Interplay Of Mathematics Self-Efficacy, Anxiety, Creativity Beliefs, And Learning Styles Among College Students: Implications For Curriculum Alignment

Abstract

Mathematics is essential for various fields, but many students struggle with it, leading to low achievement and negative attitudes. This study examined the interplay of Mathematics Self-Efficacy, Anxiety, Creativity Beliefs, and Learning Styles among college students of Northwest Samar State University, Philippines, and its implications for curriculum alignment. Using a descriptive quantitative correlational research design, standardized scales, and statistical techniques were employed to measure and analyze the variables. Participants were 72 Bachelor of Elementary Education students of Northwest Samar State University. Descriptive and inferential statistics, including tests of normality, were utilized. Findings revealed moderate levels of Mathematics Self-Efficacy, anxiety, and mathematical creativity, indicating a moderate proficiency and enjoyment in exploring unconventional approaches and recognizing patterns. Collaborative and experiential learning were preferred, emphasizing hands-on activities and meaningful discussions. Respondents generally perceived a positive alignment of the mathematics curriculum, with positive results in specific aspects. Sex and high school grade did not significantly influence the variables. Higher Mathematics Self-Efficacy correlated with greater mathematical creativity and preferred learning styles. Positive curriculum alignment perceptions were associated with higher creativity and preferred learning styles. However, the correlation between Mathematics Self-Efficacy and anxiety was weak. The study's implications inform policy and curriculum development to enhance mathematics instruction. By understanding the interplay of these variables, educators can tailor instruction to improve self-efficacy, creativity, and learning styles in mathematics. This research contributes to effective teaching strategies and curriculum design.