03036nam a22001937a 4500003000400000005001700004008004100021040000900062100003000071245013000101260005500231300004500286500223700331500007202568504005602640942001502696999001302711952011802724OSt20250320141002.0250320b        |||||||| |||| 00| 0 eng d  cNVSU  aBaral, Edvie Mae Valencia  aMindset: a predictor of students’ achievements in science 11 at private schools in Nueva Vizcaya/cEdvie Mae Valencia Baral  aBayombong:bNueva Vizcaya State University,c2017.  axi, 93 leaves :billustrations ;c28 cm.  aThe objective of education is not only to improve students' empowerment to become active participants in the transformation of their societies but also their academic performance. As an important concept in education, growth mindset refers to core assumptions about the malleability of a person's intellectual abilities. This study investigates the relation of growth mindset, attitude and academic achievement in science. The study used the combination of descriptive-correlational and multiple-regression model of research and simple regression multivariate analysis was utilized in analyzing variables. The respondents of the study are from five (5) diverse private senior high schools in Nueva Vizcaya, mostly composed of females under the age of 17. On average, the respondents have closely approximating mastery level of academic performance in science or with numerical grade ranging from 85 to 86. In addition, the respondents exhibit growth mindset with some fixed mindset. Furthermore, the respondents subscribe to the attitude to scientific inquiry and to the career interest in science but not on the social implications of science and in classroom enjoyment and leisure interest in science.

The results led a significant positive correlation between the respondents' mindset and their final grades. In contrary, the relationship of science-related attitudes and academic performance did not support positive correlation. Results of the study suggest that the respondents' mindset is a significant predictor of academic performance in science. Multivariate analysis of the final grade of the respondents as predicted by their mindset and their science-related attitudes shows that the respondents' mindset has an unstandardized Beta coefficient of 2.755 and a significance value of 0.000. The final grade in science can be modeled then by the equation: y 2.755x + 89.526 where y is the final grade and x is the respondents' mindset. 

This study suggests that one way in which to improve the academic achievement of students in science is embedding growth mindset in the school or classroom culture by reflecting the language, strategies, and expectations of effortful learning, risk-taking, and productive failure.

	
  aThesis (Master of Education in Science Education - General Science)  aIncludes appendices and bibliographical references.  2ddccTHn0  c166d166  00102ddc4070aNVSUBAYbNVSUBAYcGSd2025-03-20eDonationl0oT B151m 2017r2025-03-20 14:12:03w2025-03-20yTH