Relationships between Grade 11 Students' Anxiety and Self-efficacy Compared to Their Mastery of Rational Functions
Reuben Ysmael A. Ganapin *
Palawan State University, Puerto Princesa City, Philippines.
*Author to whom correspondence should be addressed.
Abstract
Aims: This study examined the predictive influence of mathematics anxiety and self-efficacy on Grade 11 students’ mastery of rational functions and their graphs at Palawan State University Laboratory Senior High School.
Study Design: Anchored in Bandura’s theory of self-efficacy and supported by literature on affective factors in mathematics learning, the research employed a descriptive-correlational design.
Place and Duration of Study: Palawan State University Laboratory Senior High School, between 2022 to 2023.
Methodology: Data were taken from 76 senior high school students using a teacher-constructed mastery test, a mathematics anxiety scale, and a self-efficacy questionnaire, all subjected to validity and reliability procedures.
Results: Results revealed that students demonstrated an overall average level of mastery in rational functions, with notable weaknesses in graphing and applying rational functions to real-life problems. Mathematics anxiety among the students was generally moderate, while self-efficacy was rated as average. Regression analysis indicated that self-efficacy significantly predicted overall mastery, as well as performance in competencies such as identifying domain and range, intercepts, zeroes, and asymptotes. In contrast, mathematics anxiety showed a significant negative effect only in solving rational equations and inequalities. For other competencies, including representing and graphing rational functions, neither variable showed significant predictive power, suggesting that additional cognitive or instructional factors may be influencing performance.
Conclusion: The predictive power of self-efficacy is more consistent than that of anxiety, suggesting that confidence-building may be a more effective long-term intervention strategy. However, anxiety remains a key barrier in solving symbolic problems and must be addressed through supportive environments and process-oriented teaching. The lack of significant predictors in competencies involving representation and real-world application implies that mastery in these areas depends on more than just affective factors. Instructional strategies must also emphasize modeling skills, representational conversions, and contextual understanding.
Keywords: Mathematics anxiety, self-efficacy, rational functions, predictive relationship, 7Es inquiry-based learning, level of mastery