Abstract
Results revealed moderate levels of math anxiety among learners, with the highest anxiety associated with practical, real-world mathematical tasks. Self-efficacy levels were generally low, particularly in learners' perceptions of their overall mathematical abilities compared to peers. However, academic performance showed a positive trend, with 71% of learners performing at or above the "Advancing Proficiency" level. Surprisingly, correlational analysis found no significant relationship between mathematics anxiety and academic performance, nor between self-efficacy and academic performance. This suggests that other factors may play a more crucial role in determining academic outcomes in mathematics. The findings highlight the need for contextualized interventions to address math anxiety and boost self-efficacy, particularly in practical applications of mathematics. Recommendations include enhancing self-efficacy through contextualized interventions, improving teaching strategies, creating supportive classroom environments, and regularly monitoring learners' self-efficacy and performance to provide personalized support. This research contributes to the understanding of psychological factors affecting mathematics education in the Philippine context. It emphasizes the importance of addressing both cognitive and affective aspects of learning to improve mathematics education outcomes. Future studies could explore additional factors influencing academic performance and investigate the effectiveness of specific interventions aimed at reducing math anxiety and enhancing self-efficacy in mathematics education.
