This study ascertained the relationships between mathematics self-efficacy, attitude towards mathematics, and mathematics achievement of the Chinese School grade six pupils in Iloilo City. A descriptive correlational method of research was used, with mathematics self-efficacy and attitude toward mathematics as the independent variables, achievement in mathematics as the dependent variable, and gender and type of pupil as antecedent variables. The participants of the study were 105 grade six pupils of selected Chinese schools in Iloilo City, academic year 2007-2008, who were chosen through stratified proportionate random sampling to ensure each required category would be properly represented. Data were gathered utilizing researcher-made Mathematics Self-efficacy Scale (MSES), Mathematics Attitude Scale (MAS), and Mathematics Achievement Test (MAT). The statistical tools used were the means, percentages, standard deviations, t-test, One-Way ANOVA (Analysis of Variance), Scheffe Test, and Pearson’s Product-Moment Coefficient of Correlation (Pearson’s r). The findings revealed that the grade six pupils possessed high mathematics self-efficacy, positive attitudes towards mathematics and demonstrated high mathematics achievement as an entire group. No significant This study ascertained the relationships between mathematics self-efficacy, attitude towards mathematics, and mathematics achievement of the Chinese School Grade Six Pupils in Iloilo City. A descriptive-correlational method of research was used, with mathematics self-efficacy and attitude toward mathematics as the independent variables, achievement in mathematics as the dependent variable, and gender and type of pupil as antecedent variables. The participants of the study were 105 grade six pupils of selected Chinese schools in Iloilo City, academic year 2007-2008, who were chosen through stratified proportionate random sampling to ensure each required category would be properly represented. Data were gathered utilizing researcher-made Mathematics Self-efficacy Scale (MSES), Mathematics Attitude Scale (MAS), and Mathematics Achievement Test (MAT). The statistical tools used were the means, percentages, standard deviations, t-test, One-Way ANOVA (Analysis of Variance), Scheffe Test, and Pearson’s Product-Moment Coefficient of Correlation (Pearson’s r). The findings revealed that the grade six pupils possessed high mathematics self-efficacy, positive attitudes towards mathematics and demonstrated high mathematics achievement as an entire group. No significant This study ascertained the relationships between mathematics self-efficacy, attitude towards mathematics, and mathematics achievement of the Chinese School Grade Six Pupils in Iloilo City. A descriptive-correlational method of research was used, with mathematics self-efficacy and attitude toward mathematics as the independent variables, achievement in mathematics as the dependent variable, and gender and type of pupil as antecedent variables. The participants of the study were 105 grade six pupils of selected Chinese schools in Iloilo City, academic year 2007-2008, who were chosen through stratified proportionate random sampling to ensure each required category would be properly represented. Data were gathered utilizing researcher-made Mathematics Self-efficacy Scale (MSES), Mathematics Attitude Scale (MAS), and Mathematics Achievement Test (MAT). The statistical tools used were the means, percentages, standard deviations, t-test, One-Way ANOVA (Analysis of Variance), Scheffe Test, and Pearson’s Product-Moment Coefficient of Correlation (Pearson’s r). The findings revealed that the grade six pupils possessed high mathematics self-efficacy, positive attitudes towards mathematics and demonstrated high mathematics achievement as an entire group. No significant This study ascertained the relationships between mathematics self-efficacy, attitude towards mathematics, and mathematics achievement of the Chinese School Grade Six Pupils in Iloilo City. A descriptive-correlational method of research was used, with mathematics self-efficacy and attitude toward mathematics as the independent variables, achievement in mathematics as the dependent variable, and gender and type of pupil as antecedent variables. The participants of the study were 105 grade six pupils of selected Chinese schools in Iloilo City, academic year 2007-2008, who were chosen through stratified proportionate random sampling to ensure each required category would be properly represented. Data were gathered utilizing researcher-made Mathematics Self-efficacy Scale (MSES), Mathematics Attitude Scale (MAS), and Mathematics Achievement Test (MAT). The statistical tools used were the means, percentages, standard deviations, t-test, One-Way ANOVA (Analysis of Variance), Scheffe Test, and Pearson’s Product-Moment Coefficient of Correlation (Pearson’s r). The findings revealed that the grade six pupils possessed high mathematics self-efficacy, positive attitudes towards mathematics and demonstrated high mathematics achievement as an entire group. No significant differences were noted in mathematics self-efficacy when the participants were grouped according to type of pupil, but significant differences were detected when gender was considered. No significant differences were identified in the participants’ attitudes towards mathematics, whether they were grouped according to type of pupil or gender. However, significant differences were identified in the participants’ mathematics achievement when they were grouped according to type of pupil, where Pure Chinese outperformed Filipino-Chinese and Pure Filipino pupils. Lastly, positive significant relationships existed among mathematics self-efficacy, attitude towards mathematics, and mathematics achievement.

Severity: Notice

Message: Undefined offset: 1

Filename: pub/results.php

Line Number: 135

Severity: Notice

Message: Undefined offset: 1

Filename: pub/results.php

Line Number: 135