STEM Students' Perception, Grit, and Motivation in Learning Precalculus in a Cyclical Learning Modality

Abstract Precalculus is essential for reinforcing the mathematical abilities of STEM students in Senior High School. However, limited studies have explored the correlation between students’ perception, grit, and motivation in learning Precalculus within a cyclical learning modality. This study aimed to measure the levels of students' perception, grit, and motivation among 80 STEM Grade 11 students from a Laboratory High School of a state university and to analyze the relationships between these factors. A descriptive correlational research design was employed, utilizing three research questionnaires to gather data, which were analyzed using descriptive statistics and Pearson Correlation. Findings revealed high levels of students’ perception, grit, and motivation. Furthermore, while students’ perception and grit showed no significant correlation, perception and motivation, as well as grit and motivation, were significantly correlated. Therefore, institutions should continue enhancing the quality of education in Precalculus to sustain students' high levels of perception, grit, and motivation. Keywords: mathematics education, precalculus, perception, grit, motivation, cyclical learning modality