Abstract
Numeracy is a crucial academic skill and predicts educational and career success. Mathematics self-efficacy significantly influences performance, but the underlying processes connecting self-efficacy to outcomes are not really understood. In particular, mathematics motivation and mathematics anxiety may play crucial mediating roles in this relationship. The study examined the levels and relationships between mathematics motivation, anxiety, self-efficacy, and numeracy among Grade 9 students in mega schools in DepEd Antique, as well as the mediating roles and paths among the variables for the school year 2024-2025. Research data were collected using two standardized instruments and two researcher-made instruments that underwent validation processes to ensure validity and pilot testing, thereby ensuring internal consistency. Statistical analysis included frequency, mean, percentage, Pearson's r, mediation analysis, and structural equation modeling, with an alpha level set at 0.05. Computations were performed using SPSS, version 23, and AMOS Graphics version 23. Students have high mathematics self-efficacy and motivation, a low level of mathematics anxiety, and nearly proficient numeracy performance. Significant positive and weak correlations are observed between mathematics self-efficacy and motivation, mathematics self-efficacy and numeracy, and mathematics motivation and numeracy of the students. Significant, but weak, negative correlations existed between mathematics self-efficacy and anxiety, and mathematics anxiety and numeracy of the students. Mathematics self-efficacy has a direct impact on numeracy, with no indirect effect observed when mediated by mathematics motivation. Mathematics anxiety partially mediates the effect of mathematics self-efficacy on students' numeracy performance. The final path model, supported by absolute fit measures, incremental fit indices, and parsimonious fit indices, effectively explains the relationship among investigated variables, validating its suitability for data analysis. The findings reinforce the importance of psychological factors in mathematics education and support the development of holistic programs and interventions that build confidence and teach coping strategies for anxiety.
