Mathematics, in the 21st century education, is a crucial competence a person could perform as it provides manipulations and

representations of circumstance to explain or control a complex situation,

either real-life or contrived environmental situation. However, as students

described Mathematics as less valuable, as much as possible they avoid taking

math-related-courses. Meanwhile, problem solving has been a major concern that

an extensive research in this field has been done. In recent years, problem

solving skills able to form an important value in the academic curriculum since

young people should suffice the mathematical demands of the modern world.

Therefore, the emphasis of problem solving performance in mathematics is a

positive development (Zhao, 2011; Rosli, Goldsby, & Capraro, 2013; ACME,

2016).

With the dramatic increase of importance with the

preparation for mathematics field for career-options, the role of self-efficacy

among students has been investigated and received an empirical support.

In view of social subjective hypothesis, students’ observation on their

capacity impacts on how they carry on and uphold activity to accomplish certain

sorts of performance. Most presumably, students will have some motivation when

they trust that they’re equipped for finishing the result they need.

Interestingly, when students have low self – confidence, factors, for example,

tension could impact the result. The belief that students hold in light of

their abilities will be of assistance to pinpoint on what they’ve done on their

earlier aptitudes and procured information. Hence, self-efficacy as well as

math anxiety mediates the influence of prior determinants such as general mental ability on some academic

performance. Additionally, there are studies in

which researchers generally perceived the strong predictive power of general

mental ability over academic performance. Moreover, general mental ability is

the largest component over contrasts in mental ability of an individual

(Hackett, 1985 cited by Boray Tek,, Benli, & Deveci, 2017; Pajares &

Kranzler, 1995 as cited by Stolp, S. & Zabrucky, K., 2012).

Furthermore,

as observed in UM Tagum College, math educators were gradually decreasing in

population and as well as student’s contribution on math related activities.

Likewise, student’s population on taking math related courses is also low. In

addition, based from the past pre-rev results, students’ performance in

Mathematics was low.

Meanwhile,

this study is a replication of Pajares and Kranzler where we excluded the

variables, gender and high school math level since the researchers would like

to utilize path analysis and broaden this exploration in the local areas to

anticipate the persuasive elements among students towards their performance in

mathematics. Henceforth, this study was concentrated just on general mental

ability, self-efficacy and math anxiety that were hypothesized to predict

mathematics performance. Moreover, path analysis was utilized to test the

influence of math general mental ability directly and indirectly with math

self-efficacy and math anxiety towards mathematical problem – solving

performance among the UM Tagum College STEM senior high school students. It is

an approach which is a straightforward extension of multiple regressions.

Its aim is to provide assessments of the magnitude and importance of hypothesized causal connections between

sets of variables. Likewise, it would enable us to indicate a model and

relationships between variables. Lastly, there is a need to conduct a study

where testing the most influential predictive factors of mathematical

problem-solving performance. Further, these results would help changing

misconceptions in dealing mathematics to our daily lives.