https://hdl.handle.net/20.500.14353/97 Sat, 09 May 2026 09:21:35 GMT 2026-05-09T09:21:35Z https://hdl.handle.net/20.500.14353/262 Creativity, self-efficacy, anxiety, and problem-solving performance of the potential mathematically gifted Camarista, Genesis G. This descriptive research is grounded on the objectivist epistemology and informed by positivism. It used Path Analysis to examine the predictive and mediational role that creativity, self-efficacy, and anxiety play in the mathematical problemsolving performance of potential mathematically gifted Grade Six pupils from selected elementary schools in Iloilo. The eighty-three participants were given the Kuhlmann-Anderson Test to determine their cognitive ability. The results of the test were also used as the basis for their classification into High Potential Mathematically Gifted (HPMG) and Low Potential Mathematically Gifted (LPMG). Based on the results, 40 pupils were classified as HPMG while 43 as LPMG. The instruments used to gather data were the Mathematics Anxiety Rating Scale (MARS), Mathematical Creativity Test (MCT), Mathematics Self-Efficacy Rating Scale (MSRS), Mathematical Problem-Solving Test (MPS), and Parental Support Rating Scale (PSRS). Means, standard deviations, and percentages were used for descriptive data analyses and the Pearson’s Product-Moment Correlation, Multivariate Analysis of Variance (MANOVA), Multiple Linear Regression, and Path Analysis (PA) for inferential data analyses, all set at .05 level of significance. Results showed that as a whole group, the participants reported a moderately high cognitive ability and self-efficacy, low anxiety; and average creativity and problem-solving performance. MANOVA revealed a statistically significant multivariate effect between the high and low potential mathematically gifted groups on the combined dependent variables. In the final path model, cognitive ability significantly influenced all endogenous variables; parental support predicted self-efficacy and anxiety; self-efficacy predicted anxiety and creativity; and creativity predicted problem-solving performance. The total effect of cognitive ability, sex, and parental support on problem-solving performance suggests that part of their influence was mediated by pupils’ self-efficacy perceptions, anxiety, and creativity. Self-efficacy, anxiety, and creativity, on the other hand, mediated the effect of cognitive ability and parental support as their respective total effects on problem-solving performance were much stronger than their direct effects. It is inferred, then, that a potential mathematically gifted pupils’ innate ability, if coupled with high sense of mathematics efficacy, and ability to produce many ideas, to generate varied approaches observed in a solution, and to come up with novel and unique ideas will make them a successful problem solver. Tue, 01 Dec 2015 00:00:00 GMT https://hdl.handle.net/20.500.14353/262 2015-12-01T00:00:00Z https://hdl.handle.net/20.500.14353/267 Science readiness of college freshmen: Implications to inquiry-based science instruction Morano, Lourdes N.; Nepomuceno, Cherry T. College readiness provides foundation of knowledge and skills to allow future workers to adapt to the changing requirements of the Information and Communication Technology (ICT)-driven workplace. Science literacy has become a necessity for everyone because society is increasingly dependent on Science and Technology. This descriptive quantitative study aims to determine competency level of incoming freshmen in Science as measure of their college science readiness and to describe how it can possibly influence inquiry-based Science instruction. Ratings in a teacher-made Science test covering Nature of Science, Life Sciences, Chemistry, Physics and Earth and Space Science were used. Science items were categorized by cognitive domains such as factual knowledge, conceptual understanding, and reasoning and analysis. Results showed that the group Mastered the knowledge domain of Physics only while the other subareas by science cognitive domain were either Least learned or Nearly Mastered at most. The group performed Least in Life Sciences followed by Chemistry. Subareas in Science are positively associated with each other. The same pattern is observed in the different cognitive domains. Analyzing and associating the results with the students’ readiness for inquiry based Science instruction, teachers can comfortably employ inquiry in the classroom for groups who have at least nearly mastered different areas in Science. While this pedagogical approach is highly recommended to develop critical, logical, and creative thinking among students, it requires some Science basic skills for it to be effective particularly in reasoning and analysis. Tue, 01 Dec 2015 00:00:00 GMT https://hdl.handle.net/20.500.14353/267 2015-12-01T00:00:00Z https://hdl.handle.net/20.500.14353/268 Coconut fiber geo-textile net as shading material for anthurium Lopez, Crisanto Jr. S.; Ballano, Monica L.; Loyola, Ma. Lulu L. Plastic net is commonly used as shading material for anthurium because it is readily available in the market though it is synthetic, expensive, and nonbiodegradable. Geo-textile net on the other hand, is a recycled waste product from coconut, used for erosion control and bio-engineering needs known for high strength, and bio-degradable and ornamental plant growers are interested to use this as natural shade for anthurium. In this paper we determine the effect of Coconut fiber geo-textile net as shading material for anthurium, by looking into its economic viability and anthurium life span vis-à-vis the effect of plastic net in the same environment. Baguio Red anthuriums were planted in plastic bags using chopped coconut husk as soil medium. Randomized Complete Block Design was used; it was replicated three times with 10 plants per treatment. Results show that the number of suckers, leaves and flowers produced, width of the flowers and the temperature received by the plants, are comparable when both materials were used, this inform us that geotextile can replace plastic net. However, the geo-textile net has lower return of investment (ROI) than plastic net. In terms of life span of the materials, the plastic net has longer life duration than the geo-textile net. This result may suggest to the horticulturist to use geo-textile net for the shade it offers is comparable to plastic net. Tue, 01 Dec 2015 00:00:00 GMT https://hdl.handle.net/20.500.14353/268 2015-12-01T00:00:00Z