Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 50 no. 10 (2025)

Mathematics Self-Perception as a Predictor of Mathematics Achievement Among Grade 6 Learners in Bislig Central Elementary School, Bisig City Division: A Predictive-Correlational Design

Ivy Cayetuna | Rio Consigna

Discipline: Education

 

Abstract:

This study examined the Mathematics self-perception of Grade 6 learners at Bislig Central Elementary School during School Year 2025–2026 and its predictive relationship with academic achievement. Utilizing a predictivecorrelational research design, the study integrated correlation analysis and regression modeling to determine whether self-perception significantly predicts mathematics achievement. A stratified random sample of 86 learners from a population of 170 across five heterogeneous sections participated. Data were collected using a validated Mathematics Self-Perception Questionnaire and learners’ final mathematics grades from official records. Descriptive statistics revealed consistently high levels of self-perception across four dimensions. Pearson’s correlation indicated a positive and significant relationship between self-perception and achievement, while regression analysis confirmed that mathematics self-perception is a significant predictor of learners’ academic achievement. Findings highlight that Grade 6 learners exhibit strong motivation, enjoyment, and recognition of mathematics’ academic value, alongside developing confidence and situational anxiety in public performance contexts. The study concludes that fostering selfefficacy, emotional resilience, and supportive classroom environments is essential to translate learners’ positive motivational foundations into sustained mathematical proficiency and long-term academic success



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