Numeracy Self-Efficacy as a Predictor of Mathematics Performance at Margarita K. Yusingco National High School, Division of Surigao del Sur: A Predictive-Correlational Design
DOI:
https://doi.org/10.5281/zenodo.21375811Keywords:
numeracy self-efficacy, mathematics performance, basic numeracy skills, problem-solving, higher-order mathematical reasoning, predictive-correlational designAbstract
This study examined numeracy self-efficacy as a predictor of mathematics performance among junior and senior high school students of Margarita K. Yusingco National High School, Lingig, Surigao del Sur. A quantitative, non-experimental predictive-correlational research design was employed. Using proportionate stratified random sampling, 140 Grade 9 to Grade 12 students were selected from a population of 216, comprising 83 junior high school and 57 senior high school respondents. Data were gathered through an adapted 15-item Numeracy Self-Efficacy Scale covering basic numeracy skills, problem-solving and application, and higher-order mathematical reasoning, while Mathematics grades from the last grading period served as the measure of mathematics performance. Weighted mean, standard deviation, frequency, percentage, Pearson product-moment correlation, and simple linear regression were used. Respondents demonstrated high numeracy self-efficacy across the three domains. Their overall mathematics performance was Satisfactory (M = 84.29, SD = 6.47). Using 138 complete cases for inferential analysis, numeracy self-efficacy had a very strong positive relationship with mathematics performance, r = .857, p < .001, and significantly predicted Mathematics grades, R² = .734, F(1, 136) = 376.21, p < .001. The regression model indicated that numeracy self-efficacy explained 73.4% of the variance in Mathematics grades. The findings show that learners who possess stronger confidence in their numeracy abilities tend to obtain higher mathematics performance. Mastery-oriented instruction, guided practice, contextualized tasks, constructive feedback, and confidence-building activities are recommended to strengthen both self-efficacy and achievement.
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