and privacy.

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Research Sample
The researchers decided to choose Grade 12 STEM Students to be the respondents
of this research. Conducting a comprehensive literature review about STEM education
requires care and clear specification of scope to tackle the complexity naturally
associated with STEM students and on how Self-efficacy helps them to overcome that
complexity. The researchers decide that the Grade 12 STEM students are qualified as
their respondents for this study. To determine the quantity of research samples, the
researcher used Slovin’s Formula and Simple Random Sampling to solve the sample size
of the chosen respondents.
Hypothesis
The researchers have hypothesized the following outcome of the research study:
H0: Self-efficacy helps and boosts their Academic Performance.
H1: Self-efficacy has nothing to do with student’s Academic Performance.
Data Analysis Plan
The researchers will gather the number of population of Grade 12 STEM students
of Manuel S. Enverga University Foundation Candelaria Inc. When the population is
known and the sample students have been selected, the researchers will establish the
distribution of questionnaire for the respondents to answer. After the respondents have

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answered the questionnaire, the researcher will collect the data given to be subject to
analyze and interpret the data gathered.
For the researcher to be able to interpret the data, the arbitrary numerical guide was
followed:
Table 2
Weight Rating Scale Verbal Interpretation

4 3.26 – 4.00 VERY HIGH
3 2.51 – 3.25 HIGH
2 1.75 – 2.50 LOW
1 1.00 – 1.75 VERY LOW
Arbitrary Numerical Guide
This study will use the following statistical tools and techniques:
1. Pearson Correlation Analysis
This will determine the extent of relationship between the two variables
Formula:
Where,
r = Pearson correlation coefficient
x = values in first set of data
y = values in second set of data
n = total number of values

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2. Average mean
This will determine the assessment of the respondents with regards to their
personal profiles. The formula for average mean is:
Fx
X=
N
Where:
X = is the weighted mean
F = is the frequency of effects of respondents
x = is the weight of each item
N = is the number of value
Table 3
Mean Average Interpretation
Mean Average Description

96 and above Very Outstanding
91-95 Outstanding
86-90 Very Satisfactory
81-85 Satisfactory
76-80 Fairly Satisfactory
75 and below Needs Improvement
Conceptual Framework

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Figure 1
Research Paradigm
This section will show the conceptual paradigm to present the figure of the study.
Mathematical
Self-Efficacy
Performance
Figure 1. The Conceptual Framework for Figure 1. The Conceptual Framework for Self-
efficacy and its relationship in the Mathematical Performance of Grade 12 STEM
students of MSEUFCI.
The figure shows the concept of research entitled “Self-efficacy and its
relationship in the Mathematical Performance of Grade 12 STEM students of
MSEUFCI”. The conceptual framework talks about the connection of Self-Efficacy in the
Academic Performance of students. The study focuses on the aspect of the influence of
Self-Efficacy that contributes to the students’ Academic Performance in Mathematics.
RESULTS

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This section shows the data accumulated, statistical analysis of the data gathered
and the interpretation of the results. The researchers discuss the findings that are guided
by the research objectives to determine the relationship between Self-efficacy and
Mathematical Performance of Grade 12 STEM students in Manuel S. Enverga University
Foundation Candelaria Incorporated. The respondents of this study were one hundred
fifty (150) Grade 12 STEM students which were randomly selected from each section .
The studies carried out by other researchers show a positive significant relationship about
Mathematical ability and achievement in Mathematics contrary to the hypothesis of this
study. In order to answer the research objective, the results from the respondents were
analyzed.
A. Level of Self-efficacy of the Students

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Table 4
Level of Self-Efficacy
Statement Mean Std. Interpretation

Deviation
I am satisfied with my performance at 3.22 .65 High
school
I confidently answer the teacher's 2.89 .72 High
question in recitation.
I clearly understand the every day’s 2.72 .67 High
lesson.
I am cooperative to my colleagues for 3.17 .55 High
the better learning.
I can manage my time every day. 3.01 .70 High
I work hard to finish a task perfectly. 3.21 .58 High
I can easily accomplish a given task. 2.93 .69 High
If I practice every day, I could develop 3.21 .61 High
just about any skill.
My abilities grows with effort 3.34 .54 Very High
I will succeed in whatever career path I 3.22 .65 High
choose.
I am confident that I will achieve the 3.34 .61 Very High
goals that I set for myself.
Even when things are tough, I can 3.17 .63 High
perform quite well.
When I am confronted with a problem, 3.17 .65 High
I can usually find several solutions.
I am confident that I could deal with 3.03 .71 High
unexpected events efficiently.
I can remain calm when facing 3.09 .69 High
difficulties because I can rely on my
coping abilities.
GWAM 3.12 .06 High
Table 5 shows the level of self-efficacy of Grade 12 STEM students, in which
confidence of achieving ones goal set to themselves and abilities growing with effort
reveal a very high level of response with a weighted average mean of 3.34 which is the
highest among the other statements. On the other hand, statement about understanding
every day’s lesson received a high level of response with a weighted average mean of

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2.72 which ranks lowest amongst other statements. The general weighted average mean
of the Grade 12 STEM students’ level of self-efficacy is 3.12 which convey a high level
of self-efficacy. Which is supported by results of the study of Tus (2019), the study
conveys that Grade 12 students have a high level of Self-efficacy.
B. Mean Mathematical Performance of the Students
Table 5
Mathematical Performance
Score Description
MEAN 88.0333 Very Satisfactory
STD DEVIATION 5.12975
Table 5 shows the Mathematical Performance of Grade 12 STEM students the
mean average is 88.0333 which convey a Very Satisfactory description on the school’s
grading system.
C. Correlation of Self-efficacy and Mathematical Performance
Table 6
Correlation of Self-efficacy and Mathematical Performance
Self-Efficacy Math
Pearson Sig. (2 N Pearson Sig. (2 N
Correlatio tailed) Correlation tailed)
n
Self- 1 150 .314 .000 150
Efficacy
Math .314 .000 150 1 150
***CORRELATION IS SIGNIFICANT AT THE 0.01 LEVEL

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Table 6 shows the correlation of Self-efficacy and Mathematical Performance
amongst Grade 12 STEM students. The computation for significance of Self-efficacy and
Mathematical performance through Pearson correlation resulted in .000 which is lower
than the level of significance which is 0.01. Hence, there is a significant relationship
between Self-efficacy and the Mathematical performance of Grade 12 students; thus
rejecting the invalid hypothesis.

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FINDINGS
This section is a weave of findings, conclusion, and recommendations of this
study.
This study was taken to determine the relationship between Self-Efficacy and
Mathematical Performance of Grade 12 STEM students of Manuel S. Enverga University
Foundation-Candelaria, Inc.
Statement of the Problem
The researchers sought to answer specifically these questions:
1. What is the level of Self-Efficacy of the students?
2. What is the mean Mathematical Performance of the students?
3. Is there significant relationship between Self-Efficacy and Mathematical
Performance of the Students?
Conclusion
Based on the findings, the following conclusions were obtained:
1. The Grade 12 STEM students have high self-efficacy according to the study
conducted by the researchers.
2. The mean Mathematical Performance of the students is classified as Very
Satisfactory according to the school’s grading system. The students somehow
exceeded the expectations placed on them.

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3. Researchers hypothesized that mind-set can affect ones performance. And this
study’s outcome conveyed that Self-efficacy correlates with the student’s
mathematical performance which corresponds to the researchers’ hypothesis.
Thus, positive mind-set like self-efficacy can affect students’ mathematical
performance. On the other hand, negative mind-set affects the students’
performance negatively. To sum it up, proper mind-set such self-efficacy can
influence ones mathematical performance.
Recommendation
Based on the conclusions, the following recommendations are hereby
forwarded:
1. One must practice proper mind-setting as it can affect ones academic
performance.
2. A positive and healthy mental state can help you positively
3. Recognize Self-efficacy as a factor to acquire better mathematical
Performance

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BIBLIOGRAPHY
Choerry, K. (July 22, 2020). Self-Efficacy and Why Believing in Yourself Matte.
https://www.verywellmind.com/what-is-self-efficacy-2795954#:~:text=Self
%2D%20Efficacy%20Overview,succeed%20in%20a%20particular
%20situation.
Bandura A. (2010). Self-Efficacy.
https://onlinelibrary.wiley.com/doi/abs/10.1002/9780470479216.corpsy0836?
fbclid=IwAR3vG19TrHAR-
bMQ3NPPeTQNBggx1lQI9dwJxQBiXsjhLDCpnjDtqVHK2A4#
Hayat, A., Shateri, K., Amini, M., Shokrpour, N. (2020).Relationships between
academic self-efficacy, learning-related emotions, and metacognitive learning
strategies with academic performance in medical students: a structural
equation model.
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-020-01995-
9#:~:text=Also%2C%20since%20they%20believe%20in,lead%20to%20better
%20academic%20performance.
Ahmad, A.&Safria, T. (2013).Effects of Self-Efficacy on Students’ Academic
Performance.Journal of Educational, Health and Community Psychology Vol.
2, No. 1.
Bandura, A. (1982). Self-efficacy mechanism in human agency. 37,122 -147.

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Zimmerman, B. J., Bandura, A., &Poons, M. (1992).Self -motivation for academic
attainment. The role of self-efficacy belief and personal goals-setting. American
Educational Research Journal, 29, 663-676.
Zajacova, A., Scott, M., Lynch, S. M., &Espenshade, T. J. (2005). Self-efficacy, stress
and academic success in college. Research in Higher Education, 46(6), 132-
143.
Tus, J. (2020). Self-efficacy and It’s Influence on the Academic Performance of the
Senior High School Students.
https://www.researchgate.net/publication/341147785_Self-
Efficacy_and_It's_Influence_on_the_Academic_Performance_of_the_Senior_H
igh_School_Students
Loo, C. & Choi, J. (2013).Sources of Self-Efficacy Influencing Academic Performance of
Engineering Students.American Journal of Educational Research, 2013, Vol. 1,
No. 3, 86-92
Tus, J. (2019). Students’ Personality, Self-Efficacy, and Its Impact on the Academic
Performance of the Senior High School Students.
https://ssrn.com/abstract=3677157

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APPENDICES
Appendix A
LETTER FOR THE PRINCIPAL

March 2021
JONATHAN VILLARUZ
Principal, High School Department
Manuel S. Enverga University Foundation- Candelaria Inc.
Brgy. Malabanban Norte, Candelaria, Quezon
Dear Sir,
Good Day!
As part of the requirements in Research Project, the Grade 12 students are humbly
requesting for your approval to conduct their research studies through distributing
survey questionnaires to the students of MSEUFCI.
This study will use a quantitative method and that a large number of respondents is
needed for the expected number of response that can answer the aim of their studies.
The respondents will be evaluated by the survey questionnaire provided. The identity
of the respondents will remain confidential for only the researchers themselves may
view the answered questionnaires.
Thank you and we are hoping for your kind and favorable response.
Respectfully yours, Noted by:
Morillo, Vince Aldrin M. Reinalyn B. Luna
Villanueva, Jeruse M. Research Adviser
De Luna, Vivien Approved by:
Mr. Jonathan Villaruz
Researchers Principal, High School Department

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Appendix B
LETTER FOR RESPONDENTS

March 2021
Dear Respondents,
Greetings of peace and joy!
As part of our requirements in Research Project, we, the researchers from Grade 12 –
Capella of MSEUF-CI are humbly requesting for your participation on our research
entitled (Self-efficacy and its relationship in the Mathematical Performance of Grade
12 STEM students of MSEUFCI). With this, we are humbly asking for help to answer
the questionnaire and survey that we will provide.
Likewise, we will treat your response with utmost care and responsibility. Rest assured
that the data will be subject for confidentiality to protect your integrity.
We are hoping that you will participate in our Research Study and that would be a big
help.
Thank You and God Bless!
Respectfully yours, Noted by:
Morillo, Vince Aldrin M. Reinalyn B. Luna
Villanueva, Jeruse M. Research Adviser
De Luna, Vivien
Researchers

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Direction: Put a check (/) to your corresponding answer in the category.
4- Strongly Agree 3- Agree
2- Disagree 1-Strongly Disagree
Part 1 – Level of Self-Efficacy
Self-Efficacy 4 3 2 1
1. I am satisfied with my performance at school
2. I confidently answer the teacher's question in
recitation.
3. I clearly understand the every day’s lesson.
4. I am cooperative to my colleagues for the better
learning.
5. I can manage my time every day.
6. I work hard to finish a task perfectly.
7. I can easily accomplish a given task.
8. If I practice every day, I could develop just about any
skill.
9. My abilities grows with effort
10. I will succeed in whatever career path I choose.
11. I am confident that I will achieve the goals that I set

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for myself.
12. Even when things are tough, I can perform quite well.
13. When I am confronted with a problem, I can usually
find several solutions.
14. I am confident that I could deal with unexpected
events efficiently.
15. I can remain calm when facing difficulties because I
can rely on my coping abilities.
Part 2 – Academic Performance

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

“Self-efficacy and its relationship in the Mathematical Performance of Grade 12

STEM students in MSEUFCI”

A Research Paper Proposal Presented to the Faculty Members of Senior High

Department, (Science, Technology, Engineering, and Mathematics Strand)

Of Manuel S. Enverga University Foundation, Candelaria Inc.

In partial fulfillment of the for the

(Science, Technology, Engineering Mathematics Strand)

Morillo, Vince Aldrin M.

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

VERNIE MERCADO JONATHAN VILLARUZ

Accepted and approved in partial fulfillment of the requirements of the Science,

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Besides our research adviser, we would like to express our gratitude,

To the researcher’s family for their unceasing encouragement, support in

And most importantly, to Almighty God for establishing the researcher to

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Senior High School Department

MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Purpose of the Study.......................................................................................................3

Significance of the Study.............................................................................................6

Target Beneficiaries .....................................................................................................6

Scope and Delimitation.................................................................................................7

Data Analysis Plan.....................................................................................................10

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Statement of the Problem..........................................................................................18

Appendix A: Letter to the Principal..........................................................................22

Appendix B: Letter for Respondents.........................................................................23

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Table 1 List of target beneficiaries.....................................................................................7

Table 2 Arbitrary Numerical Guide .................................................................................11

Table 3 Mean Verbal Interpretation ................................................................................12

Table 4 Level of Self-Efficacy ..........................................................................................15

Table 5 Mathematical Performance ...............................................................................16

Table 6 Correlation of Self-efficacy and Mathematical Performance .............................16

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Figure 1: Conceptual Framework ………………………………………………………..13

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

This study aims to connect the concept of Self-Efficacy into Students'

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

types of reasoning. Abilities required by Mathematics are to be cultivated at the student’s

mind-setting. There are different types of mind-setting but Self-efficacy showed

potential of helping the students on their academic performance.

“Self-efficacy is a mind-setting or a belief in one's capabilities to execute the

beliefs in the foundation of human motivation, performance accomplishments, and

researchers long to understand whether it is applicable for students of MSEUFCI.

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

requires cultivation of certain abilities, Mathematics.

Purpose of the Study