Abstract
In pursuing engineering education, the acquisition of mathematical ability is pivotal. Nevertheless, diverse mathematical perceptions among Filipino engineering students present challenges. Anchored in Bandura’s (1986) Social Cognitive Theory, endeavors to elucidate this challenge, leading to the proposal of a cognitive learning model. Utilizing Principal Axis Factoring (PAF) in Exploratory Factor Analysis (EFA), four salient factors emerged: Mathematical Engagement, Mathematical Anxiety, Mathematical Self-Efficacy, and Mathematical Persistence. These influence engineering students' mathematical perceptions, fostering their cognitive growth and leading them to succeed in the Engineering program. These factors, underpinned by established theories, exhibited acceptable reliability, explained approximately 62.5% of the students’ mathematical perceptions. A bootstrapped linear regression highlighted key relationships, especially between Mathematical Self-Efficacy, Mathematical Persistence, and Mathematical Engagement. These empirical validations suggest an interrelation among these constructs. Consequently, the Mathematics Mastery Model (M³) is introduced as a cognitive learning framework, elucidating the dynamics of the engineering students’ anxiety, self-efficacy, persistence, and engagement in Mathematics. The M³ offers structured insights for engineering educators, to improve mathematical learning experiences among Filipino engineering students. Yet, the full efficacy and generalizability of the M³ remain open for future validation to cement its role in delineating Mathematics mastery among engineering students.
Author Information
Ronalyn Langam, St. Michael's College of Iligan City, Philippines
Aniceto Naval, St. Michael's College of Iligan City, Philippines
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