Perseverance, Self- Efficacy, and Performance of Learners in Mathematics

This study investigated the academic performance of the Alternative Learning System(ALS) learners and examined its relationship with perseverance and self-efficacy during the academic year 2026-2027. A midst evolving educational landscapes, non- traditional learners frequently encounter unique socio- economic and personal hurdles that can impact their educational outcomes. Employing a descriptive- correlation research design, this study gathered data from 95 ALS learner. Data collection involve the administration of standardized instruments to evaluate the participant’s level of academic perseverance and self-efficacy, alongside their mathematics assessment scores to present academic performance. The gathered data were analyzed using descriptive and inferential statistics; specifically, the mean and standard deviation were utilized to establish the levels o psychological variables, while Spearman’s rank-order (rho) was applied to determine the direction and strength of the relationships among the variables. The descriptive findings reveal that despite the struggles and instructional difficulties throughout their academic journeys,the ALS learners demonstrated a very high level of academic perseverance with (m=4.44, sd=0.51) and a high level of self-efficacy with (m=3.93, sd=0.52). Furthermore, the inferential analysis demonstrated a statistically significant positive relationship between both academic perseverance and self-efficacy and the learners’ mathematics performance. These results indicate that heightened levels of internal motivation, grit, and self-belief are critical drivers of cognitive success and academic achievement frameworks. Ultimately, the study concludes that perseverance and self-efficacy linked to academic success. Based on these findings, it is recommended that ALS implementer s, policymakers and curriculum designers integrate psycho-social interventions and efficacy-building strategies into non-formal education programs to further fortify learners’ psychological resilience and sustain their academic performance

Alternative Learning System, academic performance, academic perseverance, self-efficacy, mathematics performance, ALS learners, non-formal education.

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