Self-concept in mathematics can be defined as student

ratings of their study habit, personality traits, availability of

gadgets and other learning resources at home and
interest in mathematics is seen as an essential factor in
their achievement in math. This study assessed the self-
concept and academic performance in Math of the Grade
7 students of a public national high school, San Francisco
National High School. The study employed descriptive
correlational research. Ten respondents were asked to
answer a survey questionnaire in order to measure their
self-concept. Their academic performances were
assessed using their skills. The assembled information
was dealt with measurably utilizing recurrence,
percentage, weighted mean, t-test, and Pearson r. Results
revealed that they had a moderate level of self-concept
towards learning Mathematics. No gender difference was
found on the self-concept of the respondents, but there
was a significant relationship between self-concept and
the respondents’ academic performance in Mathematics.
Hence, a Math performance enhancement plan is highly
recommended for adoption and evaluation.