Predictive ability of problem-solving efficacy sources on mathematics achievement

Abstract

<span>This study examined the relationship between mathematics achievement and mathematics problem-solving efficacy sources. A cluster sample of 123 first year prospective teachers of a Philippine higher education institution responded to a 30-item problem-solving efficacy scales and took the teacher-made tests in Mathematics in the Modern World course; namely, Non-Routine Problem Solving and Natures and Numbers Pattern Tracing (NRPS-NNPT), Math Language and Symbols (MLS), and Data Management (DM). The research data was analyzed using Descriptive statistics, Pearson-r and Standard Multiple Regression. On the average, the respondents had satisfactory mathematics achievement. They reported a high level of social persuasion and somatic response and a low level of vicarious experience and mastery experience in mathematics problem-solving. Vicarious experience was directly associated with mastery experience while social persuasion and mastery experience were both inversely related to somatic responses. Among the four problem-solving efficacy sources, only social persuasion significantly predicted mathematics achievement specifically in the areas of NRPS-NNPT, MLS, and DM. Thus, becoming a trusted voice of encouragement and designing a persuasive and optimistic learning environment are highly recommended roles of schools to facilitate students’ mathematics achievement.</span>

The Role of Scientific Literacy Instruments For Measuring Science Problem Solving Ability

“…Philippine higher education institutions responding to the problem-solving success scale in their Mathematics in the Modern World course, namely, Non-Routine Problem Solving and Tracing Traits and Numbers Patterns (NRPSNNPT), Mathematical Language and Symbols (MLS), and Data Management (DM) were analyzed using Descriptive Statistics, Pearson-r and Standardized Multiple Regression. Among the four sources of problem-solving efficacy, only social persuasion significantly predicts mathematics achievement, particularly in NRPS-NNPT, MLS, and DM (Dagdag et al, 2021). Furthermore, a one-shot case study using quantitative methods aims to…”

Factors Affecting Mathematics Performance: Basis for an Intervention Plan

“…Moreover, according to Dagdag et al (2021), self-efficacy beliefs strongly affect how people achieve their objectives, the level of effort they put forth, as well as their persistence in the midst of difficulties and pressure. Several research studies have demonstrated that some sources of self-efficacy are significantly correlated with mastery experiences.…”

Development of chemistry learners’ problem-solving skills through hands-on instructional model

“…It is also argued that hands-on activities are strategies in which learning is situated in the context of meaningful activity for knowledge to be used in similar situations later in life [4]. However, the shift of paradigm has called for curriculum reforms in most countries to suit the demands of the fast-growing words economy [5]. Thus, the paradigm shift should be adhered to in the context of the classroom to incorporate the instructional strategies which can enhance the development of PSS.…”

“…This is why teachers should prepare learners for lifelong learning. Besides, a problem becomes a problem if you do not know how to go about solving it [5]. If a problem has no 'surprises', and can be solved easily by routine or familiar procedures; such problem is considered to be only an exercise.…”

“…When there is less basic knowledge and skills on the problem, the more the working memories are burdened [19]. Nevertheless, heuristics are defined as a kind of method, process, or set of guidelines that a person applies to various situations [5]. Thus, when learners possess well-connected knowledge, heuristics, and facts, as well as their ability to manage their emotional responses they can precisely obtain solutions to problems [20].…”