Pre-service Teachers' Adversity Quotient and Proficiency in English Language and Mathematics

Abstract

A descriptive-correlational research was conducted to assess the level of adversity quotient, Mathematics proficiency, and English language proficiency of 103 pre-service teachers in one State University in the Philippines. Stoltz' Adversity Quotient (AQ) questionnaire was adopted and modified which reported a high reliability index (Cronbach alpha = 0.93). The researcher also used the content-validated mathematics and English Language proficiency tests. Descriptive statistics and Pearson correlation coefficient were used as statistical tools. Most of the respondents are 19-22 year old female pre-service teachers. General elementary pre-service teachers outnumbered the pre-elementary majors. The full-implementation of K-12 program tempted pre-service teachers to pursue skill-based programs such as MAPEH and TLE. Pre-service teachers reported a good control and better ownership of adversity but less reach and endurance of such. Almost 73% of pre-service teachers performed poorly in mathematics and almost 54% obtained low scores in the English language proficiency test. There are inverse relations between control and mathematics proficiency and endurance, and mathematics proficiency. It means that even they have a higher control in adversity or lesser endurance of the adverse effect of difficulties, they do not guarantee better mathematics performance. At .05 level of significance, a negative correlation between these variables is evident. Since majority of the respondents performed poorly in Mathematics, an intervention program may be crafted and proposed in the College of Teacher Education. The existing Intensive English Language Proficiency program may be strengthened since it lessens the number of pre-service teachers who are low competent in this subject area.