ABSTRACT

This study assessed the relationship among Mathematics self-efficacy, Mathematics skills, and performance of university students. The research aimed to provide insights into how Mathematics self-efficacy correlates with students’ skills and performance, and to propose strategies to enhance these aspects. The participants were 350 freshmen students in Zunyi Medical University, including courses in Liberal Arts, Science, Engineering and Medicine. Using a quantitative approach, data collected the participants’ profiles, levels of self-efficacy across various Mathematics tasks, and specific skills such as problem-solving, innovative thinking, and mathematical creativity. Results indicated significant differences in self-efficacy and skills based on gender and program of study, as well as positive correlations among Mathematics self-efficacy, skills, and performance. Identified challenges included issues on self-confidence, difficulties with practical problem-solving, and moderate overall performance. An action plan was proposed to improve the mathematics self-efficacy, skills, and academic performance in Mathematics of the participants.

Keywords: Mathematics self-efficacy, mathematics skills, performance