Self-Efficacy-and-Anxiety-in-Computations1-edited-1192024

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SELF-EFFICACY AND ANXIETY IN COMPUTATIONS: FACTORS AND
IMPLICATIONS
An Undergraduate Thesis
Presented to the Faculty of the
College of Education
Mater Die College
Cabulijan,Tubigon, Bohol
In Partial Fulfillment
of the Requirements
for the Course
Introduction to Educational Research
Karl Christian Clet

Rosario M. Lanzon
Kathyleen T. Paredes
Stiffany L. Saladores
November 2024
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ACKNOWLEDGEMENTS
The researchers express their deepest gratitude to the following people

who were always by their side this research journey.
To their research adviser, Mrs. De Marvy B. Agas MAELT, for giving them
trust, offering valuable advice, and giving support during the whole period of the
study. They would also like to thank her for the empathy, patience, and
knowledge that she imparted to them. It was great privilege and honor to work
and study under her guidance.
To their research statistician, Ms. Emalyn R. Navares LPT, for sharing her
knowledge and technical expertise in treating their data as well as for guiding
them during the drafting of Chapter 1.
To the deans of all departments, namely Mrs. Josefina J. Pangan MABM,
Mrs. Sheila A. Monte De Ramos, Mrs. Rosario B. Poligrates MAN, RN, Mr.
Avelino M. Lofranco MSCJ, Mrs. Ma. Angelica B. Calunsag MSA, CPA, and Mrs.
De Marvy B. Agas MAELT, to allowed them to conduct their research to their
respective students.
To the research participants, who allowed themselves to be part of their
study, without them, the research study would not be possible.
To the researchers’ dearest parents, for their deep consideration for the
finance.
To the researchers’ friends and classmate, who undyingly support them
financially and morally; for their words of encouragement and for all those nights
that they have spent making the research study.
Finally, to Almighty God, for His guidance throughout their journey; for His
showers of blessings throughout the researchers’ journey, and for allowing them
to make this successful research study possible.
The Researchers
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TABLE OF CONTENTS
Page
TITLE PAGE ………………………………………………….. i
ACKNOWLEDGEMENT ………………………………………………….. ii
TABLE OF CONTENTS …………………………………………………… iii
Chapter 1
THE PROBLEM AND ITS SCOPE ………………………………. 1
Rationale of the Study …………………………………….. 1
Theoretical Background ……………………………………. 3
THE PROBLEM……………………………………………………. 9
Statement of the Problem…………………………………. 9
Research Hypothesis………………………………………. 9
Significance of the Study…………………………………... 9
RESEARCH METHODOLOGY………………………………….. 11
Design………………………………………………………. 11
Environment ……………………………………………….. 11
Participants ………………………………………………… 12
Instrument ………………………………………………….. 12
Procedures …………………………………………………. 13
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DEFINITION OF TERMS ………………………………………… 15
REFERENCES ……………………………………………………. 16
APPENDICES …………………………………………………………….. 18
A1- Transmittal Letter …………………………………… 19
A2- Letter to Participants ……………………………….. 26
A3- Informed Consent ………………………………….. 27
B- Research Instruments ………………………………. 28
CURRICULUM VITAE …………………………………………. 33

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Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
Anxiety to computations remains to be a perennial experience of the
students. Many students struggle in answering mathematical problems that
could disrupt their concentration, leading to a number of consequences, putting
their academic performance at risk. Some students cannot contain their anxiety if
overwhelmed by the pressure of computations. The idea of being judged when
they are asked to answer and explain a computational problem in front of the
class can be frightening to some. Other students seems that when it comes to
computations, they become lethargic, anxious, and unable to focus that may lead
to their ineffective learning. Students raise their sentiments about their anxiety on
computations because it hinders their learning and performance. This common
dilemma significantly results in profound impact in the different areas of the
students’ academic journey.
In addition, since the teacher have the crucial role in ensuring the
academic success of the students, if anxiety is one triggering factor that students
could not excel in their academic specially on subjects that involve computations.
The teacher must do something that would tailor this extent problem of the
students’ anxiety on computations.

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In the assessment of (PISA, 2012) high level of mathematics anxiety
particularly on computations among students across OECD countries. The
assessment found out that at least one-third and often over half reported
constantly struggling about computation classes. In the United States, it is
estimated that 93% of adults encountering high level of anxiety on computation
(Blazer, 2011), with an estimation of 17% of population in the United States have
experience of high level of anxiety to computation. Students in 34 out of 37
reporting countries found out that 59% of learners ages 15-16 encountered
feeling of distress with regard to the level of difficulty of their computational
courses (OCED, 2013).
Moreover, self-efficacy on computations refers to the abilities to calculate
basic and complex computational problem accurately, specifically in
mathematics, and others subjects that involve computations. It is regarded as an
important agent in students’ process of learning due to the fact that self-efficacy
on computations is a belief that determines how much effort, persistence, and
resilience students have in computation. Previous study shows that the higher
self-efficacy the more the students are encouraged to perform computational
courses and gain better academic performance (Pajares and Valiante, 1997).
Self-efficacy on computation exert influence on students’ preferences of task on
which they will extend more effort, it emphasizes students’ level of persistence
and the amount of discipline in predicament situation (Zakariya et al., 2019).

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Furthermore, there are many factors affecting student’s self-efficacy and
anxiety and its implication towards students’ learning process. There are different
existing personal factors affecting students’ self-efficacy and anxiety on
computation. It is very important to explore the different factors affecting self-
efficacy and anxiety of the students to provide insightful bases for teaching
intervention.
As pre-service teachers majoring in mathematics which generally centers
on computations, the researchers are prompted to investigate the common
factors affecting the students’ anxiety on computations so that the result of this
study serves as an instrument in formulating design, approaches, or assessment
that will cater to the extent factors affecting students’ anxiety on computations.
Hence, the outcome of this study will serve as the basis for recommendations
and guidance in catering to students’ need to manage and overcome their
anxiety on computations. This also serves as a guide to know the factors
affecting the students’ anxiety on computations and its implications towards their
learning process.
Theoretical Background
The present study is established primarily on the theory of Self-Efficacy by
Albert Bandura. Regarding education, particularly subjects involving plenty of
calculations and problem-solving, two critical psychological factors are at play:
self-efficacy and anxiety. Self-efficacy is one’s belief in one's ability to tackle

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tasks and reach goals. On the other hand, anxiety refers to that nervous feeling
or fear that messes up with thinking and performance. Understanding how these
two factors interplay in a learning environment is very important as they affect
academic performance. It affects the learning outcome how much they engage in
class and the learning experience.
Self-efficacy was first introduced into popular debate by Albert Bandura in
the 1970s, and he underlined an important position of self-belief in cognitive
development and behavioral change. It then demonstrates how, through
Bandura's contributions, one comes to understand self-belief leading to
individuals working to overcome challenges and thus to success. Paralleling this,
the area of anxiety, particularly performance anxiety, has precursors within early
psychological research.
Moreover, Cognitive Theory of Anxiety explains how anxiety impacts
thought processes and behavior. Decades later, this theory has been applied
widely to educational settings in the study of how students' beliefs and emotional
states impact learning and performance. According to Bandura's Self-Efficacy
Theory, learners with a high sense of self-efficacy are more likely to venture into
trying complex tasks, to show endurance when facing challenges, and to achieve
more than low self-confidence students. This theory has applied the concept to
extensive use in classrooms to understand the impact of the belief of a student in
his or her ability to perform computations on a learner's outcome.

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On the other hand, the Cognitive Theory of Anxiety explains how it
disrupts cognitive processes leading to impaired performance. Anxiety may
cause narrowing of attention, increased destructibility, and negative self-talk
which all can hinder performing complex computational tasks. The newest
research has centered on how self-efficacy and anxiety might correlate, mainly in
instructional contexts and computational problems. This research will be guided
by Bandura's Self-Efficacy Theory and the Cognitive Theory of Anxiety.
Bandura's theory will help understand beliefs in personal computational abilities
that influence engagement and performance. The Cognitive Theory of Anxiety
will provide insight into how anxiety comes about and impacts cognitive
functioning and, therefore, on the execution of tasks. It is important to understand
this interaction to provide venues for strategies to improve learning and
achievement.
The book Anxiety in Schools: The Causes, Consequences, and Solutions
for Academic Anxieties by J.C. Cassady (2010) presents the impact of anxiety on
student performance. It brings home the need to understand what anxiety is, its
causes, how it affects learning, and how to cope with it. Cassady gives an overall
view of how anxiety influences all aspects of the students' school life, especially
focusing on the self-efficacy role that contributes to either increasing or
decreasing anxiety. He elaborates cognitive and emotional factors in academic
anxiety, and how teachers can therefore create a climate that reduces stress and
instills confidence.
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According to the Republic Act No. 11036 also known as the Mental Health
Act. An act that promotes national mental health policy to effectively deliver
integrated mental health services, protecting the rights of every individual utilizing
the psycho-social health services. Appropriating enough funds and other
purposes, every individual is given the rights to obtain assistance for developing
their mental health.
According to Fenollar, Román, and Cuestas, 2007, self-efficacy and
anxiety are the foremost determinants of academic performance. Their
integrative framework along with the empirical analysis concluded that higher
self-efficacy is associated with better academic outcomes whereas a higher level
of anxiety is associated with poorer performance. The study gave much
importance to the simultaneous self-efficacy and anxiety reduction interventions
to optimize students' performance in computational disciplines.
According to the International Journal of STEM education “Mathematics
Anxiety among STEM and Social Sciences Students: The roles of Mathematics
self-efficacy, and deep and surface approach to learning” reveals interesting
insight into math anxiety, particularly in the context of computations. While STEM
and social sciences students experience similar level of anxiety towards
computations, STEM students tend to have higher confidence in their
computation ability. This suggest that the way STEM students approach learning,
often focusing on surface-level of understanding, might contribute more to their
anxiety when it comes to computations.

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The Original Research article “Mathematics and Statistics Anxiety. Shared
but Also Unshared Components and Antagonistic Contributions to Performance
in Statistics” suggest that anxiety particularly in the setting of computational task,
can have a complex impact on students’ performance. Excessive anxiety can
hinder their ability to solve problems effectively, a moderate level of anxiety act
as a motivator, encouraging them to put in more effort and strive for success.
According to Diana K. May's (2009) study on Mathematics Self-efficacy
and anxiety, she highlights the five dimensions, three related to self-efficacy
which is problem solving, conceptual understanding and performance, while two
related to anxiety namely; test and social. These five dimensions are interrelated,
the more the students low Self Efficacy usually leads to increased anxiety. May
underscores the importance of understanding these dimensions to come up with
effective intervention and give personalized assistance to the students. By further
development mindset and inscribing certain concerns, educators play a crucial
role for overcoming student anxiety on computation and embrace the sense of
strong self-efficacy towards computational courses.
The study of Ellen C. Ushers (2009) titled "Sources of Middle School
Students' Self-Efficacy in Mathematics" she disclosed that students do not solely
depend on their own experience somehow, they learn from vicarious way on
developing students’ self-efficacy. The study also reveals that the pedagogical
approach by educators can impact students the sense of mastery on
Mathematics Self Efficacy. Teachers may build a conducive environment that

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nourishes the students’ sense of competence on Mathematics and in all other
areas involving computations
According to the study by Binti Amiruddin, Binti Ahamd, and Binti Mamat
(2022) titled Exploring Students’ Self-efficacy and Anxiety Towards Mathematics
Problem-solving Open and Distance Learning found that self-efficacy in
Computations among stem Students from their belief that they can do well in
mathematics particularly in computations, while the factors of math anxiety come
from nervousness and discomfort. The implications of this extent factors of self-
efficacy and anxiety in computations significantly boost student motivation to
perform well in computational courses. However, anxiety in computations creates
barriers to effective learning impacting not only academic performance but also
students’ well-being and overall attitudes toward computation courses
Ultimately, the details above anchored the importance of understanding
the Self-efficacy and Anxiety on Computations and its factors and implications.
The previous theories and studies mentioned above further underscore the
importance of fostering self-efficacy while managing anxiety in computational
contexts, offering a foundation for strategies that improve learning experiences
and academic achievement in computation-intensive subjects.

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THE PROBLEM
Statement of the Problem
This study determines the students’ self-efficacy and anxiety in computation.
It also investigates the relationship between the students’ self-efficacy and
anxiety in computation.
It specifically seeks to answer the following questions:
1. What is the level of students’ self-efficacy in computation?
2. What is the level of students’ anxiety in computation?
3. What are the factors affecting students’ self-efficacy in computation?
4. What are the factors affecting students’ anxiety in computations?
5. Is there a significant relationship between student self-efficacy in
computation and anxiety in computation?
6. What are the implications of the students’ self-efficacy and anxiety in
computation in their learning process?
Hypothesis
1. There is a significant relationship between self-efficacy on computations and
anxiety on computations.
Significance of the Study
This study about Self-Efficacy and Anxiety in Computations: Factors and
Implications will intend to benefit the many people. The students will benefit from
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this study, as this study could give awareness that could empower them to adapt
strategies to manage their anxiety and improve their self-efficacy in
computational tasks. Teachers will also benefit from this study, as this study will
allow them to develop strategies that will address the factors contributing to
students’ self-efficacy and anxiety. It is beneficial also for the school
administrators, as this study could guide them to creating a supportive
environment that prioritize both academic excellence and student well-being.
Lastly, it is significant for future researchers, as this study can be utilized as their
reference for further investigation into the factors affecting learning in
computational subjects.
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RESEARCH METHODOLOGY
Design
The researchers will use mixed methods specifically explanatory-
sequential design applying both quantitative and qualitative means to determine
students’ self-efficacy and anxiety on computations alongside their factors and
implications. The quantitative data will be obtained through a survey
questionnaire to the participants while qualitative data will be gathered through
interview questions. The qualitative data measure will intend to validate the
participants’ response in the given survey questionnaire.
Environment
This study will be conducted in Mater Dei College. It is an institutional and
Catholic school that administers students' love of God, respect for the law,
commitment to moral excellence and advocating for the home of excellence. This
study will be specifically conducted in the tertiary level namely: College of
Education, College of Nursing, College of Criminal Justice, College of Arts,
Sciences, and Technology, College of Accountancy, Business and Management-
Hospitality Department, College of Accountancy, Business and Management-
Business Department.
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Participants
The participants of this study are college students who are enrolled in
computational courses. The participants will be selected through stratified
random sampling technique and researchers used Slovin formula to determine
the exact sizes of the participants needed for the study from all six college
departments, where 17 participants from College of Education, 37 participants
from College of Nursing, 39 participants from College of Criminal Justice, 18
participants from College of Arts, Science, and Technology, and 32 participants
from College of Accountancy and Business Management-Hospitality, College of
Accountancy and Business Management- Business). Thus, there would be 190
participants as the target size.
Instruments
The instruments that the researchers will use in collecting necessary data
for the study is an adapted survey questionnaire and interview questions. The
survey questionnaire is adapted from University of Michigan 2004 Mathematics
Self-Efficacy and Anxiety by Diana K. May for measuring students Self-Efficacy
and Anxiety and exploring its factors and implications.
The first section of the questionnaire will focus on the students’ self-
efficacy on computations, and the second section will focus on the students’
anxiety on computations based on the standardized questionnaire by Diana K.
May. Moreover, the researchers will provide interview question to inquire on the
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factors affecting students’ self-efficacy and anxiety and its implications towards
their learning process.
VALUE OF INTERPRETATION
A. For the survey questionnaire on students Self-Efficacy and Anxiety on
computations
Response Interval Interpretation

Always 3.6-4.00 Very High
Often 2.5-3.25 High
Sometimes 1.76-2.5 Low
Never 1.0-1.75 Very Low
Procedures
Gathering of Data
The researcher will secure a transmittal letter and will send it to the Vice-
President for Academics and to the Department Heads to ask permission for
conducting studies within the campus. After asking for authorization, the
researchers will distribute the informed consent form to the participants of the
study with scheduled time, the participants will be briefed regarding the goals of
the research. When consent is granted by the students with their signature, the
researchers will send a questionnaire via google forms or printed copies of the
questionnaire.
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Before the data is being collected, the researches will ensure that all the
information gathered from the participants of this study are secured and kept
confidentially and that their privacy will be respected. The researchers will ensure
to follow the ethical consideration and it will be prioritized during the conduct of
the study. The availability of the participants will be highly considered during the
data collection. If there will be clarification of the questionnaire by the
participants, questions are entertained right away. After answering the
questionnaire by the participants, papers will be collected and compiled,
researchers will recount the questionnaire to ensure that the questionnaire were
complete.
Interview will be conducted to explore the participants’ experiences and
further discussion on their personal factors affecting their self-efficacy and
anxiety on computations and its implication on their learning process.
Statistical Treatment
The statistical tools to utilize are weighted mean and regression analysis.
The weighted mean is used to calculate the students’ self-efficacy and anxiety on
computations. The regression analysis is used to determine the relationship
between students’ self-efficacy on computations and anxiety on computations
Furthermore, the qualitative data that will be collected from the interview
questions with the participants will be coded and used to validate the quantitative
results.
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DEFINITION OF TERMS
Anxiety. a state of emotional distress characterized by feelings of worry or
unease of an individual engaging in computational tasks.
Anxiety in Computation. refers to the level of stress students experience
in performing computational tasks.
Computation. is an act of calculating an answer or amount.
Factors refers to the variables contributing to the levels of student’s self-
efficacy and anxiety on computational tasks.
Implications refers to the results of factors affecting students’ self-efficacy
and anxiety towards the learning process of the students.
Self-efficacy refers to an individual’s belief in their capability to perform
and complete computational tasks.
Self-efficacy in Computation refers to students’ confidence and belief in
oneself in performing computational tasks.

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References
Cassady, J. C. (2010). Anxiety in Schools: The Causes, Consequences, and

Solutions for Academic Anxieties. Volume 2 of Educational Psychology-
Peter Lang Publishing Group, ISSN 1943-8109
Cates, G.L., Rhymer, K.N. Examining the Relationship Between Mathematics

Anxiety and Mathematics Performance: An Instructional Hierarchy
Perspective. Journal of Behavioral Education 12, 23–34 (2003).
https://doi.org/10.1023/A:1022318321416
Diana K. May.2009.Mathematics Self-Efficacy and Anxiety Questionnaire
Fenollar, P., Román, S., & Cuestas, P. J. (2007). University students' academic
performance: An integrative conceptual framework and empirical analysis.
British Journal of Educational Psychology, 77(4), 873–891
Lopez-Garrido, G. (2023). Bandura’s Self-Efficacy Theory of Motivation in

Psychology.SimplyPsychology.https://www.simplypsychology.org/selfeffic
acy.htm
Paechter, M., Macher, D., Martskvishvili, K., Wimmer, S., & Papousek, I. (2017).
Mathematics Anxiety and Statistics anxiety. shared but also unshared
components and antagonistic contributions to performance in statistics.
Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01196
Rozgonjuk, D., Kraav, T., Mikkor, K., Orav-Puurand, K., & Täht, K. (2020).
Mathematics anxiety among STEM and social sciences students: the roles
of mathematics self-efficacy, and deep and surface approach to learning.
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International Journal of STEM Education, 7(1).

https://doi.org/10.1186/s40594-020-00246-z
Themes, U. (2016, September 4). COGNITIVE THEORY AND MODELS OF

ANXIETY: AN INTRODUCTION. Musculoskeletal Key.
https://musculoskeletalkey.com/cognitive-theory-and-models-of-anxiety-
an-introduction/
Usher, E. L. (2009). Sources of Middle School Students’ Self-Efficacy in

Mathematics: A Qualitative Investigation. American Educational Research
Journal, 46(1), 275–314. http://www.jstor.org/stable/27667179
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Appendix A
Letters and Informed
Content Document
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Appendix A1
Mater Dei College

Tubigon, Bohol
November _, 2024
MARIA NYMPA S. RESERVA PhD

VP for Academic Affairs
Mater Dei College
Dr. Reserva:
Greetings!
We are presently working on our research study with the title “SELF-
EFFICACY AND ANXIETY IN COMPUTATION: FACTORS AND
IMPLICATIONS.” The purpose of this research is to determine the self-efficacy
and anxiety on computation and implications their learning process. In this
connection, we would like to ask for permission from your office to conduct the
pilot test and actual study among the college students in your school.
Your favorable consideration and approval for this request are very
much appreciated.
Thank you very much!
Sincerely yours,
KARL CHRISTIAN CLET ROSARIO M. LANZON

Researcher Researcher
KATHYLEEN T. PAREDES STIFFANY L. SALADORES

Noted:
DE MARVY B. AGAS MAELT
Research Instructor
Approved:
MARIA NYMPA S. RESERVA PhD

VP for Academic Affairs
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November _, 2024
ROSARIO B. POLIGRATES MAN, RN

Dean, College of Nursing
Mater Dei College
Mrs. Poligrates:
Greetings!
and anxiety on computation and implications their learning process . In this
much appreciated.
Sincerely yours,


Noted:
Research Instructor
Approved:
ROSARIO B. POLIGRATES
Dean, College of Nursing
21
November _, 2024
AVELINO M. LOFRANCO MSCJ

Dean, College of Criminal Justice
Mater Dei College
Mr. Avelino:
Greetings!
much appreciated.
Sincerely yours,


Noted:
Research Instructor
Approved:
AVELINO M. LOFRANCO MSCJ

Dean, College of Criminal Justice
22
November _, 2024
MRS. SHEILA A. MONTE DE RAMOS

Head, CABM-Hospitality
Mater Dei College
Mrs. Monte de Ramos:
Greetings!
and anxiety on computation and implications their learning process . In this
much appreciated.
Sincerely yours,


Noted:
Research Instructor
Approved:
SHEILA A. MONTE DE RAMOS

Head, CABM-Hospitality
23
November _, 2024

Dean, College of Education
Mater Dei College
Mrs. Agas:
Greetings!
much appreciated.
Sincerely yours,


Noted:
Research Instructor
Approved:

Dean, College of Education
24
November _, 2024
MA. ANGELICA B. CALUNSAG MSA,CPA

Dean, CABM-Business
Mater Dei College
Mrs. Calunsag:
Greetings!
much appreciated.
Sincerely yours,


Noted:
Research Instructor
Approved:
MA. ANGELICA B. CALUNSAG MSA, CPA

Dean, CABM-Business
25
November _, 2024
JOSEFINA J. PANGAN MABM

Dean, College of Arts, Sciences, and Technology
Mater Dei College
Mrs. Pangan:
Greetings!
much appreciated.
Sincerely yours,


Noted:
Research Instructor
Approved:
JOSEFINA J. PANGAN
Dean, College of Arts, Sciences, and Technology
26
Appendix A2
Mater Dei College

Tubigon, Bohol
Letter to Participants
Dear Sir/ Madam,
Good day!
We are presently working on our research study with the title SELF-
IMPLICATIONS. In this connection, we would like to invite you as one of our
research participants to take part in the study. The purpose of this research is to
determine the level of self-efficacy and anxiety on computation and to also know
if there is a significant relationship between the students’ self-efficacy and
students’ anxiety in computation.
This study involves absolutely NO risks in terms of physical, non-physical
risks such as social, psychological, or economic harm; criminal or civil liability; or
damage to financial standing, employability, or reputation. Your participation in
this study is voluntary. It will only take you 15 minutes to respond. You have the
right not to participate at all, or to withdraw from this study at any time.
Rest assured that we will protect your responses from unauthorized
disclosure and treat your responses with utmost confidentiality and anonymity.
Your favorable response is highly appreciated.
Thank you very much.
Sincerely yours,


27
Appendix A3
Mater Dei College

Tubigon, Bohol
INFORMED CONSENT
I understand that I was selected to participate in this study, and I am
giving my consent by signing this document to be a participant in this research
that will be conducted by Karl Christian Clet [09464568190], Rosario M. Lanzon
[09627995247], Kathyleen T. Paredes [09602017620], and Stiffany L. Saladores
[09651467191], students of the College of Education of Mater Dei College. I
understand that the research with the title Self-Efficacy and Anxiety in
Computation: Factors and Implications will be done in partial fulfillment of the
requirements of the course in Research 101- Introduction to Educational
Research of the Bachelor of Secondary Education Program.
I understand that the gathering of data shall be conducted through
questionnaires that will be distributed face-to-face. It will be made to respond to
the questions, and it will only take 15-20 minutes to participate in this study with
provision for a follow-up when needed, so I understand that the researchers may
contact me for more information in the future.
I have been informed that participation in this research undertaking is
entirely voluntary, and after I sign this Informed Consent Form, I am still free to
withdraw at any time and without giving a reason. I can refuse to answer any
specific question. I have been told that my answers to the questions will form part
of the summarized information in the bachelor’s research. Withdrawing from this
study will not affect the relationship I have, if any, with the researcher(s). If I
withdraw from this study before data collection is completed, my data will be
destroyed.
I am informed that participating in this study will benefit me in enriching
my awareness to manage anxiety and improve self-efficacy in computational
tasks. I understand that the results of this research will be given to me if I ask for
them and that Karl Christian Clet is the person to contact if I have any questions
about the study or my rights as a study participant.
I understand that my responses to this research will be anonymous.
Every effort will be made by the researcher(s) to preserve my confidentiality by
keeping the data secured through the use of the password-protected file in
adherence to the Data Privacy Act of 2012.
Lastly, I am informed that this study was approved by the Research
Ethics Committee of Mater Dei College. If I have any questions at any time about
this study or if I experience any risk as a result of my participation, I may contact
the researcher(s). If I have any questions regarding my rights as a research
participant or if problems arise that I do not feel I can discuss with the researcher,
I can contact the Director of the Research Ethics Office during office hours
through the telephone number (038)5088106.
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Appendix B
Research Instruments
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SURVEY QUESTIONNAIRE
SELF-EFFICACY AND ANXIETY IN COMPUTATION: FACTORS AND

IMPLICATIONS
This questionnaire will determine the level of Self-Efficacy and Anxiety in
Computation. Direction: Please read each statement carefully and don’t leave
any items unanswered. Check (✓) the box that corresponds to your answer.
Refer to the legend below.
Legend:
4- Always 2-Sometimes
3- Often 1- Never
I. Computation Self-Efficacy
Indicators Always Often Sometimes Never
(4) (3) (2) (1)
I feel confident enough to ask
questions in my computation class.
I believe I can do well on a
computation test.
I believe I can complete all of the
assignment in a computation course.
I believe that I am the kind of person
who is good at computation.
I believe I will be able to use
computation in my future career when
needed.
I believe I can understand the content
in a computation course.
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I believe I can get high grades when I

am in computation course.
I believe I can learn well in a
computation course.
I feel confident when taking a
computation test.
I believe I am the type of person who
can do computation.
I feel that I well be able to do well in
future computation course.
I believe I can do the computation in a
computation course.
I believe I can think like a
mathematician to perform
computations.
I feel confident when using
computations outside of school.
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II. Computation Anxiety

Indicators Always Often Sometimes Never
(4) (3) (2) (1)
I get tensed when I prepare for
computation test.
I get nervous when I have to use
computation outside of school.
I worry that I will not be able to use
computation in my future career when
needed.
I worry that I will not be able to get
good grade in my computation class.
I worry that I will not be able to do well
on my computation.
I feel stressed when listening to
computation instructors in class.
I get nervous when asking question in
class.
Working on computation homework is
stressful for me.
I worry that I do not know enough
computation to do well in future
computation course.
I worry that I will not be able to
complete an assignment in a
computation course.
I worry I will not be able to understand
the computation.
32
I worry that I will not be able to get high

grade in my computations course
I get nervous when taking a
computation test
I am afraid to give an incorrect answer
during my computation class
Interview Questions:
1. What are the most significant factors affecting your self-efficacy in
computations?
2. Can you describe a specific instance where this extent factor greatly affect
your self-efficacy in computations?
3. What are the most significant factors affecting your anxiety in computations?
4. Can you describe a specific instance where this extent factor greatly affect
your anxiety in computations?
5. What are the implications of this extent factors to your learning process?
33
CURRICULUM VITAE
34
PERSONAL INFORMATION
Name : Karl Christian Clet
Contact No : 09464568190
Address : Dao District Tagbilaran City,
Bohol
Date of Birth : September 25, 2000
Email Address: karlchristiancletty@gmail.com
EDUCATION BACKGROUND
Elementary Paaralang Elementarya ng Doljo
Doljo, Panglao, Bohol
2014-2015
Secondary
Junior High School San Isidro National High School
San Isidro District Tagbilaran City, Bohol
2018-2019
Senior High School San Isidro National High School
San Isidro District Tagbilaran City, Bohol
2020-2021
35
Name : Rosario M. Lanzon
Contact No : 09627995247
Address : Sto. Rosario, Antequera, Bohol
Date of Birth : October 03, 2003
Email Address: rosariolanzon@gmail.com
Elementary Sto. Rosario Elementary School
Sto. Rosario, Antequera, Bohol
2015-2016
Secondary
Junior High School Busao National High School
Busao, Maribojoc, Bohol
2019-2020
Senior High School Busao National High School
Busao, Maribojoc, Bohol
2021-2022
36
Name : Kathyleen T. Paredes
Contact No : 09602017620
Address : Dagnawan, Inabanga, Bohol
Date of Birth : July 30, 2004
Email Address:
kathyleentorreonparedes@gmail.com
Elementary Dagnawan Elementary School
Dagnawan, Inabanga, Bohol
2015-2016
Secondary
Junior High School Dagnawan Inabanga High School
Dagnawan, Inabanga, Bohol
2019-2020
Senior High School Bohol College of Science and Technology

Main Campus
Sagbayan Sur, Sagbayan, Bohol
2021-2022
37
Name : Stiffany L. Saladores
Contact No : 09651467191
Address : Cantomocad, Loon, Bohol
Date of Birth : January 24, 1991
Email Address: stiffanysaladores5@gmail.com
Elementary Pondol Elementary School
Pondol, Loon, Bohol
2003-2004
Secondary
Junior High School Saint Teresa Academy
Catagbacan, Loon, Bohol
2007-2008

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i

SELF-EFFICACY AND ANXIETY IN COMPUTATIONS: FACTORS AND

Presented to the Faculty of the

Mater Die College

for the Course

Introduction to Educational Research

Karl Christian Clet

The researchers express their deepest gratitude to the following people

TITLE PAGE ………………………………………………….. i

TABLE OF CONTENTS …………………………………………………… iii

THE PROBLEM AND ITS SCOPE ………………………………. 1

Rationale of the Study …………………………………….. 1

Theoretical Background ……………………………………. 3

Statement of the Problem…………………………………. 9

Significance of the Study…………………………………... 9

DEFINITION OF TERMS ………………………………………… 15

A1- Transmittal Letter …………………………………… 19

A2- Letter to Participants ……………………………….. 26

A3- Informed Consent ………………………………….. 27

B- Research Instruments ………………………………. 28

CURRICULUM VITAE …………………………………………. 33

THE PROBLEM AND ITS SCOPE

Anxiety to computations remains to be a perennial experience of the

students. Many students struggle in answering mathematical problems that

could disrupt their concentration, leading to a number of consequences, putting

overwhelmed by the pressure of computations. The idea of being judged when

computations because it hinders their learning and performance. This common

dilemma significantly results in profound impact in the different areas of the

students’ academic journey.

students’ anxiety on computations.

In the assessment of (PISA, 2012) high level of mathematics anxiety

particularly on computations among students across OECD countries. The

constantly struggling about computation classes. In the United States, it is

estimated that 93% of adults encountering high level of anxiety on computation

experience of high level of anxiety to computation. Students in 34 out of 37

feeling of distress with regard to the level of difficulty of their computational

courses (OCED, 2013).

Moreover, self-efficacy on computations refers to the abilities to calculate

basic and complex computational problem accurately, specifically in

mathematics, and others subjects that involve computations. It is regarded as an

on computations is a belief that determines how much effort, persistence, and

self-efficacy the more the students are encouraged to perform computational

Self-efficacy on computation exert influence on students’ preferences of task on

and the amount of discipline in predicament situation (Zakariya et al., 2019).

Furthermore, there are many factors affecting student’s self-efficacy and

existing personal factors affecting students’ self-efficacy and anxiety on

computation. It is very important to explore the different factors affecting self-

As pre-service teachers majoring in mathematics which generally centers

on computations, the researchers are prompted to investigate the common

study serves as an instrument in formulating design, approaches, or assessment

and guidance in catering to students’ need to manage and overcome their

anxiety on computations. This also serves as a guide to know the factors

The present study is established primarily on the theory of Self-Efficacy by

Albert Bandura. Regarding education, particularly subjects involving plenty of

calculations and problem-solving, two critical psychological factors are at play:

self-efficacy and anxiety. Self-efficacy is one’s belief in one's ability to tackle

two factors interplay in a learning environment is very important as they affect

class and the learning experience.

Self-efficacy was first introduced into popular debate by Albert Bandura in

the 1970s, and he underlined an important position of self-belief in cognitive