Mathematical Self-Efficacy and Performance of Grade 7 Learners Using the Rapid Mathematics Assessment (RMA)
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Abstract
Background and Aim: Mathematics is a foundational discipline that develops learners’ critical thinking, logical reasoning, and problem-solving skills. However, many Filipino learners continue to experience difficulties in foundational mathematical competencies, as reflected in national and international assessment results. These learning gaps highlight the need for diagnostic assessments that can identify learners’ strengths and weaknesses and inform instructional planning. This study aimed to examine the mathematical self-efficacy and mathematical performance of Grade 7 learners using the Rapid Mathematics Assessment (RMA). Specifically, it determined learners’ levels of mathematical self-efficacy and mathematical performance, examined differences according to sex, and investigated the relationship between mathematical self-efficacy and posttest mathematical performance.
Materials and Methods: This study employed a quantitative descriptive-comparative-correlational design using a single-group pretest-posttest approach. The respondents consisted of 47 Grade 7 learners from Mayor Alfonso D. Tan High School, Tangub City, Philippines. Data were collected using the Department of Education’s Rapid Mathematics Assessment (RMA), which underwent content review for its applicability to the study context, and an adapted Mathematics Self-Efficacy Questionnaire based on the Mathematics Self-Efficacy Scale (MSES). The adapted questionnaire likewise underwent expert content review and demonstrated excellent internal consistency reliability (Cronbach’s α = .934; McDonald’s ω = .935). Descriptive statistics were used to determine levels of mathematical self-efficacy and performance. Inferential statistics included the Wilcoxon Signed-Rank Test, Mann-Whitney U Test, and Spearman’s rank-order correlation coefficient (rho).
Results: Respondents demonstrated a moderately high level of mathematical self-efficacy. In terms of mathematical performance, most learners were initially classified at the Emerging proficiency level on the pretest but improved to the Developing and Proficient levels on the posttest. A statistically significant difference was found between pretest and posttest scores (p < .001), indicating higher mathematical performance at the end of the school year. Significant differences in pretest and posttest scores were likewise observed according to sex, with male respondents obtaining higher mean scores than female respondents. However, no significant difference in mathematical self-efficacy was found between male and female respondents (p = .659). Furthermore, no significant relationship was found between mathematical self-efficacy and posttest mathematical performance (ρ = -0.058, p = .700).
Conclusion: The findings suggest that mathematical self-efficacy alone may not sufficiently explain differences in foundational mathematical performance among the respondents. The study provides localized evidence on learners’ mathematical self-efficacy, foundational mathematical performance, and the use of the Rapid Mathematics Assessment as a diagnostic tool for identifying learning gaps and monitoring learner progress. The findings may support assessment-informed instructional planning and intervention initiatives aligned with the goals of the MATATAG Agenda and related learning recovery programs in Philippine education.
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