SELF-REGULATION, SELF-EFFICACY AND STUDENTS’ MATH PERFORMANCE IN MODULAR DISTANCE LEARNING DURING THE COVID-19 PANDEMIC

The spread of Coronavirus Disease 2019 (COVID-19) swiftly struck the whole world which led to the change of educational system. This research aimed to determine the relationship of Grade 10 students’ self-regulation, self-efficacy and academic performance in mathematics in three identified public high schools. There were 568 randomly selected Grade 10 students who answered an adopted survey questionnaire that was used to measure their self-regulation and selfefficacy while their first quarter grades in mathematics were used to assess their performance. Descriptive and inferential statistics were used to treat the data. The results show high level of students’ self-regulation and self-efficacy towards modular distance learning approach while they had a very satisfactory performance in mathematics. Moreover, results revealed that their self-regulation as to reflecting was significantly related to their mathematics performance while planning, monitoring, and adjusting are not related to their mathematics performance. Furthermore, self-efficacy was highly correlated with the students’ mathematics performance.