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,
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).
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.
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.