MATHEMATICS ACHIEVEMENT IN HIGH SCHOOLS, THE ROLE OF MATHEMATICS’ SELF-EFFICACY AND MATHEMATICS ACHIEVEMENT OF HIGH SCHOOL STUDENTS IN AUSTRALIA

Abstract

Mathematics self-efficacy is considered an important variable in mathematics education because
of its links to mathematics achievement. This paper explored influence of mathematics selfefficacy
on mathematics achievement in high schools. This study used correlational research
design. Simple random sampling technique was further applied to obtain 308 respondents by
using Yamane formula. The collected data was analyzed using descriptive statistics, correlation,
and regression analysis through the statistical package for social science (SPSS) version 21.
Research data were obtained through questionnaires and documentation. The data collected were
analyzed using descriptive statistics and multiple regression. The results of the findings indicated
that the mathematics self-efficacy was more correlated with mathematics achievement in High
schools (r = 0.604; p= 0.000). Multiple linear regression analysis showed that mathematics
achievement contributed to variation on the performance, hence plays a vital role in mathematics
achievement in high school. Additionally, it was further inferred that mathematics self-efficacy
has positive effect on student mathematics achievement.