The Effect of Collaborative Learning and Teacher Support on Math Self-Efficacy

Abstract

Mathematics self-efficacy plays a critical role in shaping students' academic performance and long-term engagement with the subject. This study investigates how collaborative learning among peers and support from teachers influence students’ beliefs in their mathematical abilities. A descriptive-correlational design was employed involving junior high school students, with data collected through a validated self-report questionnaire. Results indicate that both peer collaboration and teacher support significantly enhance students’ math self-efficacy. Because these social factors help students feel encouraged, capable, and supported, they develop stronger confidence in tackling mathematical problems. The findings suggest that educational strategies that foster cooperative learning environments and consistent teacher guidance can positively impact students’ attitudes toward mathematics. This study contributes to the understanding of how social contexts influence psychological constructs, providing practical insights for educators seeking to cultivate positive learning environments that support math achievement and resilience.