MATHEMATICS SELF- EFFICACY AND ACADEMIC PERFORMANCE OF GRADE 10 STUDENTS

Education Research

This study investigates the relationship between mathematics self-efficacy and academic performance among Magcagong National High School tenth-grade students. Self-efficacy is a concept that has its origins in social cognitive theory. It is defined as the belief that an individual can do particular tasks and achieve their desired outcomes. Additionally, it explores how mathematics academic performance correlates with four sources of self-efficacy: mastery experience, vicarious experience, social persuasion, and emotional and physiological state. Employing a descriptive quantitative approach within a correlational research design, this study examines the interrelationships among these variables. The research utilized adapted instruments, including a 24-item Likert scale questionnaire to assess mathematics self-efficacy and a 40-item multiple-choice mathematics test questionnaire. These instruments were rigorously evaluated and validated by five experts in the field. Results indicate a significant positive relationship between mathematics self-efficacy and academic performance. Furthermore, academic performance levels were associated with mastery experience, vicarious experience, social persuasion, and emotional and physiological states. The findings highlight the influential role of self-efficacy on students' mathematics performance, demonstrating that students with higher levels of self-efficacy tend to perform better than those with lower self-efficacy levels. In conclusion, this study underscores the importance of developing students' self-efficacy in mathematics education, as it positively impacts academic performance. It recommends targeted interventions to enhance students' self-efficacy, fostering improved mathematics learning outcomes.

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