Abstract
This study examined the Mathematics self-perception of Grade 6 learners at Bislig Central Elementary School during School Year 2025–2026 and its predictive relationship with academic achievement. Utilizing a predictive-correlational research design, the study integrated correlation analysis and regression modeling to determine whether self-perception significantly predicts mathematics achievement. A stratified random sample of 86 learners from a population of 170 across five heterogeneous sections participated. Data were collected using a validated Mathematics Self-Perception Questionnaire and learners’ final mathematics grades from official records. Descriptive statistics revealed consistently high levels of self-perception across four dimensions. Pearson’s correlation indicated a positive and significant relationship between self-perception and achievement, while regression analysis confirmed that mathematics self-perception is a significant predictor of learners’ academic achievement. Findings highlight that Grade 6 learners exhibit strong motivation, enjoyment, and recognition of mathematics’ academic value, alongside developing confidence and situational anxiety in public performance contexts. The study concludes that fostering self-efficacy, emotional resilience, and supportive classroom environments is essential to translate learners’ positive motivational foundations into sustained mathematical proficiency and long-term academic success.
