DIFFICULTIES ENCOUNTERED AND SELF-EFFICACY IN BASIC MATHEMATICAL CONCEPTS AMONG PUBLIC HIGH SCHOOL LEARNERS: A SEQUENTIAL EXPLANATORY ANALYSIS

Authors: Fatima T. Poso, Normel John Manuales, Gerald T. Malabarbas

ABSTRACT

Mathematics serves as a fundamental pillar of human knowledge, shaping not only academic pursuits but also daily decision-making and problem-solving. This study investigated the difficulties encountered and self-efficacy in basic mathematical concepts among public high school learners of Macatingog Integrated School, Schools Division of Calbayog City, for the school year 2025-2026. This two-phased study used a sequential-explanatory mixed methods design, with quantitative data collected through a diagnostic test on learners’ performance in basic mathematical concepts, followed by qualitative data from key informant interviews to explore their difficulties and self-efficacy. Findings demonstrated that most learners have poor mastery of basic mathematical concepts, with a substantial proportion failing to meet the expected proficiency standards. Furthermore, participants from KIIs disclosed multifaceted difficulties encountered in basic mathematical concepts, arising from cognitive, affective, social, and instructional factors. Moreover, the self-efficacy of public high school learners in Mathematics was characterized by moderate yet unstable confidence, affected by a reliance on procedural strategies and social support. It is highly recommended to implement institutionalized remedial or intervention programs and differentiated instruction to address foundational gaps in basic concepts, focusing on learners who do not meet proficiency standards.

Keywords: Mathematics education; academic performance; math difficulties; basic mathematics concepts

REFERENCES

  1. Abragan, F., Abarcas, V., Aquıno, I. M., & Bagongon, R. E. (2022). Research review on K-12 curriculum implementation in the Philippines: A generic perspective. European Journal of Educational and Social Sciences, 7(1), 1-8.
  2. Bandura, A. (1982). Self-efficacy mechanism in human agency. In A. Bandura, American Psychologist (pp. 122–147).
  3. Bandura, A. (2014). Social-cognitive theory (7th Edition ed.). New York: Psychology Press. : https://doi.org/10.4324/9781315793177.
  4. Benetiz, J. (2020). Understanding teacher self-efficacy and its influence on teacher effectiveness: An interpretative phenomenological analysis. [Doctoral dissertation, College of Professional Studies, Boston, Massachusett: Northeastern University]. ProQuest Dissertations and Theses Global.
  5. Bernardo, A. B. I., Ganotice, F. A., & King, R. B. (2021). Motivation and learning strategies of Filipino students: The role of social influences in mathematics learning. Asia Pacific Education Review, 22(2), 233–245. https://doi.org/10.1007/s12564-020-09670-5
  6. Brezavšček, A., Jerebic, J., Rus, G., & Žnidaršič, A. (2020). Factors influencing Mathematics achievement of university students of social sciences. American Journal of Educational Research, 8 (12), 1-24. https://doi.org/10.3390/math8122134
  7. Carey, E., Hill, F., Devine, A., & Szűcs, D. (2020). The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance. Frontiers in Psychology, 11, 572212. https://doi.org/10.3389/fpsyg.2020.572212
  8. Clemente, J., Kilag, O. K., Ypon, A., Groenewald, E., Groenewald, C. A., & Ubay, R. (2024). Enhancing Mathematics self-efficacy: Intervention strategies and effectiveness–A systematic review. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(2), 274-280.
  9. Creswell, J. W., Plano Clark, V. L., Gutmann, M., & Hanson, W. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social & behavioral research (pp. 209–240). Thousand Oaks, CA: Sage
  10. Datu, J. A. D., & Yang, W. (2021). Academic buoyancy, academic motivation, and academic achievement among Filipino high school students. Current Psychology, 40(8), 3954–3963. https://doi.org/10.1007/s12144-019-00358-y
  11. Department of Education [DepEd]. (2016 August 10). K to 12 Curriculum Guide, Mathematics, Grade 1 to Grade 10. deped.gov.ph
  12. Department of Education [DepEd]. (2020 March 20). Memorandum No. 22. s. 2020. Metro Manila. www.deped.gov.ph
  13. Department of Education [DepEd]. (2022, July 7). Department of Education: On Philippines’ participation in PISA 2022. www.deped.gov.ph https://www.deped.gov.ph/2022/03/11/on-philippines-participation-in-pisa-2022/
  14. Department of Education [DepEd]. (2024 September 14). DepEd convenes education partners to discuss PISA preps. https://www.deped.gov.ph.
  15. Destiniar, A., & Nopriyanti, T. (2024). Development of student self-efficacy for Mathematics learning in Indonesia. Mathematics Teaching Research Journal, Vol. 16 (No. 3).
  16. Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2020). Self-efficacy, satisfaction, and academic achievement: The mediator role of students’ expectancy-value beliefs. Frontiers in Psychology, 11, 1–12. https://doi.org/10.3389/fpsyg.2020.01196
  17. Dowker, A., Sarkar, A., & Looi, C. Y. (2020). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 10, 1–16. https://doi.org/10.3389/fpsyg.2019.00508
  18. Gumarang, B. K., & Gumarang, B. K. (2021). Unraveling deterioration in the quality of philippine education. International Journal of Multidisciplinary: Applied Business and Education Research, 2(10), 914-917. https://doi.org/10.11594/ijmaber.02.10.08
  19. Gunawan, G., Yanti, P. R., & Nelson, N. (2023). Methods for achieving cognitive, affective, and psychomotor aspects in Islamic religious education learning: a study at senior high school in Rejang Lebong. Al-Ishlah: Jurnal Pendidikan, 15(1), 981-991. https://doi.org/10.35445/alishlah.v15i1.2793
  20. Hanifah, S., Waluya, S., Asiki, M., & Rochmand. (2021). 2020. Analysis mathematical representation ability by self-efficacy of prospective Mathematics teachers. Journal of Physics: Conference Series 1918 (4) p. 042118). IOP Publishing. https://doi.org/10.62568/jomes.v1i1.12
  21. Hiller, S. E., Kitsantas, A., Cheema, J. E., & Poulou, M. (2022). Mathematics anxiety and self-efficacy as predictors of Mathematics literacy. International Journal of Mathematical Education in Science and Technology, 53(8), 2133-2151. https://doi.org/10.1080/0020739X.2020.1868589
  22. Holenstein, M., Bruckmaier, G., & Grob, A. (2021). How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling. British Journal of Educational Psychology, 92(1), e12443. https://doi.org/10.1111/bjep.12443
  23. Hufana, D., & Gurat, M. G. (2023). Individual, motivational, and social support factors towards learning Mathematics of university students in the blended learning approach. American Journal of Educational Research, 11 (4) , 175-182. https://ssrn.com/abstract=4518954
  24. Ignacio, A. A., & Bajet, A. P. (2025). Assessing the Implementation of senior high school Mathematics curriculum: Teachers’ and students’ perceptions in Calbayog City Division, Philippines. European Journal of Education and Pedagogy, 6(1), 61–65. https://doi.org/10.24018/ejedu.2025.6.1.918
  25. Mutodi, P., & Ngirande, H. (2019). Exploring mathematics anxiety: Mathematics students’ experiences. International Journal of Educational Sciences, 24(1–3), 1–9. https://doi.org/10.31901/24566322.2019/24.1-3.1073
  26. Misajon, C. (2025). Learners’ self-efficacy and attitude towards Mathematics. Cognizance Journal of Multidisciplinary Studies, Vol.5 (5), 547-550. https://doi.org/10.47760/cognizance.2025.v05i05.033
  27. Namkung, J. M., Peng, P., & Lin, X. (2020). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459–496. https://doi.org/10.3102/0034654319843494
  28. (2022). PISA 2022 Results (Volume I and II) Country Notes: Philippines. Organisation for Economic Co-operation and Development. www.oecd.org
  29. Pajares, F., & Miller, M. D. (2020). Mathematics self-efficacy and mathematical problem solving: Implications for instruction. Contemporary Educational Psychology, 53, 1–10. https://doi.org/10.1016/j.cedpsych.2018.02.001
  30. Parojenog, R., & Pabalan, A. P. (2024). Enhancing basic education standards: A framework for quality advancement. Psychology and Education: A Multidisciplinary Journal, 17(5), 481-487. https://doi.org/10.5281/zenodo.10698589
  31. Putri, W., & Prabawanto, S. (2019). The analysis of students’ self-efficacy in learning Mathematics. International Conference on Mathematics and Science Education. https://doi.org/10.1088/1742-6596/1157/3/032113
  32. Republic Act [RA] No. 10533. (2012, November 2019). An act enhancing the philippine basic education system by strenthening its curriculum and increasing the number of years for basic education, appropriating funds therefore and for other purposes. Manila: Senate and House of Representative of the Philippines in Congress. http://bit.ly/2StiCty
  33. Riboroso, R. (2020). Students’ Mathematics self-efficacy scale: Item development and validation. Asian Journal of Education and Human Development (AJEHD), Vol.1(Issue 1). https://doi.org/10.69566/ajehd.v1i1.14
  34. Rittle-Johnson, B., Schneider, M., & Star, J. R. (2020). Not a one-way street: Bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 32(2), 1–25. https://doi.org/10.1007/s10648-019-09500-8
  35. Schukajlow, S., Rakoczy, K., & Pekrun, R. (2020). Emotions and motivation in mathematics education: Theoretical considerations and empirical contributions. ZDM Mathematics Education, 51(1), 63–74. https://doi.org/10.1007/s11858-018-0998-8
  36. Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.). APA educational psychology handbook, Vol. 1, pp. 101–123.
  37. Trujillo, M., Atarés, L., Canet, M. J., & Pérez-Pascual, M. A. (2023). Learning difficulties with the concept of function in maths: A Literature Review. Education Sciences, 13(5), 495. https://doi.org/10.3390/educsci13050495
  38. UNESCO Institute for Statistics. (2022). Data for the Sustainable Development Goals – Launch of 2022 Survey of Formal Education for SDG 4 Data. p. 25. Unesco www.uis.unesco.org/en
  39. Velez, A. J., D. D., Robigid, J. D., Villegas, J., & Gomez, D. (2023). Difficulties and coping strategies in understanding mathematical concepts in a private higher education in Tagum City, Davao del Norte, Philippines. Davao Research Journal, 14(1), 45-54. https://doi.org/10.59120/drj.v14i1.10
  40. Xiao, F., & Sun, L. (2021). Students’ motivation and affection profiles and their relation to Mathematics achievement, persistence, and behaviors. Frontiers in psychology, 11. https://doi.org/10.3389/fpsyg.2020.533593