Effects of Task Performance on Self-Efficacy in Mathematics of Grade Six Pupils in the District of Dinalupihan / Villafranca, Nancy D.

This study entitled, "Effect of Task Performance on Self-Efficacy in Mathematics in Select School in Dinalupihan District", aimed to give a vivid response whether the use of interventions over traditional method of teaching would increase the self-efficacy and level of performance of pupils in the classroom. The study utilized a quasi-experimental design of research using two groups of respondents. The grades of the respondents from Mathematics 6 from the third quarter period, the result of administered test and the results of the questionnaire to determine the level of self-efficacy which is included in the intervention formulated by the researcher were considered for matching the groups. It was confined to the investigation of the learning effect of the teaching method using intervention as used in select topics in Mathematics 6. Learning effect was indicated by the extent to which pupils achieved better conceptual understanding. After the instruction in Mathematics 6, the level of self- efficacy and performance of pupils under the experimental group which utilized the intervention increased compared to the group in the traditional method. The null hypothesis was rejected. It was found that both groups improved in their performance but the increase in the gain scores and self- efficacy level was very noticeable in the group with intervention. Hence, the researcher has a reason to believe that teaching with intervention is better than teaching using traditional method. Based on the findings, there is significant difference on the weighted average of the respondents with the control group having significantly higher weighted average. However after the application of intervention; the results revealed a significant difference on the pretest and posttest of both groups. It means that the experimental group has shown visible improvement. Lastly, it was concluded that is a significant difference between the results of the pretest and posttest among the respondents in each group in terms of self-efficacy. The gain scores of the experimental group in the pretest was significantly different from that of the post test. Thus, the use of intervention in teaching is better than using the traditional method.