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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Emerson D. Peteros
Cebu Technological University-Main Campus
Humanities Education Library & Information Science Social Sciences Other

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Exploring the mediating role of mathematics self-efficacy in students’ perceptions and achievement in mathematics John V. de Vera; Jehan Marie T. Aytona; Beverly U. Mamogay; Rogard A. Bardinas; Shella Mary N. Canaricio; Emerson D. Peteros
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.36015

Abstract

This study examined the mediating effect of mathematics self-efficacy (MSE) on the relationship between students’ perception of mathematics (SPM) and mathematics achievement (MA) among 544 Grade 9 students from selected public high schools in Mandaue City, Philippines, using a descriptive correlational research design. Participants were selected through simple random sampling. Data were collected using adopted survey questionnaires to measure SPM and MSE, while MA was obtained from first-quarter grades. The data collected were treated using frequency count, percentage, weighted mean (WM), standard deviation (SD), Pearson’s r, and multiple regression. Results indicated that students demonstrated neutral SPM, moderate MSE, and satisfactory MA. Moreover, there was a significant moderate positive relationship between SPM and MSE (r=0.627, p<0.001), while negligible positive correlations were observed between SPM and MA (r=0.216, p<0.001) and between MSE and MA (r=0.205, p<0.001). Furthermore, results also revealed that MSE partially mediated the relationship between SPM and MA, accounting for 33.4% of the total effect (indirect effect β=0.597, p=0.037). These findings suggest that teachers and school administrators should integrate self-efficacy building strategies including supportive feedback, engaging, and inclusive learning environments that enhance students’ perception and achievement in mathematics.
Bridging resilience and mathematics success: the mediating role of teacher emotional support Irene O. Mamites; Jhamm M. Olila; Wendy Q. Aliviano; Gley S. Arañas; Quenie R. Abesia; Emerson D. Peteros
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 1: February 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i1.35455

Abstract

This study investigated the mediating role of teacher emotional support (TES) in the relationship between academic resilience (AR) and mathematics performance (MP) among 563 randomly selected Grade 7 students from public secondary schools in Mandaue City, Cebu, Philippines. Employing a descriptive correlational design, data were collected through an adopted questionnaire—academic resilience scale (ARS-30), emotional support scale, and the students’ first quarter mathematics grade. The data collected were analyzed using frequency, percentage, weighted mean (WM), standard deviation (SD), Pearson r, and multiple regression analysis. Findings indicated high AR, very high TES, and satisfactory MP. Mediation analysis revealed that TES partially mediates the positive association between AR and MP. This analysis offers valuable guidance for educators, researchers, and policymakers in creating supportive learning environments that build AR and enhance TES, leading to better MP.
Unpacking self-regulation’s buffering effect on academic procrastination and mathematics performance Veronica O. Calasang; Ernesto P. Atwel Jr.; Luiza T. Bonganciso; Jane S. Cabañog; Yachane P. Lara; Emerson D. Peteros
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.24659

Abstract

This research assessed the moderating role of self-regulation in the relationship between academic procrastination and mathematics performance among grade 10 students at Lapu-Lapu City, Cebu, Philippines. Using a descriptive correlational design, data were collected from 862 students through multidimensional academic procrastination scale (MAPS-15), self-regulation formative questionnaire, and first-quarter grades in mathematics. Treatment of data includes descriptive measures, Pearson’s r, and multiple regression analysis. The results revealed moderate academic procrastination levels, high levels of self-regulation, and very satisfactory math performance. Academic procrastination was significantly and negatively correlated with mathematics achievement, while self-regulation buffered its adverse effects Hence, these results underscore the need for interventions that foster self-regulation and reduce academic procrastination through structured workshops, teacher support, and institutional programs to enhance students’ mathematics performance and engagement.
Co-Authors Beverly U. Mamogay Ernesto P. Atwel Jr. Gley S. Arañas Irene O. Mamites Jane S. Cabañog Jehan Marie T. Aytona Jhamm M. Olila John V. de Vera Luiza T. Bonganciso Quenie R. Abesia Rogard A. Bardinas Shella Mary N. Canaricio Veronica O. Calasang Wendy Q. Aliviano Yachane P. Lara