Authors :
Xe Mc Kevin B. España
Volume/Issue :
Volume 8 - 2023, Issue 4 - April
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/3KpNgPm
DOI :
https://doi.org/10.5281/zenodo.7811179
Abstract :
The study aims to explore the cognitive and
non-cognitive skills, and general mathematics
performance of Grade 11 STEM students in Agusan
National High School, Butuan City, Philippines. The
study is quantitative in nature and used descriptivecorrelational research design. The cognitive skills among
Science, Technology, Engineering and Mathematics
(STEM) students resulted to 3.490 indicates a very high
level among students which implies that student/s
has/have a very high level of cognitive skill which means
that their thinking, remembering, and reasoning ability
is very high as well. On the other hand, the non-cognitive
skills a resulted to 3.479 also indicates a very high noncognitive skills which means that the student/s has/have a
very high level of non-cognitive skill which means that
their motivation, integrity, and interpersonal interaction
ability is very high. Meanwhile, the overall average
grade of STEM students is 93.467. The study found out
that r-value=0.065 of cognitive skills and general
mathematics performance of STEM students has a
strong and direct relationship which means that if
cognitive skills increase, students’ general mathematics
performance also increase or if one decreases, the other
one also moves at the same direction. The p-value of
cognitive skills and general mathematics performance is
0.001 which implies a rejection of null hypothesis. This
means that there is a significant relationship between
cognitive skill and grade 11 students’ general
mathematics performance. The strength and direction of
the relationship between non-cognitive skills and general
mathematics performance of STEM students is the same
with cognitive and general mathematics. The r-value
between the two is equal to 0.623 and a p-value=0.000.
The p-value indicates that there is a significant
relationship between non-cognitive skill and grade 11
students’ general mathematics performance.
The study aims to explore the cognitive and
non-cognitive skills, and general mathematics
performance of Grade 11 STEM students in Agusan
National High School, Butuan City, Philippines. The
study is quantitative in nature and used descriptivecorrelational research design. The cognitive skills among
Science, Technology, Engineering and Mathematics
(STEM) students resulted to 3.490 indicates a very high
level among students which implies that student/s
has/have a very high level of cognitive skill which means
that their thinking, remembering, and reasoning ability
is very high as well. On the other hand, the non-cognitive
skills a resulted to 3.479 also indicates a very high noncognitive skills which means that the student/s has/have a
very high level of non-cognitive skill which means that
their motivation, integrity, and interpersonal interaction
ability is very high. Meanwhile, the overall average
grade of STEM students is 93.467. The study found out
that r-value=0.065 of cognitive skills and general
mathematics performance of STEM students has a
strong and direct relationship which means that if
cognitive skills increase, students’ general mathematics
performance also increase or if one decreases, the other
one also moves at the same direction. The p-value of
cognitive skills and general mathematics performance is
0.001 which implies a rejection of null hypothesis. This
means that there is a significant relationship between
cognitive skill and grade 11 students’ general
mathematics performance. The strength and direction of
the relationship between non-cognitive skills and general
mathematics performance of STEM students is the same
with cognitive and general mathematics. The r-value
between the two is equal to 0.623 and a p-value=0.000.
The p-value indicates that there is a significant
relationship between non-cognitive skill and grade 11
students’ general mathematics performance.