World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VIII (August 2026), pp.203-208
Braile A. Pevida
ABSTRACT
This study determined whether mathematics self-efficacy and mathematics anxiety predicted the class performance of Grade 12 students at Tomas V. Rivera National High School, Cawayan, Masbate. A quantitative descriptive-comparative, correlational, and predictive design involved 300 students through complete enumeration. A researcher-adapted questionnaire measured mastery experience, vicarious learning, social persuasion, affective state, appraisal, arousal, face expression, and action tendencies; authorized official grades represented mathematics performance. Frequency, percentage, weighted mean, standard deviation, t-test, analysis of variance, Pearson correlation, and multiple regression were employed. Overall self-efficacy was high (M = 3.44, SD = .57), led by mastery experience (M = 3.61), while affective state ranked lowest (M = 3.23). Mathematics anxiety was moderate (M = 2.74, SD = .65), with appraisal highest (M = 2.99) and face expression lowest (M = 2.55). Mean performance was satisfactory (M = 84.48, SD = 4.63). Self-efficacy was positively related to performance (r = .49, p < .001), whereas anxiety was negatively related (r = -.46, p < .001). Together, the predictors explained 31.1% of performance variance. Self-efficacy positively predicted grades (B = 4.30, beta = .36), while anxiety negatively predicted them (B = -3.22, beta = -.31). The proposed MATH KAYA program integrates mastery-building, peer modeling, constructive feedback, emotional regulation, reduced avoidance, differentiated support, and continuous monitoring. Mathematics achievement should therefore be strengthened through combined instructional, confidence-building, and anxiety-management measures.
Keywords: mathematics anxiety, mathematics performance, mathematics self-efficacy, predictive analysis, senior high school students
DOI https://zenodo.org/records/22113765
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