PRESERVICE TEACHERS’ SELF-CONCEPT, SELF-EFFICACY, AND ATTITUDE: ITS IMPLICATIONS TO MATHEMATICS ACHIEVEMENT

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DOI:

https://doi.org/10.55687/ste.v1i1.22

Keywords:

attitude, innate characteristics, mathematics achievement, preservice teachers, self-concept, self-efficacy

Abstract

This correlational study investigated the relationship between preservice teachers’ math self-concept, self-efficacy, and attitude with their math achievement. Participants were chosen using stratified random sampling from BEEd and BSEd mathematics majors (n = 117). From the findings, preservice teachers had moderate to high math self-concept, self-efficacy, and attitude. These variables were statistically correlated with each other and with math achievement. The inclusion of training programs for developing the preservice teachers’ math self-concept, self-efficacy, and attitude, as well as designing curricula that engage and encourage them to do mathematics and problem-solving, must be considered among teacher education institutions.

Author Biography

Jupeth Pentang, Western Philippines University

JUPETH TORIANO PENTANG is a faculty member at Western Philippines University. He handles undergraduate courses in mathematics education and social sciences. In addition, he provided technical services as a project leader, training coordinator, and resource speaker in various extension activities, as well as a peer reviewer in international journals. Further, he has several research publications (three papers indexed in Scopus and one on the Web of Science).
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Published

2022-11-20 — Updated on 2023-08-03

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How to Cite

Pentang, J., Chua, C. C., Mancera, A., Solis, Y. J., & Bautista, R. (2023). PRESERVICE TEACHERS’ SELF-CONCEPT, SELF-EFFICACY, AND ATTITUDE: ITS IMPLICATIONS TO MATHEMATICS ACHIEVEMENT. Studies in Technology and Education, 1(1), 1–13. https://doi.org/10.55687/ste.v1i1.22 (Original work published November 20, 2022)

Issue

Vol. 1 No. 1 (2022): Studies in Technology and Education (STE)

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