SELF-DIRECTED LEARNING READINESS AND ACADEMIC PERFORMANCE IN MATHEMATICS

This study aimed to determine the relationship between self-directed learning readiness and academic performance in mathematics among Grade 10 students of Arena Blanco National High School during the academic year 2026–2027. It focused on three dimensions of self-directed learning readiness: Self-Confidence and Intelligence, Self-Monitoring and Responsibility, and Attitude towards Mathematics Learning. A quantitative-correlational research design was employed. The respondents were selected based on their accessibility, availability, and willingness to participate. Weighted mean was used to determine the level of self-directed learning readiness, while mean, frequency count, and percentage were used to describe academic performance in mathematics. Pearson product-moment correlation was utilized to determine the significant relationship between self-directed learning readiness and academic performance. The findings revealed that the respondents demonstrated an average level of self-directed learning readiness in terms of Self-Confidence and Intelligence and Self-Monitoring and Responsibility, while their Attitude towards Mathematics Learning was high. Their academic performance in mathematics was classified as fairly satisfactory. Furthermore, a significant relationship was found between Self-Confidence and Intelligence and academic performance in mathematics. However, no significant relationship was found between academic performance and the other two dimensions: Self-Monitoring and Responsibility and Attitude towards Mathematics Learning. The study concludes that self-directed learning readiness has varying relationships with students' academic performance in mathematics. These findings may help teachers identify areas for improvement and develop strategies that strengthen students' confidence, responsibility, and positive attitudes toward mathematics learning.