The Influence of Self-Efficacy and Gender on Students' Mathematical Learning Outcomes on the Topic of Circle Equations
DOI:
https://doi.org/10.58421/misro.v4i4.830Keywords:
Self-Efficacy, Gender, Mathematics Learning Outcomes, Circle Equations, Multiple RegressionAbstract
This quantitative study aimed to examine the simultaneous and partial effects of self-efficacy and gender on mathematics learning outcomes related to circle equations among high school students. Employing a multiple regression design, the research involved 139 twelfth-grade students from SMA Negeri 7 Tambun Selatan, selected via simple random sampling. Data were collected through a self-efficacy questionnaire analyzed using the Successive Interval Method and an essay-based test for learning outcomes. Multiple regression analysis, after fulfilling classical assumptions, revealed that self-efficacy and gender significantly influenced learning outcomes simultaneously (F = 1025, p < 0.00). Partially, self-efficacy emerged as a significant predictor, with a positive coefficient (β = 0.585, t = 5.969, p < 0.001), indicating that higher self-efficacy is associated with improved cognitive achievement. Conversely, gender showed no significant partial effect (p > 0.05). Additional correlation analysis indicated a stronger relationship between self-efficacy and learning outcomes in male students ( = 0.545) compared to female students ( = 0.348). Nonetheless, self-efficacy remained the primary explanatory factor for cognitive achievement in both groups. These findings underscore the dominant role of self-efficacy as the key determinant of success in learning circle equations, surpassing the influence of gender.
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