Development And Validation of Instrument of Self-Perceived Proficiency Factors Affecting Students’ Problem-Solving Skills on Gamified Mathematic Instruction
DOI:
https://doi.org/10.46328/ijemst.4514Keywords:
Mathematics, Self-perceived proficiency, Gamified instruction, Confirmatory analysisAbstract
A multiple regression analysis was conducted to investigate what variables may predict the student’s self-perceived proficiency in mathematics. Hence, this quantitative cross-sectional survey design aimed to explore the factors predicting the student's self-perceived proficiency in mathematics using gamified instruction. Two hundred twenty-five (225) students from elementary school, specifically grade 5 from Cebu, Philippines, participated in the survey. Confirmatory factor analysis was used to test the validity and reliability of the instrument prior to the dissemination of the research instrument. It was found that the instrument is found to be valid and reliable. The valid and reliable instruments were then distributed to the 225 students for the regression analysis. In the result, it was found out that prior knowledge, positive reinforcement, feedback and rewards, self-awareness, and goal-setting are statistically significant predictors of a student's problem-solving skills. It is then recommended that teachers should give importance to all of the significant predictors to enhance student’s problem-solving skills and self-perceived proficiency in mathematics.Downloads
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