Mathematics Self-Efficacy and Anxiety of Non- Mathematics Major Students in a Mathematics in the Modern World (GE 4) Class at a Local Private Institution in the Philippines

This study investigated the levels of mathematics self-efficacy and anxiety among non-mathematics major students enrolled in the Mathematics in the Modern World (GE 4) course at St. Rita’s College of Balingasag, Philippines. Using a descriptive research design, data were collected from non-mathematics majors through an adapted Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ). Results showed that students reported a moderate level of self-efficacy (M = 3.20, SD = 0.92), reflecting an average confidence in managing mathematical tasks. Similarly, mathematics anxiety was found to be moderate (M = 3.14, SD = 1.04), with grade-related concerns identified as the most prevalent source of anxiety. These findings indicate that while students possess some confidence in their mathematical abilities, performance-related pressures—particularly grades and classroom evaluations—remain key triggers of anxiety. The study concludes that targeted teaching strategies and supportive assessment practices are essential in reducing mathematics anxiety and enhancing students’ self-efficacy.