Self-Efficacy and Mathematics Learning Experience Using 5Es Model among Pre-service Teachers

Jenny Rose S.  Aguila; Nora V.  Marasigan

doi:10.57260/csdj.2024.268513

Authors

Jenny Rose S. Aguila College of Teacher Education, Batangas State University, The National Engineering University, JPLPC Malvar, Malvar, Batangas, Philippiness
Nora V. Marasigan College of Teacher Education, Batangas State University, The National Engineering University, JPLPC Malvar, Malvar, Batangas, Philippines

DOI:

https://doi.org/10.57260/csdj.2024.268513

Keywords:

Self-efficacy, Mathematics, Learning experience, Higher education

Abstract

This study employs a descriptive-correlational design, using both qualitative and quantitative approaches, to investigate the self-efficacy levels of pre-service mathematics teachers in relation to their exposure to the 5Es instructional phases. Data was gathered from 106 pre-service mathematics teachers at Batangas State University Campuses during the academic year 2020-2021 using a researcher-made questionnaire and focus group discussions. Mean, Standard deviation, Pearson r, and Thematic Analysis were used to analyze the data. The results reveal a strong correlation between pre-service teachers' self-efficacy in mathematics and their exposure to the 5Es instructional phases. Additionally, it suggests the potential effectiveness of a researcher-made mathematics learning guide in enhancing students' self-efficacy in mathematics. This research underscores the importance of diverse learning strategies for mastering mathematical concepts, encourages instructors to innovate and adapt their instructional practices based on the 5Es model to enhance students' self-efficacy in mathematics, and calls for future research to explore additional factors that influence students' self-efficacy when exposed to 5Es instructional phases.

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