ASSESSING THE LEVEL OF MATHEMATICAL RESILIENCE AND ACADEMIC
PERFORMANCE IN MATHEMATICS: A CORRELATIONAL STUDY AMONG
SENIOR HIGH SCHOOL STUDENTS
Assessing the Level of Mathematical Resilience and Academic Performance in
Mathematics: A Correlational Study Among Senior High School Students
A Thesis Presented to the
Senior High School Department
In Partial Fulfillment for the subject Practical Research 2
Paul Andrei A. Balanay
Jon Andrei M. Cubacub
Patrick G. Garcia
Eugene F. Tala
Rhain Alden L. Muli
Joshua I. Miranda
LC Lee Gayle C. Guanlao
Therese D. Martin
Bea S. Saldi
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September 2025
TABLE OF CONTENTS
Title Page …………………………………………… ii
Introduction …………………………………………… 1
Method …………………………………………… 12
References …………………………………………… 21
Appendices …………………………………………… 24
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Assessing the Level of Mathematical Resilience and Academic Performance in
Mathematics: A Correlational Study Among Senior High School Students
Introduction
School mathematics introduces pupils to the various branches of the discipline of
mathematics through concrete experiences, such as counting and measuring. Children
learn about numbers, introduced to them initially as mathematical objects based on the
empirical idea of quantity, then as abstractions in an axiomatic system that are
independent of the idea of quantity, namely the real (and, in the later years of schooling,
the complex) number system with real number properties, including ideas about infinity
and infinite, and infinitesimal processes (Crisan 2025). Mathematics provides a powerful
universal language and intellectual toolkit for abstraction, generalization and synthesis.
Moreover, it enables us to probe the natural universe and to develop new technologies
that have helped us control and master our environment, and change societal expectations
and standards of living (Smith, 2016).
In addition, Mathematics is considered one of the fundamental disciplines in
education as it helps nurture and sharpen the cognitive skills of critical thinking,
reasoning and problem-solving skills that are both essential in academic and real-world
contexts. The term Mathematics has two literal definitions and an etymological
perspective. In Greek, the root word of Mathematics is “learning”, while in Hebrew, the
root word of Mathematics is “thinking.” Lefkowitz (2022). Learning mathematics can
give a student a lot of experience. Notably, a lot of these experiences are feelings they
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don’t feel with other subjects. A student may experience confusion, anxiety, enjoyment
or distress.
However, despite its significance, students regard this subject as frustrating,
challenging and difficult as they struggle to understand it. Numerous studies show that
students struggle with both cognitive and emotional challenges. According to Akinsola
and Olowojaiye (2018), many students begin their educational journey with a positive
outlook on mathematics, but their attitudes deteriorate due to difficulty in understanding
concepts and lack of confidence. Additionally, the previous research of Calingayan
(2025) shows that even if students have positive views towards mathematics, students are
still unsure about what they feel towards mathematics. Similarly, in the study of Simpson
& Maltese (2017) Encountering failure, such as a low score, can trigger intense fear of
failure among students. These negative emotional responses can be a hindrance to
learning and reduce the persistence of students in learning mathematics.
To address this, resilience refers to the process of constructively moving forward or
advancing despite adversity or challenges that are not within one’s control. Resilience has
been described as "a process of adapting positively to stressors and challenges,
developing a sense of control and mastery over one's environment, and maintaining
positive emotions" (Balanza et al, 2023). Moreover, resilience can be seen as the capacity
of an individual to harness personal and contextual resources to navigate their way
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through challenges. It is not a stable, pre-exist quality of a learner’s personality, but
rather something that can be developed to facilitate learning.
In relation to this, students' fear of failing often feels like a reflection of their worth
and their academic performance. They fear failing mathematics specifically because it is
seen as a subject with only one right answer, creating the pressure to be perfect and make
no mistakes. Therefore, developing mathematical resilience helps them develop and helps
the students' confidence in mathematics. Wilder and Lee 2017 defined the term
mathematical resilience as a collective term that refers to attitudes and behaviors of
students regarding learning mathematics. In addition, mathematical resilience is defined
as that quality by which some students approach mathematics with confidence in a
successful outcome to their effortful work, perseverance in the face of difficulty, and a
willingness to discuss, reflect, and research ( Awofala 2021).
According to Langeland et.al, 2016, for students to be able to be mathematically
resilient, they must be aware of the struggles they will face. As learning mathematics has
its ups and downs, it could be a moment of enjoyment, but in the next moment, it could
be suffering. A student must have appropriate support that is accessible to them. In a
previous study by Dunggan et.al, (2017 mathematically resilient learners are better
positioned to continue the study of mathematics. The students or learners may feel
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discouraged whenever they experience failure. With mathematical resilience, students
build confidence, reduce anxiety, and develop a mindset that leads to growth.
Furthermore, the study of Akpalu et.al, 2025 shows that mathematics is important
in life, because it's part of a person’s daily life, foundation for technological
advancement. Nevertheless, the common perception of students towards mathematics is
more on the negative side. Students often view mathematics as difficult and irrelevant.
Therefore, the ability to try again even if a person failed in the past is important when it
comes to learning mathematics. Solving equations will be a trial-and-error process to
achieve the right answer (Ishak et.al, 2020).
Furthermore, Talikan (2024) examined the concept of academic resilience in
mathematics among senior high school students at MSU-Sulu. It was observed that
students generally possess a positive attitude. Moreover, it is found that resilience tends
to develop during high school years, and socioeconomic factors may not play as
significant a role as previously believed. Although Talikan's study analyzed academic
resilience in mathematics, it did not investigate how such resilience correlates with
students’ actual academic outcomes. Moreover, there seems to be a lack of research on
whether male and female differences affect math resilience and its associated
performance outcomes. This suggests the need to explore the correlation of math
resilience to mathematics achievement, particularly regarding the male and female
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students’ mathematics.
Given the pieces of literature presented to introduce mathematical resilience, the
researches aim to assess the relationship between mathematical resilience and academic
performance in mathematics among senior high school students. Additionally, the study
examines the differences in mathematical resilience of male and female students.
Statement of the Problem
The primary objective of this study is to assess the relationship
between math resilience and academic performance of Senior High
School in mathematics at Mary the Queen College of Pampanga Inc.
During the first semester of the academic year 2025-2026.
This research intends to answer these specific questions:
1.What is the demographic profile of the respondents?
1.1 Sex
2.What is the level of mathematical resilience of Senior High School
Students?
3. Is there a significant relationship between academic performance in
mathematics and mathematical resilience of Senior High School?
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Hypothesis
H₀₁: There is no significant difference in the level of mathematical resilience
among Senior High School students when grouped according to sex,
H₀₂: There is no significant relationship between academic performance in
mathematics and level of mathematical resilience of Senior High School students,
Conceptual Framework
PREDICTOR CRITERION
Assessing the level of Academic Performance of
mathematical resilience of Senior High School Students
senior high school students. in Mathematics.
Figure 1. Conceptual Framework
The figure 1 above is called Predictor-Criterion (PC) Model, it is a statistical
framework used in research to understand the relationship between variables. In this
model, one variable is considered a predictor, while the other is considered a criterion.
This paradigm explains the relationship between mathematical resilience and academic
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performance. In ways that if the level of the mathematical resilience of the student would
also result in a increase of the mathematical academic performance of the student or vice
versa. According to this paradigm, it shows that academic performance is predicted to
improve as mathematical resilience rises, and students resilience and confidence in
mathematics may also develop when they achieve higher academic results. This means
that both factors influence each other in a continuous cycle of growth. Therefore,
strengthening mathematical resilience can be seen as an important step in enhancing
overall academic performance.
Significance of the Study
The goal of this study is to determine who will benefit from
assessing the relationship between math resilience and academic
performance in mathematics among Senior High School Students at
Mary the Queen College Pampanga Incorporated. The following
individuals and groups will be the primary beneficiaries:
Students. As the central focus of study. The findings will provide
the students with-insight on how their ability to bounce back from
challenges affects their performance in math, helping them understand
that grades aren’t only about intelligence but also about perseverance.
By gaining this knowledge resilience plays a role in success and can
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encourage students to adopt healthier ways of handling stress and
academic pressure. Furthermore, students will able to developed their
resilience through mathematics, as they carry over to real life
challenges that can prepare them for future education.
Teachers. This study will help teachers understand whether low
performance is due to the skill gaps, lack of understanding, insight
from the assessment can guide teachers in designing lessons that
build both mathematical skills and students’ ability to persevere
through challenging problems.
Guidance Counselor. In this study, counselors can better
understand how emotional strength and coping skills affect academic
performance, especially in a challenging subject like mathematics.
Counselors can assess the results to help students view failure as
learning opportunities, reducing math anxiety and improving
persistence. Insights from the study can be used to broader school
policies.
Parents and Guardians. The results of his study may benefit
parents and guardians by providing insights into the academic
resilience and performance in mathematics of Senior High School
students, to help them guide and support the children.
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Educational Institutions / Administrator. This study helps
educational institution/administrators understand how resilience
affects student’s performance in mathematics. The findings can guide
schools in creating programs, teaching strategies, and supportive
environments hat strengthen both academic skills and coping abilities,
leading to better students performance and well-being.
Future Researchers. The presented study will enable future
researchers to use this study as starting point to explore more about
students resilience and academic performance in mathematics.
Scope and Delimitation
The scope of the study is concerned within assessing the
relationship between resilience and academic performance of Senior
High School Students in Mathematics at Mary the Queen College
Pampanga Incorporated for the academic year 2025-2026. The study is
limited to Senior High School Students at Mary the Queen College for
the 1st semester of the academic year 2025-2026. Specifically
focusing on resilience to math and academic performance in
mathematics in relation to sex, it does not extend to students from
other schools or lower grade levels within the institution. Moreover, it
will only include the strand of Science, Technology, Engineering, and
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Mathematics (STEM). Also, researchers will use survey questionnaire to
conduct this study. Furthermore, this research will not address the
resilience and academic performance of students in other subject.
Definition of Terms
To facilitate the readers’ understanding of the contents of the study, the researcher
included the conceptual and operational definition of the following terms:
Academic Performance. Can be defined in diverse interpretations like academic
achievement, mastery of subjects, total amount of skills and abilities gained, career
securement, as well as persistence ( Kumar et al, 2021). In this study, academic
performance refers to the final grade of a student after submitting all the required outputs.
Mathematics. The study of assumptions, its properties and applications ( Yadav,
2017). In this study, mathematics refers to things that require dealing with numbers or
formulas to find an answer.
Mathematical Resilience. A positive attitude that occurs when a person who is
learning mathematics realizes that it is difficult, therefore creating new strategies to
overcome it ( Ishak et al, 2020). In this study, mathematical resilience refers to the ability
of students to cope with failure when it comes to learning mathematics.
Resilience. The ability of a person or a group to keep stability and integrity when
facing a difficult situation, while also adapting and developing to the change that is
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happening ( Grygorenko et al, 2023). In this study, resilience refers to the adaptability of
a person when it comes to changes.
Method
This chapter discussed the research design, the selection of respondents, the
instruments used, and the data collection procedures. It also addressed the ethical
considerations observed throughout the study. Furthermore, the process of
administering the survey questionnaires and the statistical methods applied for data
analysis and information gathering were also thoroughly explained.
Research Design
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The influence of mathematical resilience on senior high school students when
learning mathematics was thoroughly analyzed and investigated for this study using a
quantitative methodology. The main goal is to ensure a precise and unbiased
understanding by using statistical analysis to investigate, analyze, and correlate the data
that has been gathered. The use of statistical analysis in research is supported by PMC’s
(2020) work, “Introduction to Research Statistical Analysis: An Overview of the Basics”.
Due to this work, the researchers commitment to maintain a upright and unbiased
analysis throughout the research process has been further reinforced.
The correlational approach Is used in this study because it helps show the
connection between two variables. It looks at whether they are related, and if so, how
strong and in what direction the relationship is. In this study, the two variables
mathematical resilience (predictor variable) and academic performance (criterion
variable). These will be measured through standardized instruments and students’
academic records. The goal is to find out if students with higher mathematical resilience
also perform better in their academics, and if this pattern is the same or different for male
and female students. To do this, regression analysis will be applied to test the strength
and significance of the relationship, without changing or controlling the data, but simply
observing them as they are.
In quantitative research, data collection begins by identifying variables and
selecting tools to measure them, such as questionnaires or surveys. Choosing your target
population like Senior High School Students, is then defined, and a sample is chosen to
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represent the larger group. Surveys and questionnaires with set questions are commonly
used providing clear and measurable answers. After gathering information, statistical
methods are used such as mean, percentage, correlation, or regression are applied to
analyze patterns and relationships. This process makes the findings more accurate and
reliable to a wider population.
Respondents
The study is focused on senior high school students enrolled at Mary the Queen
College Incorporated for the academic year 2025-2026. Specifically, the research targets
a total of 550 students, comprised of 300 students from Grade 11 and 250 students from
Grade12. The sectioning of students is based on their respective classes, ensuring diverse
representation within each grade level. By including students from various sections
within the STEM strand, the study allows for an in-depth analysis of the relationship
between the level of mathematical resilience and academic performance.
The researchers employed a probability sampling technique, specifically simple
random sampling, which ensures that every participant in the population has an equal
chance of being selected. This method reduces selection bias and helps provide a
representative sample. Simple random sampling is a widely used approach in quantitative
research, but it has certain limitations. According to Rahman et al. (2022), while simple
random sampling helps minimize bias and provides valuable insights, it also presents
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challenges such as difficulties in obtaining a complete list of the population or ensuring
equal representation of subgroups. Despite these limitations, the researchers still manage
to use simple random sampling as it is well-suited for studies like this one, where the goal
is to provide valid and generalize results.
In this study, all Grade 11 and Grade 12 Senior High School STEM
students at Mary the Queen College Pampanga, Inc. will be included in
the sample. Using simple random sampling technique a total of 232
respondents will be selected from the sample population based on
Slovin’s formula. A random selection will be made from the list of
students, ensuring a diverse and unbiased representation of the
student body. Respondents will be surveyed to know their level of
mathematical resilience and academic performance in mathematics.
This method aims to provide valid and generalize results while
maintaining objectivity throughout the data collection process.
Instruments
The primary instrument for this study is a survey questionnaire
developed to know the relationship between level of mathematical
resilience and academic performance in mathematics among senior
high school students of Mary the Queen College Inc. For 2025-2026
academic year. A questionnaire is a research instrument consisting of
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a set of questions (items) intended to capture responses from
respondents in a standardized manner (Galton, 2020). There is a
standardized test that is utilized to measure the involved constructs in
this study. The following standardized questionnaires are reliable and
valid, which means the tests have undergone standardization that
includes conceptualization, construction, pilot testing, validation, and
construction of a manual/scoring. The survey questionnaire that is
used in this study was proposed by Banal, et al. (2025). Researchers
adopted Part 1—Revisiting Failure Tolerance in Mathematics —
wherein, the first part of the questionnaire was designed to know the
demographic profile of the respondent’s sex. Additionally, researchers
used another survey questionnaire that is proposed by Talikan in the
year 2024, researchers utilized Part 2 — Level of Academic Resilience
in Mathematics. This is composed of three subparts. Level of Academic
Resilience in Mathematics will be rated by the respondents with the
following rating scale and description.
Scale Description
5-Strongly Agree (SA)
4- Agree (A)
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3-Undecided (U)
2-Disagree (D)
1- Strongly Disagree (SD)
For the students’ academic performance, the researchers used
documentary analysis by seeking permission from the Registrar to get
a copy of the respondents’ grade for verification.
Procedures
To accomplish the goal of this study, the researchers followed
these different
procedures orderly: First, the researchers provided a request letter in
order to interview
the selected school, and the school principal. The researchers acquired
the permission of
approval from the head of the school to conduct the study and to
identify the exact
population of senior high school STEM student participants. Then the
during conducting
this study, when the researchers have already obtained the permission
of approval from the head of the school, the researchers prepared
questionnaire based on the research variable in line with the statement
of the problem for the purpose of gathering
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information from participants. The researchers gave these
questionnaires to the respondents to answer the questions. The
researchers asked permission from the respondents to get their final
grade in mathematics for the first semester. After gathering all the
data information, the researchers completed everything they needed
and interpreted it by using statistical tools.
Data Analysis
The data in this study is analyzed using Frequency Distribution,
Percentage, Weighted Mean, Standard Deviation, Inferential statistic,
Pearson-r and T-test. Specifically, according to Turney 2023, a
frequency distribution is the pattern of frequencies of a variable.
Frequency distributions are depicted using graphs and frequency
tables. It is the most fundamental way of disclosing research results, as
it enables data consumers to access, sort, and interpret data quickly
and effectively. It is used in describing the profile of the respondent’s
sex.. In addition, a percentage is applied to present the number of
respondents by sex in a clearer form.
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A weighted mean is used to determine the overall level of
mathematical resilience of the senior high school students based on
their survey responses. This gives a more reliable result than a simple
average because it reflects the general tendency of the group.
According to Ganti (2024), a weighted average is more accurate since
it assigns importance to each data point. In this study, it helps
summarize students’ answers into
one clear measure of their resilience in mathematics.
The standard deviation statistic is one way to explain the results
of a series of variables and can provide a detailed explanation of the
data set's characteristics at a glance. Examples of some of a sample's
more common and easily measured descriptors are the size, the
median, and the mean of a data set (Omda and Sergent,2024). The
standard deviation is a measure of the spread of scores within a set of
data. It is used in the study to quantify the amount of variation or
dispersion of the set of data values.
Inferential statistics refer to the branch of statistics that allows
researchers to make generalizations or draw conclusions about a
population based on data collected from a sample (Creswell, 2016).
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Unlike descriptive statistics, which only summarize data, inferential
statistics involve hypothesis testing, correlation, whether observed
patterns are statistically significant. In this study, inferential statistics
are applied to examine whether there is a significant relationship
between Senior High School students’ level of mathematical resilience
and their academic performance in mathematics. By using inferential
methods, the findings obtained from the selected respondents can be
extended to the larger population of Senior High School students,
providing evidence-based insights rather than relying solely on
descriptive results. This approach strengthens the validity of the
research and supports the formulation of meaningful conclusions.
Pearson’s correlation coefficient is used to determine if there is a
significant relationship between the students’ level of mathematical
resilience and their academic performance in mathematics. This
statistical tool measures both the strength and the direction of the
relationship between two continuous variables. The Pearson correlation
coefficient is typically used for jointly normally distributed data
(Schober et al., 2018). In this study, it is appropriate because both
resilience scores and mathematics grades are continuous variables
that can show how one affects the other.
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Ethical Considerations
In compliance with Republic Act No. 10173, also known as the Data Privacy Act
of 2012, the researchers ensured that all data collected were treated with strict
confidentiality. Ethical considerations were a key component of the study to safeguard
participants from any potential harm, uphold their dignity, and ensure that they were
treated with the utmost respect. The research adhered to the standards set by the
Institutional Review Board (IRB) regarding the protection of human rights.
This research followed the IRB's code of conduct in terms of research materials
and procedures to ensure the safety and protection of respondents’ rights. To maintain
ethical acceptability, the following principles were observed throughout the study: (a) the
protection of respondents’ rights and safety was prioritized; (b) confidentiality practices
were implemented to secure respondents’ information; (c) ethical issues that respondents
may encounter were noted and addressed; (d) all participants were informed of their
freedom to choose to participate without any pressure or coercion; and (e) the
information and records collected were treated with the utmost respect, dignity, privacy,
and fairness, with a guarantee that no data were fabricated or modified. The survey
questions were designed to be respectful, unbiased, and objective. No questions required
highly personal or sensitive information, ensuring that respondents felt secure in
providing honest answers. Personal data collected during the study were strictly used for
research purposes and handled with transparency and integrity. Participants were also
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informed that they could withdraw from the study at any point without facing any
negative consequences.
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IN MATHEMATICS: A CORRELATIONAL STUDY AMONG SENIOR HIGH SCHOOL STUDENTS
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IN MATHEMATICS: A CORRELATIONAL STUDY AMONG SENIOR HIGH SCHOOL STUDENTS
Appendix A
Mary the Queen College Pampanga Icorporation
Survey Questionnaire for the Respondents
Signature: ________
Grade level /Section: _________________
Sex: __________
Title: “Assessing the Level of Mathematical Resilience and Academic Performance in
Mathematics: A Correlational Study Among Senior High School Students”
General Statement: This study aims to know the relationship between the level of
mathematical resilience and academic performance in mathematics among Senior High
School students of Mary the Queen College Pampanga, Inc., for the Academic Year
2025-2026.
General Instructions: Put a CHECK (✓) mark on the option that corresponds to your
Answer.
Scale Description
1 Strongly Disagree
2 Disagree
3 Undecided
4 Agree
5 Strongly Agree
26
ASSESSING THE LEVEL OF MATHEMATICAL RESILIENCE AND ACADEMIC PERFORMANCE
IN MATHEMATICS: A CORRELATIONAL STUDY AMONG SENIOR HIGH SCHOOL STUDENTS
RESILIENCE IN MATHEMATICS IN TERMS 1 2 3 4 5
SD D U A SA
OF VALUE
1. Math is essential for my future.
2. Math will be useful to me in my life’s work.
3. Math courses are very helpful no matter what I
decide to study.
4. Knowing math contributes greatly to achieving my
goals.
5. Having a solid knowledge of math helps me
understand more complex topics in my field of study.
6. People who are good at math have more
opportunities than those who are not good at math.
7. Thinking mathematically can help me with things
that matter to me.
8. It would be easy to succeed in life with math.
9. Math develops good thinking skills that are
necessary to succeed in any career.
10. Math can become my asset.
27
ASSESSING THE LEVEL OF MATHEMATICAL RESILIENCE AND ACADEMIC PERFORMANCE
IN MATHEMATICS: A CORRELATIONAL STUDY AMONG SENIOR HIGH SCHOOL STUDENTS
RESILIENCE IN MATHEMATICS IN TERMS 1 2 3 4 5
OF STRUGGLES SD D U A SA
1.Everyone does not struggle with math at some
point.
2. Good mathematicians experience difficulties when
solving problems.
3. Successful people who work in math-related fields
struggle when working on hard math problems.
4. Everyone doesn’t make mistakes at times when
doing math.
5. Struggle is normal part of working on math.
6. People in my peer group don’t struggle sometimes
with math.
7. People who are good at math may pass a hard
math test.
8. Math teachers don’t have difficulties when
answering a math question
9. Math questions don’t confuse me.
10. I sometimes get encouraged by difficulties in
mathematics
28
ASSESSING THE LEVEL OF MATHEMATICAL RESILIENCE AND ACADEMIC PERFORMANCE
IN MATHEMATICS: A CORRELATIONAL STUDY AMONG SENIOR HIGH SCHOOL STUDENTS
RESILIENCE IN MATHEMATICS IN TERMS 1 2 3 4 5
OF GROWTH SD D U A SA
1.Everyone can get better at math if they try.
2. Math can be learned by anyone.
3. If someone is not a math person, they will still be
able to learn math.
4. If someone is not good at math, there is
something that can be done to change that
5. People are either good at math or they aren’t.
6. I believe a person’s math ability is determined at
birth
7. Some people can always learn math.
8. People who are good in math may really grow
personally.
9. A person can become good in math through
constant practice.
10. Someone will develop in math if he or she can be
tutored well.
29
ASSESSING THE LEVEL OF MATHEMATICAL RESILIENCE AND ACADEMIC PERFORMANCE
IN MATHEMATICS: A CORRELATIONAL STUDY AMONG SENIOR HIGH SCHOOL STUDENTS
Appendix B
Plagiarism Scan Result
