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Results revealed moderate levels of math anxiety among learners, with the highest anxiety associated with practical, real-world mathematical tasks. Self-efficacy levels were generally low, particularly in learners' perceptions of their overall mathematical abilities compared to peers. However, academic performance showed a positive trend, with 71% of learners performing at or above the "Advancing Proficiency" level. Surprisingly, correlational analysis found no significant relationship between mathematics anxiety and academic performance, nor between self-efficacy and academic performance. This suggests that other factors may play a more crucial role in determining academic outcomes in mathematics. The findings highlight the need for contextualized interventions to address math anxiety and boost self-efficacy, particularly in practical applications of mathematics. Recommendations include enhancing self-efficacy through contextualized interventions, improving teaching strategies, creating supportive classroom environments, and regularly monitoring learners' self-efficacy and performance to provide personalized support. This research contributes to the understanding of psychological factors affecting mathematics education in the Philippine context. It emphasizes the importance of addressing both cognitive and affective aspects of learning to improve mathematics education outcomes. Future studies could explore additional factors influencing academic performance and investigate the effectiveness of specific interventions aimed at reducing math anxiety and enhancing self-efficacy in mathematics education. [ABSTRACT FROM AUTHOR]

Exposure to leadership activities plays a crucial role in enhancing self-efficacy, which is essential for developing effective student leaders. This study assessed the level of exposure and self-efficacy in school leadership among Supreme Student Government (SSG) leaders in the DepEd Bohol Division for the school year 2019-2020. Descriptivecorrelational research design was employed to evaluate the relationship between the exposure levels to leadership activities and the self-efficacy of 1,900 student leaders across 100 high schools which were chosen randomly. Two sets of questionnaires, validated by Youth Formation officers, were used to collect data on eight leadership areas: technical aspects, organizing school events, project implementation, policy/program execution, team building, financial management, time management, and mandated SSG programs. Descriptive statistics and Spearman rank correlation were used to analyze the data. The findings revealed a strong positive correlation between leadership exposure and self-efficacy, with the highest correlation in organizing school events and the lowest in time management. The results indicate that increased exposure to leadership tasks significantly boosts students' confidence in their leadership abilities. These insights suggest the need for comprehensive leadership training programs to enhance student leaders' skills and confidence, ultimately promoting better leadership outcomes. [ABSTRACT FROM AUTHOR]

The development of 21st-century skills, such as critical thinking, collaboration, and digital literacy, significantly enhances the academic performance of senior high school students by equipping them with the essential tools to navigate and excel in a rapidly evolving educational landscape. Along this line, this study determined the level of 21st-century skills and academic performance among senior high school learners in the Alicia District, Bohol Division, for the school year 2018-2019 The research employed a descriptive correlational design, involving 205 senior high school learners from four schools in the district. Data were collected using a modified questionnaire based on Jason Ravitz's tool for measuring 21st-century teaching and learning, which assessed students' acquisition of skills in four dimensions: Core Subjects and 21st-century themes, Learning and Innovation Skills, Life and Career Skills, and Information, Media, and Technology Skills. Academic performance data were obtained from school officials. The findings revealed that the majority of students achieved a Very Satisfactory academic performance, with a mean score of 86.46. Respondents demonstrated moderate proficiency across all dimensions of 21st-century skills, with an overall mean score of 2.72. Life and Career Skills had the highest composite mean (2.83), followed by Learning and Innovation Skills (2.76), Information, Media, and Technology Skills (2.75), and Core Subjects and 21st-century themes (2.53). A weak but statistically significant positive correlation (r = 0.2485, p < 0.05) was found between 21st-century skills and academic performance, suggesting that as students' proficiency in these skills increases, their academic performance tends to improve modestly. The results underscore the need for educators and policymakers to prioritize the integration of 21st-century skills into the curriculum and instructional practices. [ABSTRACT FROM AUTHOR]