MATHEMATICS SELF-EFFICACY AND PARENTAL INVOLVEMENT AS PREDICTORS OF MATHEMATICS ACHIEVEMENT OF GRADE 3 LEARNERS IN PUERTO ELEMENTARY SCHOOL, BISLIG CITY DIVISION: A DESCRIPTIVE–CORRELATIONAL STUDY

EDUCATION

This study examined how mathematics self-efficacy and parental involvement predict the mathematics achievement of Grade 3 learners at Puerto Elementary School, Bislig City Division. Anchored on Bandura’s Self-Efficacy Theory and the Hoover-Dempsey and Sandler parental involvement model, the research focused on the joint influence of learners’ internal beliefs and home–school support on early-grade numeracy outcomes. A quantitative descriptive–correlational design was employed. The respondents were 23 Grade 3 learners and their 23 parents/guardians during School Year 2024–2025, selected through whole enumeration. Mathematics self-efficacy was measured using an adapted scale based on Bandura’s four sources of efficacy (mastery experiences, vicarious experiences, verbal persuasion, and physiological states). Parental involvement was assessed using an adapted questionnaire grounded on the Hoover-Dempsey and Sandler framework (parental role construction, parental efficacy, invitations to involvement, home-based learning support, and parent–teacher communication). Mathematics achievement was taken from the learners’ final Grade 3 mathematics grades. Descriptive statistics, Pearson’s correlation, and multiple regression were used. Findings showed generally high levels of mathematics self-efficacy and parental involvement, alongside satisfactory to outstanding mathematics achievement (M = 83.65, SD = 4.66). Mathematics self-efficacy correlated moderately and significantly with mathematics achievement (r = .48, p < .05), while parental involvement also showed a positive and significant relationship (r = .42, p < .05). The combined model explained 38% of the variance in mathematics achievement (R² = .38), with self-efficacy emerging as the stronger predictor. The results affirm that strengthening learners’ confidence in mathematics and supporting structured parental engagement can meaningfully enhance early numeracy outcomes in a rural public-school context. Implications for classroom practice, parent partnership programs, and local policy are discussed.

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