Students’ Self-Efficacy, Epistemological Beliefs and Mathematics Performance

This study sought to determine the mathematics performance, the levels of self-efficacy and epistemological beliefs of the students of Notre Dame of Dadiangas University. Furthermore, it determined the association between students’ self-efficacy and epistemological beliefs and the influence they have on their mathematics performance. This is a predictive-correlational study. Results revealed that the students generally have sophisticated certainty of knowledge, stability of knowledge, structure of knowledge, speed of learning, and ability to learn beliefs, but have unsophisticated source of knowledge beliefs. Moreover, they too have high self-efficacy with generally low mathematics performance. It was also found that the students’ academic performance is significantly related to their self-efficacy, certainty of knowledge, stability of knowledge, structure of knowledge, speed of learning, and ability to learn beliefs. No significant relationship was established between the students’ source of knowledge beliefs and their mathematics performance. The students’ epistemological beliefs are significantly and positively related to their self-efficacy. Through regression, it was found that the students’ self-efficacy and epistemological beliefs have direct influence on their mathematics performance. With the aforementioned results, it was established that beliefs affect the students’ learning of mathematics.