Learners’ Self-Efficacy and Attitude towards Mathematics

This research investigated learners' self-efficacy in relation to mathematics attitude, which was measured through mathematics teachers working in the Antique Schools Division. A cross-sectional research design was used to learn from 100 teachers in some of the junior and senior high schools in the division. The survey questionnaire was modified to obtain measures of two main factors, namely learners' mathematics self-efficacy and mathematics attitude. The information was described statistically, using Pearson's correlation, and one-way ANOVA to look at trends and associations. Findings showed that students tended to have moderate self-efficacy in everyday math but lower confidence when faced with more abstract, complicated problems. Furthermore, there was a mixed attitude towards mathematics, with students from urban schools showing more positive attitudes than students from rural schools. There existed a high positive correlation (r = 0.68) between self-efficacy and attitude, which indicated that students who had confidence in their ability to perform mathematics also exhibited more favorable attitudes toward mathematics. Additionally, there were significant differences in self-efficacy and attitude between rural and urban students, with the latter having greater confidence and more positive attitudes. These results underscore the imperative role played by self-efficacy and attitude in influencing students' involvement with mathematics. The research implies the need for targeted interventions, such as tailored teaching strategies and fair resource distribution, in order to promote students' self-efficacy and attitude, especially in rural settings. The study contributes to the existing debate on enhancing mathematics education by recognizing both affective and cognitive dimensions of the learning process.