Abstract

Self-efficacy plays a vital role in shaping students’ attitudes towards learning mathematics. Preparing them to deal with a higher level of mathematics, which, later, can be useful in coping with problems in their careers. To provide insights, this research was conducted. The prevailing uncured disease of numeracy remains the top priority, not only for teachers, but for all involved contributors to students’ learning. Even seniors in high school, who frequently finish their education without receiving math instruction, although receiving passing marks, are unsure whether their perceived ability matches their self-efficacy. This deviates from the criteria for measuring such things, even if the majority of research focuses on grades and actual performance. It seeks to understand the psychological aspects of their self-perception and level of preparedness. This study examined mathematics self-efficacy as a predictor of students’ confidence in their college mathematics preparedness. Using a descriptive-correlational approach, 73 volunteers in one of the Senior High School in Bago City completed the adaptive surveys: Mathematics Self-Efficacy subscale (α=0.942) and self-report College Mathematics Preparedness questionnaire (α=0.975). Findings revealed average self-efficacy (M=2.71, SD=0.86) and somewhat preparedness (M=2.85, SD=0.82), with a strong positive correlation (r=0.726, p<0.001) and significant prediction (R2=0.531). This study suggests that the transition to college mathematics is hindered by psychological barriers and foundational gaps rather than a lack of logical reasoning. The study recommends designing programs that balance content mastery and confidence-building strategies, provide mindset coaching, and consistently include reasoning and problem-solving skills in every lesson activity..