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Abstract
The significance of mathematics education has gained increasing recognition worldwide due to its essential role in various fields, particularly science, technology, engineering, and mathematics (STEM). Algebra, a fundamental branch of mathematics, is crucial for developing students' problem-solving and analytical skills. However, many students struggle with algebraic concepts, affecting their overall mathematical proficiency. The field of mathematics education has long examined students' algebraic difficulties, seeking to understand their causes and improve learning outcomes. This study aims to provide insights into the perceived confidence and mastery of Grade 11 STEM students in solving algebra-related problems. It also explores variations in confidence and mastery based on different profile variables and examines their relationship. A mixed-methods approach was used to collect data through a survey questionnaire administered to two sections of Grade 11 STEM students at Saint Mary's University Senior High School. Findings indicate that Grade 11 STEM students generally exhibit moderate confidence and mastery in solving algebra-related problems but may require additional support, particularly with advanced topics like logarithmic properties. Perceived Level of Confidence did not significantly differ based on sex, junior high school curriculum, or learning styles but varied according to academic standing. However, mastery levels showed notable differences, with male students and those from science-oriented junior high schools performing better. A small positive correlation between confidence and mastery suggests that factors such as learning style and academic background influence algebra success. The study recommends tailored tutoring, regular feedback, and teaching strategies aligned with students' learning styles to strengthen both confidence and mastery.
