Enhancing Students’ Self-Efficacy and Mathematics Achievement Through Competency Sub-Tasking

Abstract

This study assessed Grade 11 students’ self-efficacy and Mathematics achievement when exposed to competency sub-tasking at two identified public high schools in Cebu during the 2022-2023 school year, as the basis for the learning enhancement plan. A descriptive-correlational method was employed, with 154 Grade 11 students chosen as respondents. The researchers used a survey questionnaire consisting of three parts to gather information. Part I provided information on students’ profiles. Part II questions focused on students' self-efficacy in learning mathematics when exposed to competency sub-tasking. Part III consists of individual students’ assessment scores. The data were analyzed using percentages, frequencies, means, standard deviations, and Pearson's r.  Based on the findings, most students were 17 years old, most parents were high school graduates, and most students had low combined family monthly incomes. As revealed by the study, the student respondents' performance on the mathematics achievement test using the competency sub-tasking strategy was very satisfactory (at a proficient level). Regarding students’ self-efficacy, the respondents agreed, indicating that most of the time the performance indicators were true. It has been found that there is a significant relationship between students’ self-efficacy and academic performance when they are exposed to competency sub-tasking. It is recommended that the learning enhancement plan be implemented to enhance achievement in general mathematics competencies in modular-based instruction.