Content Knowledge, Self-Efficacy, and Mathematics Achievement: A Mediation Analysis Among Senior High School Students in the Philippines
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Abstract
Background and Aim: Mathematics achievement is influenced by both cognitive and affective factors that shape students’ learning experiences and academic outcomes. While content knowledge is widely recognized as a key determinant of achievement, students’ beliefs in their capabilities may also play a crucial role in translating knowledge into performance. This study examined the mediating role of mathematics self-efficacy in the relationship between content knowledge and mathematics achievement among senior high school students in the Philippines. Grounded in Social Cognitive Theory and supported by constructivist and expectancy-value perspectives, the study explored how cognitive competence and self-beliefs jointly contribute to academic success in mathematics.
Materials and Methods: A quantitative, non-experimental, cross-sectional correlational design with mediation analysis was employed. The participants were 313 Grade 11 students from public secondary schools in Tangub City, Philippines. Data were collected using a validated Numeracy Test for content knowledge (α = .87), the Regional Unified Quarterly Assessment for mathematics achievement (α = .89), and the Mathematics Self-Efficacy Scale (α = .93). Descriptive statistics, Pearson product-moment correlation, and bootstrapped regression-based mediation analysis with 5,000 bootstrap samples were performed using JAMOVI software.
Results: The findings indicated that students demonstrated a nearly proficient level of content knowledge (M = 28.99, SD = 4.15), a high level of mathematics self-efficacy (M = 3.84, SD = 0.67), and mathematics achievement classified as moving toward mastery (M = 36.50, SD = 6.47; MPS = 73%). Significant positive relationships were found between content knowledge and self-efficacy (r = .46, p < .001), self-efficacy and mathematics achievement (r = .85, p < .001), and content knowledge and mathematics achievement (r = .57, p < .001). Mediation analysis revealed that mathematics self-efficacy significantly and partially mediated the relationship between content knowledge and mathematics achievement (indirect effect = 0.543, SE = 0.063, p < .001), accounting for approximately 61.8% of the total effect.
Conclusion: Mathematics self-efficacy serves as a significant psychological mechanism linking content knowledge to mathematics achievement. The findings highlight the importance of integrating confidence-building strategies with content instruction to enhance students’ mathematical performance and support more effective learning outcomes.
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