Self-Concept and Mathematics Proficiency of College Students in Davao City

Self-concept plays a crucial role in mathematics achievement by influencing students' attitudes and motivation. The purpose of this study was to determine which domain of self-concept significantly influenced the mathematics proficiency level of college students. In this study, a quantitative, non-experimental, descriptive design using a correlational technique was used. The respondents in this study were college students officially enrolled in a college in Davao City for the academic year 2024–2025. Stratified random sampling and simple random sampling were used to determine the number of respondents, who were primarily college students, as they had information that could be used to test the study's hypothesis. Using Slovin’s formula, the total sample size was determined to be 320 respondents. A contextualized questionnaire was used for data collection, and the statistical tools employed for data analysis included the mean, Pearson product-moment coefficient, and linear regression. The results showed that the level of self-concept was moderate, and the mathematics proficiency level was also moderate. This implies that self-concept is sometimes manifested, while mathematics proficiency is also sometimes manifested. This study revealed a significant relationship between self-concept and the mathematics proficiency of college students. Additionally, it was discovered that all domains of self-concept significantly influenced mathematics proficiency. These findings recommend fostering a positive self-concept, as it plays a crucial role in enhancing students' mathematics proficiency by boosting their confidence, motivation, and persistence in problem-solving.