Education
Volume: 164 , Issue: 1 , January Published Date: 05 January 2025
Publisher Name: IJRP
Views: 79 , Download: 53 , Pages: 80 - 90
DOI: 10.47119/IJRP1001641120257448
Publisher Name: IJRP
Views: 79 , Download: 53 , Pages: 80 - 90
DOI: 10.47119/IJRP1001641120257448
Authors
| # | Author Name |
|---|---|
| 1 | Elymar A. Pascual |
| 2 | Ngel M. Virina |
| 3 | Renie M. Severino |
Abstract
In the realm of educational research, the concept of “grit” has garnered significant attention as a potential predictor of academic success. This study explores the relationship between grit, personal profiles, and mathematics performance among Grade 11 students. The study employed purposive sampling, involving all the learners of the lead author. The participants comprised a diverse group of 133 Grade 11 students, including 27 STEM learners, 28 GAS learners, 40 caregiving learners, and 38 ABM learners. Data was gathered through a survey questionnaire administered to the participants, which included measures of grit and demographic information. The findings revealed that age and sex do not significantly influence the grit levels of learners. Additionally, the mean level of grit was found to be consistent across different learning strands. Importantly, the study determined that there is no significant relationship between grit levels and mathematics performance. These results suggest that while grit is an important trait, it does not vary significantly based on demographic factors such as age and sex, nor does it differ across various learning strands. The results indicate that grit alone does not appear to be a determining factor in learners mathematics performance. This suggests that other variables may play a more critical role in influencing academic success in mathematics. The consistency of grit levels across different demographics and learning strands highlights the universal nature of this trait, but its lack of correlation with mathematics performance calls for further investigation into other contributing factors. Based on the findings, the study recommends focusing on individualized learning approaches, personalized support, encouragement and motivation, enhancing teaching strategies, and incorporating real-world applications. Additionally, providing professional development for educators, adopting innovative teaching methods, creating a supportive school culture, fostering a collaborative environment, and addressing mental health and well-being are suggested to improve academic outcomes.