College Entrance Exam Scores and Mathematics Self-Efficacy of Prospective High School Teachers in The University of Southern Mindanao, Philippines: A Correlational Study

  • Paul John B. Ongcoy University of Southern Mindanao
  • Ashley Coleen Ortiz University of Southern Mindanao
  • Diana Rose Jasmin University of Southern Mindanao
  • Jennifer Marcelino University of Southern Mindanao
  • Jericho Sarad University of Southern Mindanao
  • Justine Nova Tayabas University of Southern Mindanao
  • Mary Joy G. Alcomendras University of Southern Mindanao
  • Mylene Kaup University of Southern Mindanao
  • Trisha May Buenaflor University of Southern Mindanao
Keywords: Academic Performance, College Entrance Exam, Mathematics Self-Efficacy

Abstract

Purpose of the study: With mathematics self-efficacy and entrance exam scores being predictors of academic performance, the researchers of this study examined the relationship between these two predictors.

Methodology: The instrument used for this study is the Mathematics Self-Efficacy Survey to measure the first-year prospective high school teachers’ mathematics self-efficacy. After the data were obtained, they were analyzed through the Spearman’s rank correlation coefficient to find the relationship between the two variables.

Main Findings: The researchers of this study concluded that the level of mathematics self-efficacy of first-year prospective high school teachers differs, indicating that there are some areas of improvement in terms of their confidence in performing everyday math tasks, solving problems, and dealing with mathematics courses. Moreover, it is also concluded that the college entrance exam scores of prospective high school teachers do not have a significant relationship with mathematics self-efficacy.

Novelty/Originality of this study: Despite the evidence that points to the predictive validity of entrance exam scores and mathematics self-efficacy on academic performance, there are limited studies concerned about the relationship between these two predictors, particularly in the context of USM students. Hence, the researchers of this study aim to delve into the possible relationship between college entrance examination scores and mathematics self-efficacy.

Author Biographies

Paul John B. Ongcoy, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Ashley Coleen Ortiz, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Diana Rose Jasmin, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Jennifer Marcelino, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Jericho Sarad, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Justine Nova Tayabas, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Mary Joy G. Alcomendras, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Mylene Kaup, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

Trisha May Buenaflor, University of Southern Mindanao

College of Education, University of Southern Mindanao, Poblacion, Kabacan, Philippines

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Published
2025-04-30
How to Cite
[1]
P. J. B. Ongcoy, “College Entrance Exam Scores and Mathematics Self-Efficacy of Prospective High School Teachers in The University of Southern Mindanao, Philippines: A Correlational Study”, Ind. Jou. Edu. Rsc, vol. 6, no. 2, pp. 227-233, Apr. 2025.
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Articles