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1. Mediating Role of Achievement Emotions on the Relationship Between Cooperating Learning and Academic Achievement in Mathematics During Learning Recovery Phase CRISTOPHER BRYAN N. MAGAT MAEd – Mathematics Student

2. Background of the study Mathematics is a core topic worldwide, in fact it plays a vital role in the nation's socioeconomic progress (Suleiman & Hammed , 2019). However, poor achievement in Mathematics remain a problem in educational institutions in both industrialized and developing countries (  Naiker et al., 2020). Specifically, a study revealed that a reduction of about one third of the usual learning gains were noted during the onset of the COVID-19 pandemic ( Kaffenberger 2021). Parallel findings were revealed in the National Assessment of Educational Progress (NAEP) specifying that the average math score for fourth-graders fell 5 points since 2019, while the score for eighth-graders dropped 8 points. In Malaysia, a study showed that more than half of the respondents under survey do not satisfy the requisite level of mathematical competency (Abdullah, 2022). Similarly, in China, students were found weak in problem-solving and critical thinking in Mathematics (Cai et al., 2017). Parallel findings in Laos was revealed in UNICEF report (2021).

3. Background of the study In the Philippines, the Department of Education’s National Report to the Philippines (2019) highlighted that the country ranked second from the bottom among participating countries in the recent Programme for International Student Assessment (PISA) 2018. This disturbing report revealed that Filipino pupils scored 353 points in Mathematics Literacy, much lower than the OECD average of 489 points. It is also claimed that just one in every five Filipino pupils, or around 19.7%, achieved the required proficiency level (Level 2) in Mathematics Literacy. The result of the National Achievement Test (NAT) also showed a similar result. Mathematics was one of the lowest-performing subjects in Region XI, with an MPS of 35.67 percent and 38.79 percent, respectively ( Callaman & Itaas , 2020).

4. Background of the study Locally, in Carmen District, Division of Davao del Norte, since the onset of the pandemic, Data collated from the district office of revealed that at the start of the year, the Grade 7 level has an average proficiency of 68.04%, Grade 8 has 68.50%, Grade 9 has 70.04%, and Grade 10 has 70.18%. Specifically, 61.72% of the pupils scored below the passing criterion on a questionnaire used to assess their level of achievement in Mathematics ( Tacadena , 2021). With this, the researcher deems it imperative to look into the possible factors that may influence the academic achievement of the learners in Mathematics. Reading through literature, the researcher become enticed in determining the mediating role of achievement emotions on the relationship between cooperative learning and academic achievement in Mathematics in the context of the Department of Education’s learning recovery phase.

5. Statement of the problem The purpose of this study is to determine whether achievement emotions significantly mediates the relationship between cooperative learning and the academic achievement of the learners in mathematics. Specifically, this sought answers to the following questions: What is the extent of the students’ felt implementation of cooperative learning in their Mathematics class in terms of: 1.1 Interpersonal skills; 1.2 group processing; 1.3 positive interdependence; 1.4 promotive interaction; and 1.5 individual accountability?

6. Statement of the problem What is the level of the students academic achievement in Mathematics? 3. What is the extent of the students’ manifestation of achievement emotions in terms of: 3.1 boredom; 3.2 hopelessness; 3.3 anger; 3.4 anxiety; 3.5 enjoyment; and 3.6 and pride ?

7. Statement of the problem 4 . Is there a significant relationship between? 4.1 cooperative learning and academic achievement; 4.2 cooperative learning and achievement emotions; and 4.3 achievement emotions and academic achievement? 5. Does achievement emotions significantly mediate the relationship between cooperative learning and academic achievement of the students in Mathematics?

8. Theoretical framework The study will be anchored to Bandura's Social Dependency Theory, Johnson, Johnson, and Smith's (1998) Behavioral Learning Theory, and Vygotsky's (1978) "Zone of Proximal Development" theory. According to Social Dependency Theory, the approach to build social dependency is to consider how social reliance arises, how individuals interact, and what the outcome will be as a result of the relationship. As a result, positive interdependence or the cooperative approach produces a relationship in which group members encourage, assist, and strengthen the efforts of individuals. The effect of group cooperation and rewards on learning is the subject of Behavioral Learning Theory. Externally rewarded activities, according to this notion, are repeated. While one representative of the behavioral cult, Skinner (1985), focuses on group coincidences, Bandura emphasizes on imitation. Slavin (1987) recently claimed that external "group awards" are required to incentivize individuals to study in cooperative learning groups (Saban, 2005). According to Vygotsky's Zone of Proximal Development Theory, a student can maximize his or her learning by seeking assistance with peers in a group when he or she becomes stuck in learning. The person he/she approaches for assistance could be a teacher or a peer in cooperative group

9. Theoretical framework Literature revealed that cooperative learning significantly improves the academic achievement of the learners ( Capar , 2011; Parveen & Batool, 2012). Also, cooperative learning develop positive attitude and emotions towards learning a particular subject (Yavuz, 2007), and provides motivation ( Kus , Filiz & Altun , 2014). It has been determined, for example, that the cooperative learning environment is more effective than traditional learning approaches in improving students' mathematical calculation skills ( Bosfield , 2004). Cooperative learning groups have produced better results than traditional methods ( Ercelebi , 1995). Collaboration has been found to help pupils strengthen their math and social skills ( Koc , 2015). On the other hand, the relationship between achievement emotions and academic achievement is supported in the control-value theory ( Pekrun , 2006, 2018). Emotions are thought to be engaged by subjective perceptions of control such as confidence in answering exam questions correctly and the value given such as usefulness of the exam in this approach. Contextual factors will heavily influence the possibility of promoting happy emotions or attenuating negative emotions ( Pekrun , 2019). Achievement emotions encompasses positive and negative emotions that occur before, during, and after an academic task, thereby providing opportunities to improve learning and achievement.

10. Theoretical framework On the other hand, the relationship between achievement emotions and academic achievement is supported in the control-value theory ( Pekrun , 2006, 2018). Emotions are thought to be engaged by subjective perceptions of control such as confidence in answering exam questions correctly and the value given such as usefulness of the exam in this approach. Contextual factors will heavily influence the possibility of promoting happy emotions or attenuating negative emotions ( Pekrun , 2019). Achievement emotions encompasses positive and negative emotions that occur before (i.e., anxiety, hopelessness), during (i.e., anger, enjoyment), and after (i.e., pride, shame) an academic task, thereby providing opportunities to improve learning and achievement. The control-value theory is supported by a three-dimensional taxonomy ( Pekrun et al., 2007) that groups emotions based on the object focus (activity or outcome), the valence (positive vs. negative), and the degree of activation (activating vs. deactivating). Different studies have emphasized the links between positive learning experiences and academic achievement ( Loderer et al., 2018; Pekrun et al., 2017). Positive emotions like hopefulness and confidence were related to better academic achievement ( Asikainen et al., 2017). Conversely, negative emotions during learning, such as boredom (Simonton & Garn , 2019) or anxiety ( Pekrun et al., 2002), were associated to poor learning achievement.

11. Theoretical framework Previous studies have shown that reducing negative emotions and increasing positive ones during learning is a significant instructional challenge for students' overall learning and achievement ( Frenzel et al., 2020). The current study emerged from an interest in studying the relationships between cooperative learning and academic achievement in Mathematics, as well as investigating the potential mediation function of negative and positive emotions in the class. The environment, according to the control-value theory, is a variable that is a precursor of emotions during learning. In this study, the independent variable is the students' assessed level of cooperation in class will be considered a methodological feature of the classroom situation in Mathematics class. The characteristics of the educational intervention impact how pupils regulate their emotions during learning. Because of the inherent properties of cooperative learning and past research, this educational paradigm has the potential to block negative emotions while activating positive emotions. Given that prior research has linked negative emotions to lower learning and academic achievement and good emotions to improved achievement (Shao et al., 2020), this study will attempt to look into the mediating role of achievement emotions to the relationship between the cooperative learning and academic achievement. This study will look into the context of the learning recovery phase as learners are scaffolded to be back on track from the 2-year home learning during pandemic to the full in-person classes.

12. CONCEPTUAL FRAMEWORK Cooperative Learning Interpersonal Skills Group processing Positive Interdependence Promotive Interaction Individual Accountability Academic Achievement in Mathematics   Summative Assessment Achievement Emotions Boredom Hopelessness Anger Anxiety Enjoyment Pride Independent Variables Dependent Variables Mediating Variables

13. DEFINITION OF TERMS (Operational) Cooperative Learning . Cooperative Learning involves structuring classes around small groups that work together in such a way that each group member's success is dependent on the group's success (Teed et al., 2023). In this study, it refers to the students’ assessment of the implementation of cooperative learning in Mathematics class which include the following indicators: interpersonal skills; group processing; positive interdependence; promotive interaction; and individual accountability. Interpersonal skills. These are skills used every day when communicating and interacting with other people, both individually and in groups (Leon et al., 2021). In this study, it refers to the learners’ assessment of the implementation of cooperative learning in their Mathematics class wherein the strategy allows the group members to develop interpersonal communication skills such as to cheer, praise, etc., management skills like to share, and mediate, and leadership skills such as the skill to explain, suggest, etc.

14. DEFINITION OF TERMS (Operational) Positive interdependence . Positive interdependence is the belief of anyone in the group that there is value in working together and that the results of both individual learning and working products would be better when they are done in collaboration (Sutherland et al., 2019). In this study it refers to the learners’ assessment of the implementation of cooperative learning in their Mathematics class where groupmates depend on each other to achieve the goal set, and everyone attains it if all of them do (everyone wins, no one loses); Promotive interaction. Students promote each other's success by sharing resources. They help, support, encourage, and praise each other's efforts to learn (Sutherland et al., 2019). In this study it refers to the learners’ assessment of the implementation of cooperative learning in their Mathematics class where all groupmates must be in direct contact to support each other while performing the tasks. Individual accountability . The essence of individual accountability in cooperative learning is students learn together but perform alone. This ensures that no one can "hitch-hike" on the work of others (Leon et al., 2021). In this study it refers to the learners’ assessment of the implementation of cooperative learning in their Mathematics class where each group member must be individually responsible for completing at least one part of the group’s task.

15. DEFINITION OF TERMS (Operational) Academic Achievement in Mathematics. This includes both the content taught as measured by a teacher's grades and educational goals set by students and teachers to be achieved over a given period ( Narad & Abdullah, 2016). In this study, this refers to the students’ scores in the researcher-made summative test in Mathematics. Specifically, their academic achievement will be expressed in terms of percentage scores, which is computed by dividing the raw scores by the highest possible score multiplied by 100. Achievement Emotions . Emotions tied directly to achievement activities or achievement outcomes ( Pekrun et al., 2007). In this study, It refers to the positive and negative emotions of the students in learning Mathematics. Boredom . This refers to the negative, unpleasant achievement-related emotion that refers to an intense and often brief psychophysiological change in response to a supposedly meaningful educational event (Westphal et al., 2018). In this study, it refers to the boredom in the classroom manifested by the refusal to attend classes or finding no meaning in the work they do in the classroom.

16. DEFINITION OF TERMS (Operational) Hopelessness . This pertains to a feeling of desperation in achieving the academic aspect (Westphal et al., 2018). In this study, it refers to the learners’ emotion during Mathematics class manifested by the students’ lose of hope to successfully achieve in class. Anger. It pertains to the fundamental negative activating state that may occur in the process of goal pursuit when goals are blocked or frustrated (Schmitt et al., 2019). In this study, it refers to the learners’ off-task behavior in Mathematics class. Anxiety. This refers to the unpleasant emotions such as excessive worrying in academics (Schmitt et al., 2019). In this study, it refers to the feeling of nervousness or being uncertain about their achievement in Mathematics class. Enjoyment . This pertains to the powerful feeling that motivates the human drive for success despite obstacles (Schmitt et al., 2019). In this study, it refers to the learners’ positive emotions during Mathematics class. Pride . This pertains to the self-conscious emotion that occurs when a goal has been attained and one's achievement has been recognized and approved by others (Schmitt et al., 2019). In this study it refers to the sheer pride in the learners’ positive feelings from achieving their target goals in Mathematics class

17. The Mediating Effects of Remote Learning Self-Efficacy on the Relationship Between Student’s Anxiety Level in Mathematics and Their Learning Approaches CRISTOPHER BRYAN N. MAGAT MAEd – Mathematics Student