SELF-EFFICACY AND ATTITUDE AS PREDICTORS OF MATHEMATICS PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS

Abstract

This study determined the relationship of self-efficacy, attitude, and performance in mathematics of senior high school students. Specifically, the study (a) described the level of mathematics self-efficacy of studentrespondents in terms of mastery experience, vicarious experience-peers, vicarious experience-adults, social persuasions, and physiological state, (b) characterized the attitude of the student-respondents towards mathematics in terms of anxiety, confidence, enjoyment, and benefits/value, (c) described the mathematics performance of the respondents, (d) determined the significant relationship between self-efficacy, attitude, and mathematics performance of the respondents, and (e) determined the predictors of students mathematics performance. Simple random sampling was used in identifying the 229 samples from three (3) public secondary schools offering senior high school in the Tablas Island. The researchers used the validated Self-Efficacy and Attitude towards Mathematics questionnaire. It was found out that the student-respondents have moderate mathematics self-efficacy in mastery experience, vicarious experience-peers, vicarious experience-adults, social persuasions, and physiological state. It was also found out that there was a high level of attitude towards mathematics in terms of benefits/value and moderate level of attitude towards mathematics in terms of anxiety, confidence, and enjoyment. Majority of the student-respondents did not meet the expectations in terms of mathematics performance, but a significant percentage of the group was average in the acceptable range of rating as significant relationship exists between self-efficacy, attitude and mathematics performance. The study revealed that the mathematics performance was predicted by variables such as vicarious experience-adults, benefits/value, anxiety, and vicarious experience-peers.