STUDENT'S ATTITUDE TOWARDS EDUCATION AND SELF-EFFICACY

TO PROBLEM SOLVING SKILLS

A Term Paper
Presented to the

December 2021
 INTRODUCTION

Learning takes place in a most conducive place and in a comfortable

situation. But what if students do not experience this and develops a negative
attitude towards the education. One of the main components, the attitude,
can be characterized as a strong belief toward people, things and/or
situations. Researchers believe that if students have a positive attitude toward
the education, permanent changes in behavior will be easier to achieve (Baki
et al., 2007). Attitudes are preferences for or against objects, people,
institutions, or events. They have an impact on people's actions. As a result,
it's no surprise that attitudes–which are frequently referred to as beliefs–are
an important psychological construct (Ajzen, 2005). Attitude is a person’s
feeling about a task, such as whether or not they believe the task is
important, enjoyable, or difficult (Tapia and Marsh, 2004). Students with
positive attitudes may believe that education is important to their everyday
world or solving problem is enjoyable. This boosts their confidence and thus
increases their self- efficacy. Sometimes though, students may believe that
education is important, and may not be confident that they can solve a
problem. Hence, a person with positive attitude may have low self-efficacy
and vice versa. As well, the beliefs of an individual about his or her ability to
do problem solving, the nature of education, and problem-solving are
dominant forces in shaping that person’s behavior while engaged in work on
an educational task (Beswick, 2006). Adedayo (2008) defined problem solving
as the process of using the cognitive, psychomotor domains gained from past
experience, as well as sudden insightful thinking to tackle a challenging
situation that appears difficult to control. She emphasized the importance of
problem-solving skills as a good and a valuable tool in education.

Consequently, self-efficacy has an impact on people's ability to learn

and succeed. Their performance, because they will often seek to learn and
accomplish only those things for which they believe they would be successful
(Lunenberg, 2011). This may explain why, according to Swars (2005),
students with high self-efficacy are more successful students than students
with low self-efficacy. Wilkins (2008) proposed that, self-efficacy to solve
problems is a major predictor of performance. Self-efficacy, an important
notion in social cognition theory, which is widely recognized as one of the
most influential theories regarding human learning, is one of these affective
components (Ormrod, 2008). Self-learners' efficacy refers to their belief in
their capacity to do specific tasks. Higher self-efficacy has been linked to
better performance, according to studies. Albert Bandura created the concept
of self-efficacy as part of his social learning theory (Ashford and LeCroy
2010). The theory's primary premise is that people are more likely to
participate in activities for which they have high self-efficacy and less likely to
participate in those for which they do not.

Several research on self-efficacy, attitude, and problem solving, in

connection to education have been published in the literature. Nicolaidou and
Philippou (2008) investigated whether attitudes and self-efficacy could predict
problem-solving performance. Their findings revealed a substantial link
between attitudes and achievement, as well as a higher link between self-
efficacy and achievement. Attitudes and self-efficacy were linked and both
predicted problem-solving success. The findings of Kundu and Ghose (2016)
verified this, revealing a strong link between secondary students' attitude
toward mathematics and self-efficacy.

The influences of attitude in problem solving towards education were

explored by Mohd and Tengku Mahmood (2011). Their findings revealed a
medium level of patience, confidence, and readiness to solve problems. They
also discovered a link between general attitude toward problem solving
achievement. Tella (2008) looked at the link between teacher self-efficacy,
interest, attitude, qualification, and experience, as well as student academic
achievement in education. Self-efficacy and interest were found to have a
strong relationship with students' achievement levels. Escalera, García-
Santillán & Venegas (2014), Jameson (2013), Karadeniz (2014), Briley (2012),
Watts (2011), and Evans (2010) found similar results in their studies. That is,
the concepts of attitude and self-efficacy perception are not independent from
each other. Students whose attitudes are more positive toward education
have higher self-efficacy perceptions towards. Jameson (2013) concluded in
her study that self-concept was the strongest predictor of education anxiety in
second grade children. Students’ self-efficacy could be improved by reducing
their anxiety (Peters, 2013), which could be helpful to them in improving their
attitude and interest (Louis and Mistele, 2012).

Today, it is widely accepted that every young person can learn and
every student can be successful once the right studying and learning
atmosphere is created. Thus, it is necessary to leave the idea of focusing on
only successful students to increase efficiency of teaching processes. İn order
to increase the number of people who can understand, it is critical to deal
with the students who believe that they cannot succeed in education. The
reasons for their failure need to be studied. İn this context, besides the
schools and groups having students with higher level of success in education,
the ones who do not have any interest in education and studying different
academic programs should be studied, which will help to conduct new and
various academic studies.

Students’ academic success somehow relies on their attitude and self-

efficacy towards problem solving. However, it is significant to know the
underlying impacts of student's attitude towards education and self-efficacy to
problem solving skills together with their relationship in case there is. The
nature of this paper aims to present the student's attitude towards education
and self-efficacy to problem solving skills.
Statement of the Problem

This paper aimed to determine the impacts of student's attitude

towards education and self-efficacy to problem solving skills. More specifically,
this paper aimed to answer the following questions:

1. What is the level of the students’ attitude towards education?

2. What is the level of students’ self-efficacy in learning?
3. What is the level of problem-solving skills of students?
4. Is there a significant influence of students’ attitude towards
education and their self-efficacy to problem solving skills?

Definition of Terms

To facilitate better understanding on the content of the paper, the

following terms are defined operationally and functionally:

Attitude, “a settled opinion” and “behavior reflecting this” and

“behavior based on conscious or unconscious mental views developed through
cumulative experience.

Education, the action or process of educating or of being educated

also a stage of such a process. The knowledge and development resulting
from the process of being educated a person of little education.

Self- Efficacy, this refers on the students’ behavior in the education or in

a classroom and how students execute actions in dealing prospective situation to
achieve their goals.

Problem Solving Skills, this refers to the students’ performance in

dealing problem-solving. Act of defining a problem; determining the cause of the
problem; identifying, prioritizing, and selecting alternatives for a solution; and
implementing a solution.

Purpose of the Study

The primary purpose of this study is to determine the impacts of

student's attitude towards education and self-efficacy to problem solving
skills. By knowing the impacts of it to their educational success, this will give
significant insights for students to consider gaining confidence, positive
attitude and problem-solving skills efficacy towards education. In these
objectives, the researchers wanted to hear the point of views of the students
which will drive way analysis to give a conclusion from the data to be
gathered.

Significance of the Study

The researcher believed that the result of this study would be

significant and beneficial to the following:

Department of Education Officials. The result of this study could

help and provide the DepEd Officials of the statistics and baseline data
as to how the students’ attitude towards education and students self-
efficacy enriches and uphold students’ problem-solving skills. Thus, the
DepEd officials should have a resolution or a memorandum to have
improvement in the curriculum of education

Public and Private School. This could help them employ interactive
activities with the use of teaching strategies such as computers, DLP’s,
videos, algebra system, and calculator in classroom instruction.

Teachers. The result of this study could give the teachers a lot of
activities and strategies to implement inside the classroom that will
 enrich the students’ self-efficacy and problem-solving skills towards
their attitude in education.

Future Researchers. The result of this study could serve as a guide

and a basis on how the attitude towards education and the self-efficacy
influences students’ problem-solving skills in the classroom instruction.

Learners. This study could give the learners further information and
data on how the attitude towards education and students’ self-efficacy
affects their problem-solving skills.

Scope and Delimitations

This research deals with the impacts of student's attitude towards

education and self-efficacy to problem solving skills. The study will take place
in Philippine International Institute for Advanced Studies. The respondents will
be the selected students of Philippine International Institute for Advanced
Studies.

This term paper is designed to have a thorough knowledge on the

impacts of student's attitude towards education and self-efficacy to problem
solving skills, and how to solve them by identifying its impact towards
education.

Review of Related Literature

This talks about the existing studies on students’ attitude to education,
self-efficacy, and problem-solving skills. It also discusses related studies which
can be of help to this paper.

Attitude

According to Dawes and Smith (in Kruger, Smit, and Le Roux, 2005),
it's been difficult for psychologists to come up with an appropriate description
of an attitude because it's unclear whether an attitude is a single or numerous
phenomena. An attitude is just a favorable or unfavorable sensation toward
an object, according to the simple definition. Feelings or emotions, according
to supporters of this viewpoint, are the most important component of an
attitude. Robbins and Judge (2007) give an example of a simple definition,
stating that attitudes are evaluative assertions or judgments – either positive
or negative – about objects, people, or events. Attitudes, according to
Breckler are a multifaceted phenomenon with three components: cognition,
affect, and behavior. Gibson et al. (2006) provide an example of a multiple
definition, defining an attitude as "a good or negative feeling or mental state
of readiness, learnt and organized via experience, that exerts specific effect,
impact how a person reacts to other people, objects, and events."

According to Robbins and Judge (2007), research has generally

concluded that people seek consistency among their attitudes, and between
their attitudes and their behavior. When individuals seek to reconcile
divergent attitudes and align their attitudes and behavior, they appear rational
and consistent. When there is an inconsistency, forces are initiated to return
the individual to a state of equilibrium in which attitudes and behavior are
consistent. This can be done by altering either the attitudes or the behavior,
or by developing a rationalization for the discrepancy (Kruger et al., 2005).

Although most attitude-behavior studies provide favorable results,

Robbins et al. (2003) claim that researchers have achieved even greater
correlations by looking at whether or not behavior influences attitudes. When
asked about their attitude toward an object, people generally recollect their
behavior related to that object and then infer their attitude from that
behavior, according to the self-perception hypothesis. As a result, rather of
serving as a mechanism that precedes and leads action, self-perception theory
makes sense of an action that has already occurred. Attitudes are essentially
casual linguistic assertions, according to the cognitive dissonance theory. Self-
perception theory claims that when people are asked about their attitudes
when they don't have strong opinions or feelings, they tend to make up
reasonable replies (Robbins & Judge, 2007:78-79; Robbins et al., 2003).

An example of a multiple definition can be found in Gibson et al. (2006)

who define an attitude as “a positive or negative feeling or mental state of
readiness, learned and organized through experience, that exerts specific
influence on a person’s response to people, objects and situations “. This
definition has the following implications: “(1) attitudes are learned; (2)
attitudes define our predispositions towards given aspects of the world; (3)
attitudes provide the emotional basis of our interpersonal relations and
identification with others; and (4) attitudes are organized and are close to the
core of personality” (Gibson et al.2006).

Attitudes’ concept can be viewed from some dimensions. Each

dimensions have different features to bring out language attitude results.
Brown stated that there are three components of language attitude. They are
affective, behavioral/conative, and cognitive. Affective means pearson’s
feelings or emotions about the attitude object. Behavioral/conative means the
way attitude that we have could influence how we act or behave. Cognitive
means expressions of believes and ideas about the object of the attitudes.
When these three components in line, then its unpredictable behavior suggest
an attitude. But if not consistent, then in terms of behavior cannot be used to
determine the attitude. Similarly, Ahmadi (2009, p.152) state that Attitude is a
concept that helps in understanding human behavior. Travers, Gagne, and
Cronbach agree that attitude involves three components that interact with the
object. These assessments include: Cognitive component, associated with
knowledge, beliefs or thoughts that are based on information associated with
the object. For example, “I believe learning English will help me to trip around
the world” (Pickens. 2005, p. 44).
 Robbins and Judge (2007) argue that although we often think that
cognition causes affect which then triggers behavior, in reality these
components are often difficult to separate. As Rosenberg (in Gibson et al.,
2006) states: “cognition, affect and behavior determine attitudes and
attitudes determine cognition, affect and behavior”. Werner (2007) adds that
knowledge of the three components is useful when measuring or trying to
change attitudes.

According to Sahranavard et al. (2012) and Werner (2007), attitudes

are influenced by values. Values are principles or standards that we adopt as
behavioral guidelines for all situations. Attitudes reflect our response to a
specific situation, object or person therefore attitudes focus on specific people
or objects. Conversely values have a more general focus (Kreitner & Kinicki,
2018). Recognizing employees’ efforts is a value; your positive or negative
feeling about your job because of the recognition you receive is an attitude. It
is important to remember that an attitude, like a value, is a hypothetical
construct i.e. one never sees, touches or actually isolates an attitude.
Attitudes are inferred from the things people say – their opinions and what
they do – their behavior (Schermerhorn et al., 2017). Attitudes can be stable
or unstable. Werner (2007) contends that stable or central attitudes are very
closely linked to our values therefore they are less likely to change, whereas
unstable or peripheral attitudes are more likely to change as our experiences
and knowledge expands. Cook and Hunsaker (2001) support this view by
stating that some attitudes are persistent and enduring whereas other
attitudes, like all other psychological variables, are subject to change. Baron
and Byrne (2001) maintain that general and weak attitudes do not predict
behavior clearly, while specific and strong attitudes or attitudes that are very
important to someone, predict behavior much more reliably.

Attitude towards Education

 In dealing with students’ attitude certainly develop different
perspective; it can be positive or negative. Furthermore, since attitude
towards education depends on the perspectives and experiences by students,
attitude may vary from one student to another. Therefore, it is very important
to consider the diversity of developing the attitude of students towards
education. It is really important to have a positive attitude since it contains
three basic components to learning.

Han and Carpenter (2014) stated that attitudes consist of cognitive,

affective and psychomotor that individuals display towards an object or the
surrounding based on their feelings or interest. In the study of Blackwier
(2016), students with more positive attitude towards the subject achieve
better results than the students with negative attitude towards it. Many
students in Turkey have fears and bad attitudes toward education, believing
that education is difficult and that they would never be able to master it
(Baykul, 2000). Many research on the link between attitude and achievement
have found a favorable correlation.

Attitude is considered as an essential factor influencing language

learning. Attitudes are important to us because they cannot be neatly
separated from learning. It means that learning and attitudes have relation so
that they can influence students’ learning process (Carnduff and Reid, 2003).
Similarly, Fakeye (2010) stated that the matter of learners’ attitude is
acknowledged as one of the most important factors that impact on learning
language. In this case attitude is seen as one of the personalities that affects
the learning process.

In the studies examining student attitudes with regard to school type,

sample groups consisted of students from different types of schools. Students
in the sample groups were from different cultures, had different educational
opportunities, different school environments and different environmental
conditions. To cover the gap in the literature, the current study was designed
to cover general and vocational programs of a multi-program high school. The
students in this study had the same cultures and same conditions. While
studying with students sharing the same culture, most of the external factors
affecting their attitudes could be eliminated, so the assessment could be done
much more objectively.

There are two types of attitudes that can affect students’ study. They
are positive attitudes and negative attitudes. First, positive attitudes, Kara
(2009, p.102) mentioned that positive attitudes guide students to positive
behaviors toward their course of study by actively joining the course, and
motivate them to learn deeper. These kinds of students are excited to solve
their problems, to get new information, to use their own skills in daily life, and
to keep in course emotionally (as cited in Abidin, et al., 2012). Second,
negative attitudes, Tchekpassi (2013) said that negative attitude can be said
as poor attitudes or unfavorable attitudes. It gives negative impacts to the
persons’ behavior toward some objects. These attitudes may lead to
resistance, conflict or discrimination towards their object. The researcher
concludes that there are two types of attitudes. They are positive attitudes
and negative attitudes. These two types can affect students’ English language
learning. Positive attitudes guide students to have positive behavior and have
good achievement in learning English. In contrast, negative attitudes guide
students to have negative behavior and have bad achievement in learning
English.

Self-Efficacy

Self-efficacy is defined as people's beliefs about their capabilities to

produce designated levels of performance that exercise influence over events
that affect their lives. Self-efficacy beliefs determine how people feel, think,
motivate themselves and behave. Yet, according to Zimmerman (2000) stated
that self-efficacy plays a big role in the lives of students due to its sensitivity
that changes students’ performance context, to interact with self-regulated
learning processes, and to mediate students' academic achievement. Self-
efficacy of a students can be used to predict student’s acquisition of skills
especially in problem solving skills.

Self-efficacy is defined by Bandura (2001) as self-perceptions or beliefs

about one's ability to learn or do tasks at a certain level. The other authors
have attempted to define self-efficacy, but they all use Bandura's notion as a
starting point. McCombs (2001) references Bandura (2001) in explaining self-
efficacy judgments as the learner's assessment of his or her ability to
complete a task successfully. Self-efficacy is a concept in Bandura's theory of
human functioning, according to Schunk (2001), and it is defined as "beliefs
about one's capacities to learn or perform actions at designated levels."
Pintrich and Schunk (2012) use another of Bandura's (2001) definitions,
stating that self-efficacy refers to people's assessments of their skills to plan
and carry out the actions necessary to achieve specific sorts of results. Self-
efficacy expectations are defined by Huang and Shanmao (2016) as views
about one's ability to complete a task or behavior successfully.

In international study of self-efficacy from Bandura (2014) in Stanford

University, his study revealed that those such beliefs produce these diverse
effects through four major processes. They include cognitive, motivational,
affective and selection processes. Moreover, it was perceived that students’
beliefs about their efficacy can enhance their accomplishment and personal
well-being in many ways. Yet, students having a high assurance in their
capabilities are more competitive in dealing difficult challenges. They set
themselves challenging goals and maintain strong commitment to it. They
heighten and sustain their efforts in the face of failure. They quickly recover
their sense of efficacy after failures or setbacks. They attribute failure to
insufficient effort or deficient knowledge and skills which are acquirable.
 Bandura introduced the concept of self-efficacy (2014) Following the
release of the paper Self-efficacy: Toward a Unifying Theory (Self-efficacy:
Toward a Unifying Theory). Social Learning Theory is a book about behavioral
change. Human action or conduct, according to social learning theory, is
determined by the interaction of the situation, the person's behavior,
cognitions, and emotions. One of Bandura's research concerns is how people
use beliefs in personal and collective efficacy to control their own motivation,
cognitive patterns, affective states, and action. He emphasizes how one's
perceived abilities influence one's conduct.

Also, from the book of Sanchal, A., & Sharma, S. (2017) entitled I
believe; therefore, I achieve (Vise versa), it was stated that self-efficacy has
long been viewed as an important determinant of academic performance of
the student. Yet, students having a high self-efficacy are easily to predict
rather than those students who are not because they are more participative
and likely to excel in the class. Moreover, student having high self-efficacy will
not doubt their capabilities and not shy away from difficult tasks which they
view as personal threats. They have high aspirations and strong commitment
to the goals they choose to pursue. They are mostly competitive in any
academic events and have good grades. The significance of their study is
when students believe in their capabilities in solving difficult mathematical
problems they will not dwell on their personal deficiencies and on the
obstacles they will encounter. They put themselves in focus on the task they
want to achieve.

On the study of Pierce, R., Stacey, K., & Barkatsas, A. N. (2007) reveals
that the most important origin of self-efficacy was determined to be the past
experiences of failure and success of the students’ and all the four mediating
processes of Bandura. Most significantly, the opportunities for students’
success should be able to maximize involving careful provision of challenging
task at the right level, in order for the students to build self-confidence in
mathematics subject. In addition, the result showed that if the students
develop negative attitude towards mathematics, there is a greater possibility
that the mathematics anxiety is greater (Deieso & Fraser, 2018).

With self-efficacy, there are several constructs that have ambiguous

bounds. Self-esteem is one such construct. Self-esteem is a personal quality,
according to Maddux, whereas self-efficacy is not. The difference between
self-esteem and self-efficacy is this. One of Self-applications efficacy's is its
ability to be applied to specific sectors or even subfields of human behavior. A
person may have poor self-esteem yet great self-efficacy in a subject such as
painting, sports, or learning languages, for example. He or she may also have
a high sense of self-worth yet feeling inept in math and science.

The primary distinction between self-efficacy and self-esteem, according

to Epstein and Morling, is that the former assesses potential while the latter
assesses self-worth. What a person believes he is capable of achieving is not
the same as what he believes he is worth. "Individuals may evaluate
themselves hopelessly inefficacious in a specific task without suffering any
loss of self-esteem whatsoever," according to Bandura, "because they do not
invest their self-worth in that activity."

Confidence is another construct that blurs the lines between self-

efficacy and confidence. According to Bandura, confidence is a nebulous
concept. a word that refers to the strength of one's convictions but does not
always describe what they are. I t's all about the certainty. A person can be
certain of whether he will succeed or fail in the field of science The belief in
one's ability to attain particular goals is known as self-efficacy of achievement
Confidence has nothing to do with a person's talent or strength to achieve a
given level of performance.

One of the important factors which play a significant role in self-efficacy

is our own responses and emotional reactions to situations. Moods, emotional
states, physical reactions, and stress levels can all impact how a person feels
about their personal abilities in a particular situation. A learner’s physiological
state can also affect self-efficacy; for example, anxiety, fear, fatigue, or pain
can all affect self-efficacy beliefs (Bandura, 2001). Anxiety in particular can
interfere with self-efficacy, ultimately interfering with a student’s performance.

Problem Solving Skills

Problem-solving skills are really important in education. It is always

present in discussion. Problem solving is considered as the second language
of education. So, it is essential that students should relate to the give
problems and with that they can easily identify what is being asked in the
problem. Setting problems in a context can help students see the application
of education (Sanchal & Sharma, 2017). The study of Serin, O. (2011) studied
and investigated the factors influencing the problem-solving skills of grade six
students. In addition, many studies have identified that teaching in real life
contexts enhances students’ enjoyment of educational lessons (Anthony &
Walshaw, 2007).

The result of the study was found to have different factors in

influencing educational problem-solving skills. These factors are the direct and
indirect factors. Direct factors were described to be the teachers’ teaching
behavior and students’ self-esteem while indirect factors influencing the
educational ability of the students were motivation and self-efficacy.

Thus, teacher behavior contributes both direct and indirect effects on

the students’ problem-solving. In the study of Jacinto and Carreira (2017), the
result showed greater influence of the students’ ability to deal problem solving
with an aid of technology, if it held from the early and continuing interplay
between the problem-solving skills and the perception of the affordances of
the tool. Arup Kundu and Aditi Ghose (2016) revealed in their correlational
study association between higher secondary students’ attitude towards
education and self-efficacy in problem-solving is high. This indicates that a
healthy attitude towards education can nurture self-efficacy among students.
This means that when the attitude towards education and self-efficacy is high,
the students’ problem-solving skills are high.

The relevance of problem-solving abilities is best conveyed in Hutchins's

book, cognition in the wild, in which the author highlights the value of
collaboration by asking his readers to inspect their immediate environment for
artifacts that were not developed cooperatively. Only the pebble on Hutchins'
desk was able to be uniquely identified in this way, according to Hutchins. The
development of the other objects was exemplified by collaboration.
Collaboration-based products can be found all over the place. Their work
spans disciplines as diverse as entertainment, health, nutrition, engineering,
and housing, demonstrating the importance of teamwork for advancement
and development. Collaborative skills are never systematically taught nor
assessed, according to Hesse, Care, Buder, Sassenberg, and Griffin (2015).
Despite the obvious need of such talents for workforce readiness,
assessments of 21st-century skills such as problem-solving abilities lag
behind.

Research Methodology

This includes the description of the research design, description of the

sample, description of the instruments used, ethical consideration, rigors of
the study, and data analysis.

Description of the Research Design

The descriptive-correlation type of research will be used in this paper to

determine the relation between the impacts of student's attitude towards
education and self-efficacy to problem solving skills. Descriptive correlation
type of research contains non-manipulated variables that comprises
description, recording, analysis and interpretation of findings and conditions
and relationships.

Description of the Sample

The study will be undertaken in Philippine International Institute for

Advanced Studies. The selected students will be the subject of this study. The
total population will be 50 students.

Description of the Instruments

The following steps will be employed in gathering of the data for the
study:

1. The researchers will ask to make a letter, noted by their research

adviser, and will be sent first to the office of the principal to ask his
permission to allow the researchers to gather the data with regards to
the total population of the students enrolled in the in Philippine
International Institute for Advanced Studies to be used in determining
the sample size of the identified population of interest.

2. The researchers will send another letter to the principal to ask his
permission to conduct a research study and to gather data and
information from the students of Philippine International Institute for
Advanced Studies 2020-2021.

3. Administration of the Research Instrument. The researchers will

personally ask and request the list of students.

4. Administration of retrieval of the Research instrument. Upon the

approval of the request, the instruments will be administered to the
 respondents, which will be immediately retrieved after they answered
them.

5. Gathering the result. After the respondents had answered the

questionnaire, gather was collected and tabulated then it will be
submitted to the statistician for interpretation.

Ethical Considerations

Ethical considerations are concerned about the attitudes to be

portrayed by the researchers towards the respondents. Confidentiality was
carefully observed during the conduct of interview. The identities of the
respondents were secured and protected. Permissions of those who were
involved in this research were considerately obtained before the conduct of
this study.

Analysis of Data

For the analysis and interpretation of the data that will be obtained,
statistical tool such as mean, percentage and multiple linear regression
analysis will be used in this study.

Manikandan (2011) stated that mean is nothing but the average of all
values. It is computed by adding all the values in the data set divided by the
number of observations in it. The mean will be used to determine the levels of
problem-solving skills, attitude education self-efficacy in problem-solving.
Reganit (2010) said that mean is computed by adding all the elements and
dividing the sum of the values by the number of elements. Percentages will be
used to describe the number of respondents who have either agreed or
disagreed with the situation given to them. Multiple Regression Analysis, on
the other hand, will be used when there is influence between the independent
variable and dependent variable. More so, it is used in predicting the value of
dependent variable given the value of independent variables.
 REFERENCES

Adamy, P., & Heinecke, W. (2005). The influence of organizational culture on

technology aaaaaintegration in teacher education. Journal of
technology and teacher education, 13(2), 233-aaaaa255.

Adedayo, O. A. (2008). Problem Solving in Mathematics. Lagos: Calvary

Publishers.

Ahmadi, Abu. 2009. Psikologi Sosial. Jakarta: Rineka Cipta

Ajzen, I. (2005). Attitudes, personality and behavior. Maidenhead, United

Kingdom: Open University Press. Google Scholar

Anthony, G., & Walshaw, M. (2007). Effective pedagogy in

mathematics/pangarau: Best evidence synthesis iteration (BES).
Wellington, New Zealand: Ministry of Education.

Ariola, M.M. (2006). Principles and Methods of Research. Manila: Rex

Bookstore Inc.
Ashford, J. B. and LeCroy, C.W. (2010). Human Behaviour in the Social
Environment: AMultidimensional Perspective. Belmont: Cengage
Learning.

Baki, A., Kosa, T., & Berigel, M. (2007, May). Bilgisayar destekli materyal
kullaniminin ogrencilerin matematik tutumlarina etkisi. Paper presented
at the meeting of The Proceedings of 7th İnternational Educational
Technology Conference, Near East University, North Cyprus.

Bandura, A. (2001). Social foundations of thought and action: A social

cognitive theory. Prentice-Hall, Inc.

Bandura, A. (2001). Social learning theory. Englewood Cliffs, NJ: Prentice

Hall.

Baron, R.A., Branscombe, N.R. & Byrne, D. (2001). Social psychology. (12th
ed.). Boston: Pearson.

Beswick, K. (2006). Changes in pre-service teachers’ attitudes and beliefs:

The Net impact of two mathematics education units and intervening
experiences. School Science and Mathematics, 106 (1), 36-47.

Blackweir, J. (2016). Attitudes towards mathematics: development and

validation of an online, semantically differentiated, visual analogue
scale. The University of Western Australia. Google Scholar.

Carnduff J. and Reid N., (2003). Enhancing undergraduate chemistry

laboratories, pre-laboratory and post-laboratory exercises, examples
and advice, Education Department, Royal Society of Chemistry,
Burlington House, Piccadilly, London

Cook, C. and Hunsaker, P., 2001. Management and organizational behavior.

Boston, Mass.: McGraw-Hill/Irwin.
Deieso, D., & Fraser, B. J. (2018). Learning environment, attitudes and
anxiety across the transition from primary to secondary school
mathematics. Learning Environments Research, 1-20.

Epstein, S., & Morling, B. (2005). Is the self-motivated to do more than

enhance and/or verify itself? In M. H. Kernis (Ed.), Efficacy, agency,
and self-esteem (pp. 9–29). Plenum Press.

Escalera-Chávez, M., García-Santillán, A., & Venegas-Martínez, F. (2014).

Confirmatory factorial analysis to validity a theoretical model to

measure attitude toward statistics. Mediterranean Journal of Social
Science, 5(1): 569-57

Evans, B. R. (2010). Determining quality teachers: Mathematical content

knowledge, perceptions of teaching self-efficacy, and attitudes toward
mathematics among a teacher for America cohort. Journal of the
National Association for Alternative Certification, 5(2): 23-35.

Fakeye, D. (2010). Students’ Personal Variables as Correlates of Academic

Achievement in English as a Second Language in Nigeria. Journal of
Social Sciences, 22, 205-211.

[Link]

Gibson, J.L., Ivancevich, J.M., Donnelly, J.H. & Konopaske, R. 2006.

Organizations: behavior, structures and processes. 12th ed. Boston:
McGraw-Hill.

Han, S. Y., & Carpenter, D. (2014). Construct validation of student attitude

toward science, engineering and mathematics project-based learning:
The case of Korean middle grade students. Middle Grades Research
Journal, 9(3), 27–41.
Hesse, F., Care, E., Buder, J., Sassenberg, K., & Griffin, P. (2015). A
framework for teachable collaborative problem solving skills. In P Griffin
& E. Care (Eds.), Assessment and teaching of 21st century skills:
Methods and approach. Dordrecht, The Netherlands: Springer

Huang, S. C., & Chang, S. F. (2016). Self-efficacy of English as a second

language learner: An example of four learners (Report No. FL 023 879).
Washington, DC: Clearinghouse on Languages and Linguistic

III,M. A. Mariotti, Ed., 1 – 11, University of Pisa, Pisa, Italy.

Jacinto, H., & Carreira, S. (2017). Mathematical problem solving with

technology: the techno-mathematical fluency of a student-with-
GeoGebra. International Journal of Science and Mathematics Education,
15(6), 1115-1136.

Jameson, J. J. (2013). Contextual factors related to math anxiety in second-

grade children. The Journal of Experimental Education, 82(4): 519-536.

Kara, A., (2003). Duyuşsal Boyut Ağırlıklı bir Programın Öğrencilerin Duyuşsal
Gelişimine ve Akademik Başarısına Etkisi (The Effect of a Curriculum
Based on the Affective Dimension to the Affective Development and
Academic Achievement of Students. Unpublished Doctoral Thesis. Firat
University Institute of Social Sciences.

Kruger, S.J., Smit, E. & Le Roux, W.L. 2005. Basic Psychology for Human
`Resource Practitioners. Lansdowne: Juta.

Kundu, A. & Ghose, A. (2016). The Relationship between Attitude and Self
Efficacy in Mathematics among Higher Secondary Students. IOSR
Journal of Humanities and Social Science,21(4) 25-31
Louis, R.A., & Mistele, J. M. (2012). The differences in scores and self-efficacy
by student gender in mathematics and science. International Journal of
Science and Mathematics Education, 10(5): 1163–1190.

Lunenburg, F. (2011). Self-efficacy in a work place: implication for motivation

and performance. International journal of Management, Business, and
Administration, 14(1)

McCombs, B. L. (2001). Self-regulated learning and academic achievement: A

phenomenological view. In B. J. Zimmerman & D. H. Schunk (Eds.),
Selfregulated learning and academic achievement: Theoretical
perspectives (2nd ed.) (pp. 67-123). Mahwah, NJ: Lawrence Erlbaum

Mohd, N and Tengku Mahmood, T. F. P (2011). The Effects of Attitude

Towards Problem Solving in Mathematics Achievements. Australian
Journal of Basic and Applied Sciences, 5(12): 1857-1862

Nicolaidou, M. and Philippou. G.( 2008) “Attitudes towards mathematics, self -

efficacy andachievement in problem solving ,” in European Research in
Mathematics Education

Ormrod, J. E. (2008). Human learning (5th ed.). Upper Saddle River, NJ:
Pearson.

Petty, Richard. E., Fabrigar, Leandre. R., & Wegener, Duane. T., 2003.
Emotional Factors in Attitude and Persuasion. In R. J. Davidson, K.R.
Scherer, & H. H. Goldsmith (Eds). Handbook of Affective Sciences (pp.
752-772). Oxford: Oxford University Press.

Pierce, R., Stacey, K., & Barkatsas, A. N. (2007). A scale for monitoring
students’ attitudes to learning mathematics with technology. Computers
and Education,48(2), 285–300.
[Link]/10.1016/[Link].2005.01.006
Peters, M. L. (2013). Examining the relationships among classroom
climate,self-efficacy, and achievement in undergraduate mathematics: A
multi-level analysis. International Journal of Science and Mathematics
Education, 11(2): 459– 480

Pintrich, P. R. (2003). A motivational science perspective on the role of

student motivation in learning and teaching contexts. Journal of
Educational Psychology, 95(4), 667-686.

Robbins, S.P. & Judge, T.A. 2007. Organizational Behaviour. 12th ed. Upper
Saddle River: Pearson Prentice Hall.

Sahranavard, M., Hassan, S. A, Elias, H., & Abdullah, M. C. (2012). The

comparison of İranian school children performance in self-concept, self-
efficacy, selfesteem and anxiety. Life Science Journal, 9(4): 1046-1052.

Sanchal, A., & Sharma, S. (2017). Students’ attitudes towards learning

mathematics: Impact of teaching in a sporting context.

Schunk, D. H. (2001). Self-efficacy and education and instruction. In J. M.

Maddux, (Ed.). Self-efficacy, adaptation, and adjustment: Theory,
research, and adaptation (pp. 281-303). New York, NY: Plenum Press.

Schermerhorn, J., Davidson, P., Woods, P., Factor, A., Simon, A. and
McBarron, E., 2017. Management, 6th Asia-Pacific Edition. 6th ed.
Sydney: John Wiley.

Serin, O. (2011). The Effects of the Computer-Based Instruction on the

Achievement and Problem Solving Skills of the Science and Technology
Students. Turkish Online Journal of Educational Technology-TOJET,
10(1), 183-201.

Swars, S. L. (2005). Examining perceptions of mathematics teaching

effectiveness among elementary preservice teachers with differing
 levels of mathematics teacher efficacy. Journal of Instructional
Psychology, 32 (2), 139-147.

Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics

attitudes. Academic Exchange Quarterly, 8 (2), 16 – 21.

Tchekpassi, T. (2013). Exploring Togolese high school students' attitudes

towards learning English.

Tella, A (2008). Teacher Variables as Predictors of Academic Achievement of

PrimarySchool Pupils Mathematics. IEJEE ,1(1) 16-33

Travers, et. Al (2013). Second Handbook of Research on Teaching, Chicago:

Rand McNally & Co..pp. 759-804

Tsai, C., & Kuo, P., (2008). Cram School Students’ Conceptions of Learning
and Learning Science in Taiwan. International Journal of Science
Education, 30 (3), 353-375.

Wilkins, J. L. M. (2008). The relationship among elementary teachers' content

knowledge,attitudes, beliefs, and practices. Journal of Mathematics
Teacher Education, 11, 139-164.

Zimmerman, B. (2000). Self-Efficacy: An Essential Motive to Learn.

Contemporary Educational Psychology, 25, 82-91. doi: 10.1006/ceps.
1999.1016