Abstract
Mathematics is a foundation of Science, Technology, Engineering, and Mathematics (STEM) education, yet student performance in this subject—particularly in Pre-Calculus—remains a persistent concern. In the Philippine context, mathematics achievement has been a recurring challenge, and international assessments consistently reflect low performance in the subject. This study investigates how three key psychological constructs—mathematics self-efficacy, math anxiety, and perceptions toward Pre-Calculus—predict performance among Grade 11 STEM students. Employing a descriptive-correlational design, 325 students from a private university in Central Luzon, Philippines, participated in the study, responding to a survey that utilized validated instruments, including Likert-scaled questionnaires that measured self-efficacy, anxiety, and perception. Descriptive statistics and binary logistic regression were used to analyze the data gathered from the respondents. Findings revealed that students had neutral levels of self-efficacy, math anxiety, and a generally positive perception of Pre-Calculus. Logistic regression analysis suggests that mathematics self-efficacy positively predicts performance in Pre-Calculus, whereas math anxiety has an adverse effect. Students had a favorable view toward mathematics; however, it was a non-significant predictor of their performance in the subject. The study found that cognitive and emotional factors, rather than attitudinal ones, are more directly linked to students' mathematical success. The study highlights the importance of implementing teaching strategies and techniques that boost learners' self-esteem and lessen their fear of math. This necessitates establishing nurturing learning environments in the classroom and utilizing instructional strategies that take into account individual differences. Although cultivating positive perspectives remains crucial for sustained engagement, this study suggests that strengthening self-efficacy and reducing anxiety may be better indicators of short-term improvements in learning gains in Pre-Calculus. Future studies are encouraged to explore possible interventions and longitudinal study models to assess the sustained impact of psychological variables on mathematics achievement.
