An Investigation of the Self-Efficacy and Academic Performance of Grade 5 Learners in District V

Abstract

This study investigated the relationship between self-efficacy and academic performance among Grade 5 learners in District V schools in the Malaybalay City Division. Using a descriptive-correlational design, data were collected from 150 randomly selected learners through the Self-Efficacy Questionnaire for Children (Murris, 2001) and first-quarter Grade Point Averages (GPA). Results revealed that learners exhibited high levels of self-efficacy, with mean scores of 3.71 (academic), 3.62 (social), and 3.84 (emotional). In terms of academic performance, 42.7% of learners were classified as Satisfactory, 31.3% Very Satisfactory, and *16.0% Outstanding, indicating generally acceptable achievement levels. However, Pearson correlation analysis showed a weak and non-significant relationship between self-efficacy and academic performance (r = -0.133, p = 0.106), leading to the retention of the null hypothesis. These findings suggest that while learners demonstrate strong confidence in their abilities, self-efficacy alone does not significantly predict academic outcomes. Other factors such as study habits, instructional quality, and socioeconomic conditions may play a more influential role. The study highlights the need for a holistic approach in improving academic performance by integrating both psychological and contextual factors.