Authors :
Jayson Kitts C. Poquita; Romulo G. Doronio
Volume/Issue :
Volume 8 - 2023, Issue 7 - July
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/jantcp3p
DOI :
https://doi.org/10.5281/zenodo.8220992
Abstract :
This study wants to determine if motivation and self-efficacy can be a predictor of students’ Mathematics performance in
an online learning context. A descriptive-correlational design was conducted to explore the study. The participants were
selected from 4 campuses of Davao De Oro State College. All students who are enrolled in the Mathematics of Investment
subject were included in the study using a universal sampling technique. This study used adapted 4 points Likert scale
questionnaires for motivation and self-efficacy and self-tailored summative assessment for Mathematics performance. The
study concluded that the students had a moderate level of self-efficacy and motivation in an online learning context. The
result showed that both motivation and self-efficacy have a negligible relationship and were not statistically significant.
The study also found that motivation and self-efficacy were not significant predictors of students’ Mathematics
performance. The study recommends that students develop personal strategies to enhance self-efficacy and motivation,
while teachers should design and implement effective instructional strategies to cater to varied learning styles.
Furthermore, school administrators should develop policies and programs that promote effective online learning practices
in Mathematics education.
Keywords :
Online Learning Education, Motivation, Self-Efficacy, Mathematics Performance, Descriptive-Correlational Study
This study wants to determine if motivation and self-efficacy can be a predictor of students’ Mathematics performance in
an online learning context. A descriptive-correlational design was conducted to explore the study. The participants were
selected from 4 campuses of Davao De Oro State College. All students who are enrolled in the Mathematics of Investment
subject were included in the study using a universal sampling technique. This study used adapted 4 points Likert scale
questionnaires for motivation and self-efficacy and self-tailored summative assessment for Mathematics performance. The
study concluded that the students had a moderate level of self-efficacy and motivation in an online learning context. The
result showed that both motivation and self-efficacy have a negligible relationship and were not statistically significant.
The study also found that motivation and self-efficacy were not significant predictors of students’ Mathematics
performance. The study recommends that students develop personal strategies to enhance self-efficacy and motivation,
while teachers should design and implement effective instructional strategies to cater to varied learning styles.
Furthermore, school administrators should develop policies and programs that promote effective online learning practices
in Mathematics education.
Keywords :
Online Learning Education, Motivation, Self-Efficacy, Mathematics Performance, Descriptive-Correlational Study
