Mathematics Self-Concept and Performance of Freshman Education Students in an Online Learning Setup

https://doi.org/10.5281/zenodo.23327890

Abstract

This study examined the relationship between mathematics self-concept and academic performance in Mathematics in the Modern World among freshman students of the College of Education. Using a descriptive-correlational research design, data were gathered from the respondents and analyzed using frequency, percentage, mean, Pearson product-moment correlation, and Spearman’s rank-order correlation. Most respondents were female late adolescents, as defined by the World Health Organization, and belonged to the youth sector under Republic Act No. 8044. Most came from households classified at least as lowermiddle income based on the income classification of the Philippine Institute for Development Studies (PIDS) and received a modest weekly allowance. Most used more than one device with a low-tomoderate Wi-Fi connection for online learning, had a personal study space at home, and had a very good general weighted average (GWA). The respondents’ mathematics self-concept was moderate, and their academic performance in Mathematics in the Modern World was average. No significant relationship was found between the respondents’ profile and either their mathematics self-concept or their mathematics performance. However, mathematics self-concept was significantly and positively related to mathematics performance. Students with higher mathematics self-concept tended to perform better in the course. These findings suggest that strengthening students’ confidence in