Awareness of Basic Mathematical Operation Rules as Predictor of Perceived Algebraic Reasoning Confidence Among Non-mathematics Majors

This study examined whether the level of awareness of basic mathematical operation rules predicts the perceived algebraic reasoning confidence of first-year non-mathematics major students at the Polytechnic College of the City of Meycauayan during the Academic Year 2025–2026. Specifically, it investigated students’ awareness in terms of order of operations, signed number operations, algebraic manipulation, exponents and radicals, and basic equation solving, and how these related to their confidence in expression manipulation, algebraic rule application, and problem-solving.A quantitative correlational-predictive research design was employed. Data were collected from 155 respondents selected through stratified random sampling using a validated research-made questionnaire with a 5-point Likert scale. Descriptive statistics, including mean and standard deviation, were used to determine the levels of awareness and confidence, while multiple linear regression analysis was applied to examine predictive relationships. The findings revealed that students demonstrated high awareness in signed number operations and order of operations, but only moderate awareness in algebraic manipulation, exponents and radicals, and basic equation solving. Meanwhile, students exhibited a moderate level of algebraic reasoning confidence across all domains. Regression analysis showed that awareness of basic mathematical operation rules significantly predicted algebraic reasoning confidence, accounting for 77.8% of the variance. Among the domains, basic equation solving emerged as the strongest predictor. The results suggest that a stronger understanding of foundational mathematical operation rules enhanced students’ confidence in algebraic reasoning. Thus, strengthening students’ foundational mathematical skills might improve both their performance and confidence in algebra. The findings served as a basis for improving instructional strategies and providing targeted support in mathematics education. Keywords: basic mathematical operation rules, algebraic reasoning confidence, non-mathematics major