The purpose of the study was to determine the effects of socioeconomic factors (SES) and the level of selfefficacy in relation to the academic performance of high school students. The study utilized a descriptive survey method using correlational design to… More

The purpose of the study was to determine the effects of socioeconomic factors (SES) and the level of selfefficacy in relation to the academic performance of high school students. The study utilized a descriptive survey method using correlational design to analyze the data collected. Prior to the study, letters were given each to the division office, school head, parents, and children. Upon approval, the researcher collected necessary information through survey, after which the data were tallied, tabulated, and statistically treated. The following were the findings of the study: 1. most of the students’ academic performance were Approaching Proficiency. 2. most of the students were from Low income level 3. the Grade 7 students manifested a Moderate level of self-efficacy. 4. there was a significant correlation between the respondents’ SES based on annual family income and their academic performance. On the contrary, the academic performance of students had no correlation with their SES based on MBN Indicators. 5. between the students’ selfefficacy and their academic performance, there was no significant relationship. As a conclusion, the Grade 7 students’ socioeconomic status based on annual family income was a predictor of their academic performance. However, socioeconomic status based on MBN indicators and their perceived self-efficacy were not determinant factors in their academic standing. Less

in Mathematics in all levels of education in Bukidnon, Philippines. A Mathematics Self-Efficacy Beliefs Questionnaire developed by Benjamin (2003) and Bandura (1994) on a five Likert scale was adopted. Before the use of the questionnaire, it was tried out to… More

in Mathematics in all levels of education in Bukidnon, Philippines. A Mathematics Self-Efficacy Beliefs Questionnaire developed by Benjamin (2003) and Bandura (1994) on a five Likert scale was adopted. Before the use of the questionnaire, it was tried out to thirty (30) Mathematics Teachers not included in the study. The questionnaire was found valid and reliable with alpha reliability coefficient of 0.75 which indicates the instrument is reliable. The instrument was administered to 160 mathematics teachers from the elementary, secondary, and tertiary levels. Their responses were analyzed using factor analytic method. A principal factor with iteration was employed. Likewise, varimax rotation method was also used. Results of the study show five factors with eigenvalues greater than one emerged from the factor analysis of the Mathematics teacher’s response to the self-efficacy beliefs scale. These factors will inform the administrators on the teacher quality and effectiveness/self-efficacy in Mathematics teaching. Understanding the self-efficacy beliefs can be useful to teacher education programs in improving teaching effectiveness and beliefs of teachers in the educational system. Less