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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Education Research (IJoER)
Ongcoy, Paul John B.
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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College Entrance Exam Scores and Mathematics Self-Efficacy of Prospective High School Teachers in The University of Southern Mindanao, Philippines: A Correlational Study Ongcoy, Paul John B.; Ortiz, Ashley Coleen; Jasmin, Diana Rose; Marcelino, Jennifer; Sarad, Jericho; Tayabas, Justine Nova; Alcomendras, Mary Joy G.; Kaup, Mylene; Buenaflor, Trisha May
Indonesian Journal of Education Research (IJoER) Vol. 6 No. 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v6i2.1500

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.
The role of academic procrastination in the occurrence of depression, anxiety, and stress among college students Dollente, Lawrence Anthony U.; Aton, Armand G.; Esto, Jomar B.; Ortiz, Ashley Coleen S.; Castilla, Mary Jane B.; Estilloso, Eimer M.; Batapa, Girlie D.; Tagare, Jr., Ruben L.; Nadela, Lara Ivanah C.; Ongcoy, Paul John B.; Tulud, Donnie M.; Bat-og, Vibekehh N. D.; Neri, Altair V.; Martin, Maybell S.; Sumayo, Gideon S.
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.v15i2.34968

Abstract

Despite growing attention to academic procrastination and student mental health, few studies have examined how procrastination is linked specifically to depression, anxiety, and stress (DAS) among college students in the Southern Philippines—an underrepresented context in the literature. Anchored in the cognitive-behavioral theory, which posits that maladaptive behaviors like procrastination can reinforce negative emotional states, this study investigates the relationship between academic procrastination and psychological distress. Using a quantitative descriptive-correlational design, data were gathered from 796 college students selected through simple random sampling. Instruments included the academic procrastination scale and the DASS-21, both with strong reliability indices. Descriptive statistics were used to identify the severity levels of procrastination and mental health symptoms, while Pearson’s correlation coefficient examined their relationships. Most of students demonstrated moderate levels of academic procrastination. Notably, while depression was significantly correlated with procrastination, anxiety and stress showed no significant association. This suggests that procrastination may particularly intensify depressive tendencies, such as low motivation and self-worth, rather than general stress or anxiety. The high prevalence of extremely severe anxiety and moderate to severe stress signals broader psychosocial challenges among students that may not be directly linked to procrastination but still demand attention. These findings contribute to the academic discourse by contextualizing mental health and behavioral patterns in a regional student population. The study has practical implications for curriculum planners, mental health professionals, and institutional policymakers, particularly in designing support systems that address the psychological and behavioral needs of students within culturally specific frameworks.
Co-Authors Alcomendras, Mary Joy G. Aton, Armand G. Bat-og, Vibekehh N. D. Batapa, Girlie D. Buenaflor, Trisha May Castilla, Mary Jane B. Dollente, Lawrence Anthony U. Estilloso, Eimer M. Esto, Jomar B. Jasmin, Diana Rose Kaup, Mylene Marcelino, Jennifer Martin, Maybell S. Nadela, Lara Ivanah C. Neri, Altair V. Ortiz, Ashley Coleen Ortiz, Ashley Coleen S. Sarad, Jericho Sumayo, Gideon S. Tagare, Jr., Ruben L. Tayabas, Justine Nova Tulud, Donnie M.