Examining self-confidence and problem-solving strategies as catalysts for Mathematics performance in a Philippine Grade 10 classroom

Abstract

This study sought to determine the relationship among self-confidence in learning higher mathematics, problem-solving strategies, and mathematics performance of the Grade 10 students in a public secondary school in Barili, Cebu for the school year 2025–2026 as a basis for a suitable action plan employing a quantitative descriptive-correlational research design. There was a total of 66 Grade 10 students who participated in the study utilizing complete enumeration technique. The data gathered were treated using frequency count, simple percentage, weighted mean, Pearson r and Spearman rho. The results revealed that the respondents’ level of self-confidence in learning higher mathematics was evidently at a low level in almost all indicators. Their level of mathematical problem-solving strategies was measured using Polya’s three stages: identifying and analyzing the problem, selecting appropriate solution methods and checking and evaluating the final answer. Each of the three stages obtained a Fair verbal description, resulting to an overall verbal description “Fair” with a grand mean of 2.45 and a grand standard deviation of 0.83. For the level of mathematics performance, 22.73% of the respondents were on an outstanding level, 18.18% fell on the very satisfactory level, 24.24% were on a satisfactory level, 31.82% on the fairly satisfactory level and only 3.03% of the respondents did not meet the expectations concerning their mathematics performance. The test of relationship between self-confidence and mathematical problem-solving strategies revealed that there is a moderate positive correlation, while weak positive correlation exists between self-confidence and mathematics performance as well as between problem-solving strategies and mathematics performance. It is concluded that while respondents exhibit a moderate level of proficiency in mathematical problem-solving strategies and generally attain satisfactory academic performance, significant gaps persist in their higher-order thinking skills, consistency of achievement, and self-confidence in learning mathematics. Hence, it is recommended that the action plan crafted called SPARK Plan be utilized.