FACTORS AFFECTING MATHEMATICS LEARNING AND ACADEMIC PERFORMANCE AMONG

JUNIOR HIGH SCHOOL STUDENTS IN HINATUAN, SURIGAO DEL SUR

Dear Respondents,

We, the BSED Mathematics students from the College of Teacher Education of
Hinatuan Southern College, Hinatuan, Surigao del Sur are presently conducting a
research study entitled "Factors Affecting Mathematics Learning and Academic
Performance Among Junior High School Students in Hinatuan, Surigao Del Sur”. This
questionnaire is primarily designed to determine what factors affects mathematics
learning and academic performance of Junior High School of DNHS. In this regard, we
are asking for your cooperation by answering and checking the given statement below.
Rest assured that the information given will be kept confidential.

Name (Optional): Grade level:

Grade in Mathematics (previous): _______

Test I. Student-related Factors

Direction: Please check (✓) and rate yourself honestly based on what you actually do given
the statements using the following scales:

5-always 4-often 3-sometimes 2-rarely 1-never

A. Interest 5 4 3 2 1
As a student, I …
1. make myself prepared for the math subject.

2. listen attentively to the lecture of my math

teacher.
3. actively participate in discussion, answering
exercises, and/or clarifying things I did not
understand.
4. want to get good grades on tests, quizzes,
assignments, and projects.
5. get frustrated when the discussion is interrupted
or the math teacher is absent.
B. Study Habits
As a student, I …
1. do my assignments regularly.
2. exert more effort when I do difficult assignment.
3. spend my vacant time in doing assignments or
studying my lesson.
4. study the lessons I missed if I was absent from
the class.
5. study and prepare for the quizzes and test.
6. study harder to improve my performance when I
get low grades.
7. spend less time with friends during school days
to concentrate more on my studies.
8. prefer finishing my studying and assignments
first before watching any television program or
etc.
9. see to it that extracurricular activities do not
hamper my studies.
10. have specific place of study at home which I
remain clean and orderly.

C. Self-efficacy 5 4 3 2 1
As a student I…
1. can learn what is being taught in class this year.
2. can figure out anything if I try hard enough.
3. If I practiced every day, I could develop just
about any skill.
4. Once I've decided to accomplish something
that's important to me, I keep trying to
accomplish it, even if it is harder than I thought.
5. am confident that I will achieve the goals that I
set for myself.
6. When I'm struggling to accomplish something
difficult, I focus on my progress instead of feeling
discouraged.
7. will succeed in whatever career path I choose.
8. will succeed in whatever college major I choose.
D. Belief that Ability Grows with Effort
 9. I believe hard work pays off.
10. My ability grows with effort.
11. I believe that the brain can be developed like a
muscle.
12. I think that no matter who you are, you can
significantly change your level of talent.
13. I can change my basic level of ability
considerably.

Test II. Teacher-related Factors

Direction: Please rate each item as to the extent/desire that your mathematics teachers
displayed the following traits and behavior using the following scale:
5-always 4-often 3-sometimes 2-rarely 1-never
A. Personality Trait my Math Teacher Has 5 4 3 2 1

1. Has a good relationship with the students and

teacher.
2. Shows smartness, confidence and firmness in
making decisions regarding math.
3. Imposes proper discipline and is not lenient in
following the prescribed rules.
4. Has an appealing personality and has a good
sense of humor.
5. Is open to suggestions and opinions and is
worthy of praise.
B. Teaching Skills My Teacher Has
1. Explains the objectives of the lesson clearly at
the start of each period.
2. Has mastery of the subject matter.
3. Is organized in presenting subject matters by
systematically following course outline.
4. Is updated with present trends, relevant to the
subject matter.
5. Uses various strategies, teaching aids/devices
and techniques in presenting the lessons.
C. Instructional Materials My Teacher Has
1. My teacher uses chalk and blackboard in
explaining the lessons.
2. My teacher uses workbooks/textbooks.
3. My teacher uses powerpoint presentations.
4. My teacher uses articles.
5. My teacher uses materials for project
development.

Adapted questionnaire from the study of Jennilyn Balbosa, and Self-efficacy

Formative questionnaire of Research Collaboration (2015).

ABSTRACT
 This study was conducted to identify the level of factors affecting the academic

performance in mathematics of Junior High School students of Dugmanon National

High School through the adapted survey questionnaire from the study of Jennilyn

Balbosa, and Self-efficacy Formative questionnaire of Research Collaboration (2015).

Moreover, this aimed to determine the factors affecting mathematics learning to the

relationship between student-related factors and academic performance, and teacher-

related and academic performance of the learners. Additionally, this study determined if

there is a significant relationship between student-related factors and teacher-related

factors concerning academic performance of the learners.

This used descriptive-correlational utilizing weighted mean, standard deviation, and

correlation for the factors affecting mathematics learning and academic performance of

the students. Results showed that there was a moderately high student-related factors

and teacher-related factors among the junior high school learners. There is a significant,

weak positive relationship between student-related factors and academic performance

of junior high school students. Further, there is also a significantly, weak positive

relationship between teacher-related factors and academic performance.

CHAPTER 1
BACKGROUND OF THE STUDY
Mathematical learning problems and poor academic performance are frequently

caused by teacher- and student-related factors. Understanding and engagement with

mathematical topics can be severely hampered on the part of students by problems like

low self-confidence, bad study habits, and differing degrees of prior knowledge. In

addition, conditions where teachers are ill-prepared, use poor teaching techniques, and

are insensitive to the needs of their students can make it difficult for pupils to

understand the subject. According to capuno R. et al (2019 ), Acharya B.R. (2017),

Brezavscek, A. et al (2020 ), It makes sense that math is one of the most difficult

subjects for Filipino kids to study. Since mathematics is thought to be the main subject

that is crucial for growth and development, countries continuously focus on students'

mathematical proficiency. These troubling problems show how much more research is

needed to fully comprehend how these variables interact and impact students

performance achievement.

Academic performance, which is frequently determined by grades, test results,

and overall assessments, describes how well a student has met their learning

objectives. It is a measure of a student's comprehension of the course material and their

capacity for knowledge application in diverse settings. According to Bakar et al., 2021, a

student's engagement and performance can be greatly impacted by their level of

interest in their studies. Academic success is more likely for students who are

enthusiastic about their studies. Zimmerman and Kitsantas (2014), including goal-

setting, time management, and self-control. According to a meta-analysis by Hattie

(2018), students who adhere to a systematic study routine typically outperform their
peers academically because these habits improve their memory retention and

application of information during tests. Studies have shown that strong, supportive

relationships between teachers and students lead to increased student motivation and

engagement (Roorda et al., 2019). A positive relationship can enhance students' self-

efficacy in mathematics, which is directly linked to their academic performance (Schunk

& Zimmerman, 2018). Instructors that show concern and have high standards for their

students help them develop a growth mindset, which helps them be persistent and

resilient in difficult courses like math.

Academic performance is important in ways that go well beyond grades and test

results. It affects prospects for further education, employment, social interactions,

personal growth, educational procedures, and even the advancement of society.

Fostering an atmosphere that supports student success and general well-being requires

an understanding of and attention to the elements that affect academic performance.

Better grades are frequently associated with more options for schooling. Highest-

achieving students had a better chance of being admitted to elite schools and

institutions, which can result in better educational experiences and results, according to

research by Naylor et al. (2014). According to Beine et al. (2014), scholarships and

financial aid are usually awarded to students based on their academic performance and

are merit-based. Accordingly, a student's educational path might be greatly impacted by

their outstanding academic performance.

In this study, the researchers would like to examine the level of mathematics

learning and academic performance Among Junior High School Students particularly in

Dugmanon National High School in terms of different factors, how these components
constantly affect one another. Although studies have been carried out internationally

and nationally, there is currently no local research on this subject.

The study's findings will be shared by the researchers through conferences,

tutorials, and seminars. The study will also be published in hard copy and made

available in Hinatuan Southern College's library, according to the researchers.

THEORETICAL FRAMEWORK

Constructivist learning theories, which highlight the value of active participation in

the learning process, serve as the theoretical foundation for this review. Students learn

mathematics through interaction and problem-solving, and Piaget's theory of cognitive

development and Vygotsky's social constructivism offer a framework for understanding

this process.

The expectation-value theory emphasizes how crucial it is for pupils to feel

confident in their skills and how valuable they think math is. The significance of social

elements on learning and motivation, such as peer pressure and role models, is

highlighted by social cognitive theory. The study intends to investigate the interaction of

personal, social, and cognitive aspects that affect students' math ability by merging

these frameworks.

The role of the teacher in a constructivist framework has also evolved. Current

studies highlight the importance of teachers as facilitators rather than mere transmitters

of knowledge. Research by McCafferty et al. (2024) demonstrates that teachers who

adopt a constructivist approach encourage critical thinking and problem-solving skills by

creating a supportive learning environment that promotes exploration and inquiry.

STATEMENT OF THE PROBLEM

This study aims to find out the factors affecting mathematics learning and

academic performance of the Junior High School students of Dugmanon National High

School. Specifically, this sought answer to the following questions:

1. What is the level of factors affecting mathematics learning of the Junior high school

learners in terms of:

1.1 student-related factors

1.2 teacher-related factors?

2. What is the status of the academic performance of the Junior high school students in

terms of their average grade in mathematics?

3. Is there a significant relationship between:

3.1 student-related factors and academic performance of the learners; and,

3.2 teacher-related factors and academic performance of the learners?

HYPOTHESIS

Ho₁: Student-related factors does not significantly affect the academic performance of

junior high school students.

Ho₂: Teacher-related factors does not significantly affect the mathematics learning and

academics performance of junior high school students.

CONCEPTUAL FRAMEWORK

This study's conceptual framework discusses the elements that contribute to a

better understanding of the study's flow and the link between the independent and

dependent variables. The paradigm, which is made up of the significant variables, is

depicted in Figure 1. The analysis of student-related factors, teacher-related factors and

self-efficacy is the independent variable, while the academic performance of junior high

school students is the dependent variable. The focus of this study is on the factors

affecting mathematics learning and academic performances of the students and the

respondents of the study are the Junior High School students who are enrolled at

Dugmanon National High School.

Figure 1. Schematic Diagram of the Study

Independent Variable Dependent Variable

STUDENT-RELATED
FACTORS

 Interest
 Study Habits
 Self-efficacy
 Belief that ability grows with
effort

TEACHER-RELATED Academic Performance of

FACTORS Junior High School Students
of Dugmanon National High
 Personality traits my School
teacher has
 Teaching skills my teacher
has
 Instructional materials my
teacher has
REVIEW OF RELATED LITERATURE

The relevant research and literature on the variables are presented in this

section.

Student-Related Factors

One important factor that determines student involvement and academic success

is interest. Studies suggest that pupils who demonstrate a keen interest in their studies

are likely to perform better academically. Renninger and Hidi (2016), for example, stress

that intrinsic motivation—which stems from a person's genuine interest—promotes

perseverance and deeper learning in difficult tasks. Additionally, a study by Schunk et

al. (2019) discovered a strong correlation between students' academic success and

their level of interest in a subject, indicating that fostering interest needs to be a top

focus in instructional tactics.

The interest in learning has been shown to significantly enhance student

engagement and academic achievement. The result are in line with the study Schunk et

al. (2019), students who exhibit a strong intrinsic interest in their subjects are more likely

to engage in deep learning strategies, which leads to better academic outcomes.

Furthermore, a meta-analysis by Renninger and Hidi (2021) highlighted that fostering

interest through relevant and meaningful content can improve motivation and

persistence in students.

Successful study techniques are necessary for scholastic achievement.

Zimmerman (2016) asserts that students' academic performance is greatly improved by

self-regulated learning practices such as goal planning, self-monitoring, and time

management. This idea is supported by research from Pintrich (2017), which shows that

students who have strong study habits not only do better academically but also get a

deeper comprehension of the subject matter. Moreover, research has demonstrated the

impact of peers on study habits, suggesting that collaborative learning settings can

improve individual study habits (Topping & Ehly, 2018).

The element that influences how pupils learn is motivation. In contrast to extrinsic

motivation, which is frequently linked to rewards from outside sources, Pintrich and

Schunk (2014) contend that intrinsic motivation—driven by personal interest and

satisfaction—leads to more productive study practices. The significance of self-

determination theory is further shown by recent research, such as that conducted by

Murdock and Miller (2020), which suggests that students who feel in control of their

education tend to acquire better study habits. Motivation is a key component that

influences how students study. In contrast to extrinsic motivation, which is frequently

linked to rewards from outside sources, Pintrich and Schunk (2014) contend that

intrinsic motivation—driven by personal interest and satisfaction—leads to more

productive study practices.

The significance of the self-determination hypothesis is further shown by recent

research, such as that conducted by Murdock and Miller (2020), which suggests that

students who feel in control of their education tend to acquire better study habits.

Teacher-Related Factors
 According to research by Hakanen et al. (2019), educators who exhibit high

levels of conscientiousness and openness tend to create more engaging learning

environments in their classrooms, which boosts student motivation.

Positive teacher-student connections have been associated with extraversion, a

personality trait marked by sociability and assertiveness. Extraverted teachers are more

likely to foster a supportive classroom environment that encourages student

participation and collaboration, according to a study by O'Connor et al. (2020). This is

consistent with research by Pishghadam and Khosravi (2016), who found that

extraverted teachers produced pupils who performed better academically and showed

higher levels of involvement.

Proficient communication skills are essential for enhancing student engagement.

Duran et al. (2022) demonstrate that educators utilizing clear and effective

communication tactics improve student comprehension and engagement. This is

especially crucial in inclusive classrooms, where varied learning requirements must be

met.

According to research by Kim and Lee (2022), teachers are more likely to provide

successful instruction when given the freedom to select resources that fit both their

teaching style and the needs of their students.

Engagement can be greatly increased by providing students with a wide variety

of interesting and relevant instructional resources. According to a study by Alshammari

et al. (2023), educators can create more dynamic and engaging learning environments

by incorporating multimedia and interactive materials into their lessons. Results from a
systematic study by Burch et al. (2024), which highlight the benefits of using a variety of

instructional resources on student motivation and achievement, are consistent with this.

Self- Efficacy

Self-efficacy has been extensively researched in the context of mathematics

education. It is described as an individual's belief in their ability to execute actions

necessary to obtain specified performance attainments. Studies show a favorable

correlation between increased self-efficacy and better arithmetic performance (Pajares

& Graham, 2014; Usher & Pajares, 2019). Mathematically proficient students are more

inclined to take on tough assignments and persevere through setbacks, which improves

performance.

Several research works have emphasized the function of self-efficacy in

educational environments. For example, a meta-analysis conducted by Multon, Brown,

and Lent (2014) revealed a high relationship between academic achievement and self-

efficacy at different educational levels. Further research, like that conducted by Schunk

and Zimmerman (2018), has demonstrated that self-efficacy not only predicts academic

performance but also cultivates a growth attitude in kids, which motivates them to take

on challenges and persevere through hardships.

SIGNIFICANCE OF THE STUDY

One of the concerns of today’s Mathematics Education is to produce intelligent

learner who will eventually become better citizen of the future. Students today need not

only apply mathematics in problem solving they encounter in their daily lives but also
develop skills which will enable them to solve more mathematical problems in the

environment or society where they live.

This study involved the analysis of the extent of influence the identified factors

have on the academic performance of Senior High School Students in General

mathematics.

The study was conducted and advantages to the following:

School Administrators. The study may be helpful for both the DepEd policy makers

and the School. The result of the study will serve as a springboard in finding way of

improving the curriculum guide and competencies in General Mathematics leading to

improvement and advancement of the teaching-learning process. In addition, it will help

the School Division Office in Hinatuan Surigao Del Sur, to design and implement the

policies to improve the students’ Academic Performance and the quality of education by

changing the attitude of students’ towards learning, facilitating students, addressing

school concerns, and improving the teaching procedures. Furthermore, it will serve as a

basis for planning and designing programs and activities such as trainings, workshops,

conferences, and in-service trainings.

Students. Being the center of education will get the benefits of quality instruction in

General Mathematics resulting from teacher’s competence and mastery of the subject

matter, and use of innovative teaching strategies and techniques in general

mathematics that would motivate students to love and find interest in doing activities

involving general mathematics. It may also create awareness among students about

their rights and responsibilities to achieve quality education. Through this study, the
students will learn to develop desired attitudes towards mathematics education and

thereby gain greater understanding of the concepts and principles which can trigger

them to keep searching new knowledge through critical thinking, positive intellectual

attitudes and alert outlook in life.

Parents. The outcome of the study could help them solve - the students’ problems

especially moral support and financial problems, and to look after them. The result of

the study will help them realize that realize that they are school’s partner in motivating

and guiding their children to perform better and develop higher level of interest and

competent in the subject.

Researcher. The result of the study will help the researcher determine the extent of

effect the identified factors have on the academic performance of the Senior High

School in mathematics and recommend possible solutions to minimize, if not totally

overcome, problems related to math teaching and learning and get through the

challenges brought by the new curriculum. More overs, as a mathematics teacher, the

research could look for and develop innovative methods to reach the level of her

students’ interest, capability and needs, and provide her insight to promote high

students’ self-interest and positive attitude for a higher performance.

Future researchers. The results obtained from the study will provide them possible

information for parallel studies or for more extensive researches and inquiries regarding

factors that affect students’ performance in General Mathematics. It will likewise serve

as a relevant insight to researchers into contemplating to conduct a similar study.

SCOPE AND DELIMITATION

The study covered the following delimitation:

Subject Delimitation. This research dealt with the factors affecting mathematics

learning and academic performance of Junior High Students.

Place Delimitation. This research was conducted in Dugmanon National High School

located at Dugmanon, Hinatuan, Surigao del Sur.

Time Delimitation. This research study covers the academic year 2024-2025.

Definition of Terms

Mathematics Learning- defined as the acquisition of new knowledge, skills and affects

that are related to quantity, space, and structure.

Academic Performance- the measurement of student achievement across various

academic subjects.

DNHS - Dugmanon National High School

CHAPTER 2

METHODOLOGY

This chapter presents the research design, research locale, research

respondents, instructional used, data gathering method, statistical tools and ethical

consideration of the study.

A. RESEARCH DESIGN
 This Quantitative study used a descriptive-correlational method that attempts to

determine the extent of a relationship between two or more variables using statistical

data (Harcourt, 2013). It is concerned with conditions of relationships that existed,

practices that existed, practices that prevailed, beliefs, and processes that are going on

(Calderon &Gonzales, 2013).

The researchers gathered data through questionnaires using the likert scale. This

utilized descriptive-correlational design statistics to describe the profile of the

respondents and to establish the strength and direction of the relationship between

variables.

B. RESEARCH LOCALE
This study was conducted in Dugmanon, Hinatuan, Surigao Del Sur. Junior High

School students of Dugmanon National High School were the participants. DNHS is one

of the national high schools in the municipality of Hinatuan. Hinatuan is part of the 2 nd

congressional district of the said province, which is a part of Region 13 or Caraga

Region in Mindanao. Its capital is Tandag City and borders Surigao del Norte to the

north, Agusan del Norte, Agusan del sur to the west and Davao Oriental to the south.

Surigao del Sur is located on the eastern coast of Mindanao and faces the Philippine

Sea.
 Figure 2: Map of the Philippines and Hinatuan, Surigao del Sur

RESEARCH RESPONDENTS
The respondents of this research are the Junior high school students of

Dugmanon National High School in academic year 2024-2025. The researchers used

the random sampling method. Upon securing permission, students were provided with

questionnaires; the total number of respondents was 120.

The respondents are the Junior High School students who can read and

comprehend what they are reading. They could answer the questions with utmost

understanding.
INSTRUCTIONAL USED
The researchers prepared an adapted questionnaire from the study of Jennilyn

Balbosa, and Self-Efficacy Formative Questionnaire of Research Collaboration (2015).It

is designed to obtain the needed data for the study. One of its advantages is it's quick

and easy in collecting results according to Debors (2019). The questionnaire dealt with

the factors affecting Mathematics Learning and Academic performance of the students.

Scoring

In determining the extent of the factors affecting mathematics learning and

academic performance among Junior high school students of Dugmanon

National High School, the following scales were rated by participants. The items were

answered using a 5-point Likert scale: 5, always; 4, often; 3, sometimes; 2, rarely; 1

never. For interpretation of what factors affect the most in relation of mathematics

learning and academic performance of the students, the researchers used the range of

means, description, and interpretation presented below.

Range of Means Description Interpretation

4.20-5.00 Very High The situation is always evident.

3.40-4.19 High The situation is oftentimes evident.

2.60-3.39 Moderate The situation is sometimes evident.

1.80-2.59 Low The situation is rarely evident.

1.00-1.79 Very Low The situation is never evident

 For academic performance, the DepEd Order No. 8 s. 2015 or known as Policy

Guidelines on Classroom Assessment for the K to 12 Basic Education Program was

used. The academic grades of the student-respondents school year 2024-2025 were

used as data to measure the level of learners’ academic performance. The following

were the parameter limits used:

Range of Grade Likert Scale Description Interpretation

90-100 5 Very High The academic performance

is outstanding.

85-89 4 High The academic performance

is very satisfactory.

80-84 3 Moderate The academic performance

is satisfactory.

75-79 2 Low The academic performance is

satisfactory.

74 and below 1 Very Low The academic performance did

not meet expectation.

C. DATA GATHERING METHOD

This section presents the procedures that the researchers observed throughout

the conduct of the study.

First, the researchers asked for the approval of their research instructor and their

advisers to start gathering data. After that, a letter was sent to the school head of the

national high school learners asking them to allow their students to participate in the

study. Respondents were assured that their responses will be kept confidential and that

their names will never appear in any part of this study.

 Before the questionnaires were distributed, the nature and purpose of the study

were explained to them. Once approved, the researchers administered the

questionnaire. After the retrieval of the questionnaire were the data tabulation and

treatment analysis and interpretation. Data were presented through tables followed by

an explanation of the implications.

D. STATISTICAL TOOL
The statistical tools used for data analysis are as follows:

The Weighted Mean was utilized to determine the factors affecting Mathematics

learning and Academic performance of the students.

Standard Deviation measures the dispersion of a data set relative to its mean

(Marshall, 2019). In this research, it was used to determine how spread out the data

points are from the mean.

Correlation is usually defined as a measure of the linear relationship between two

quantitative variables (e.g., height and weight). In simple terms, correlation means that
there is some type of relationship between two variables. (Book, 2018). In this study, a
correlation was utilized to determine factors affecting Mathematics performance and
Academic learning of the students.
E. ETHICAL CONSIDERATION
The researchers made sure that the ethical standards were met in the conduct of

the study, the following was observed.

Vulnerability of the Participants. The researchers ensured that unique social groups

will not be singled out for the purpose of this study voluntarily. There were no identified

vulnerable participants in this research. Students were all in the capacity to decide

whether to participate or not, as they were purposively identified as participants of the

research. The subjects who were involved in this study were students who were willing

to participate in answering the survey questionnaire.

Risks, Benefits, and Safety. During the conduct of this study, no high risks were

expected. By ensuring that the physical environment of the participants was conducive

and safe, the researchers guaranteed the safety of the students during the conduct of

this study. In the place where the study was conducted, enough space was observed.

Privacy and Confidentiality. There were no exposed records of the participants. The

researchers ensured that all information remained confidential. Individual names were

optional to protect the anonymity of the identity of the participants. Hard copies of the

data (the name is optional to be filled up) were stored and protected.

Justice. The targeted respondents were assured that there will be an appropriate

investigation in every sense. The researchers guaranteed the participants’

understanding of their role to be open, honest, and truthful during the answering of the

survey questionnaires.

Transparency. By fully informing the participants that they will be surveyed through

questionnaires, transparency was observed. This study already adhered to the

principles of transparency. Also, the participants were informed of the purpose of this

study.

Qualification of Researcher. The researchers were committed, dedicated, reliable,

and credible to conduct this study. However, as researchers who are beginners in this

work, they needed to read relevant literature and studies regarding quantitative

research design. Further, the researchers regularly consulted their research adviser and

other experts in the field to ensure the validity and reliability of the data gathered.
Adequacy and Facilities. The researchers engaged the participants in a conducive

environment and learning materials, which are ample and available during the conduct

of the study and were done within the time set by the researcher. The accuracy of

gathering data from the participants was ensured. Moreover, sufficient and manipulative

materials were prepared for the respondents’ use during the conduct of this study.

CHAPTER 3
This chapter deals with the presentation, analysis, and interpretation of data. The

first part describes the extent of the student-related factors and teacher-related factors.

The second part is the academic performance in terms of their general average from the
previous academic year. The third part presents the relationship between the

independent variable and the dependent variable, which is academic performance.

RESULT AND DISCUSSION

Student-related factors
Presented in Table 1 Level of Student-Related Factors has four indicators:

interest, study habits, self-efficacy, and belief that ability grows with effort. The data

were based on the responses of the respondents on the questionnaire provided by the

researchers. It shows that the overall mean is 3.98, which described as moderately high

with the standard deviation 0.97. This implies that the student-related factors is

oftentimes evident.

The result affirms the study of Deci and Ryan (2017) emphasizes the role of

intrinsic and extrinsic motivation in enhancing learning outcomes. Students who are

intrinsically motivated tend to engage more deeply with their studies and exhibit better

performance. Furthermore, a meta-analysis by Schunk and Zimmerman (2021) found a

significant positive correlation between motivation and academic achievement across

various educational settings. More recent studies, such as those by Lee (2023), have

explored the influence of self-efficacy and goal setting on motivation, revealing that

these factors further mediate the relationship between student motivation and academic

performance.

Interest. Shown in the table was the category level of interest perceived by the

student-related factors. The overall category mean was 3.90, which interpreted as high
with the standard deviation 0.98. This means that the situation in the interest of student-

related factors is oftentimes evident. The item, “listen attentively to the lecture of my

math teacher” and the item, “want to get good grades on tests, quizzes, assignments,

and projects” has the high category mean of 4.2 interpreted as very high. On the other

hand, the item, “when the discussion is interrupted or the math teacher is absent” has the lowest

mean of 3.3 described to be moderate which means that it is sometimes evident.

The interest in learning has been shown to significantly enhance student

engagement and academic achievement. The result are in line with the study Schunk et

al. (2019), students who exhibit a strong intrinsic interest in their subjects are more likely

to engage in deep learning strategies, which leads to better academic outcomes.

Furthermore, Renninger and Hidi (2016), for example, stress that intrinsic motivation

which stems from a person’s genuine interest promotes perseverance and deeper

learning in difficult tasks.

Study Habits. Shown in the table is the category level of study habits perceived

by the student-related factors. The overall category mean is 3.91 which is interpreted as

high with the standard deviation 0.97. This means that the situation in the study habits

of student-related factors is oftentimes evident. The item “do my assignments regularly”

has the high category mean of 4.3 interpreted as very high.

The effective study habits are crucial for academic success. The results are in

line with the research study of Murdock and miller (2020), which suggest that students

who feel in control of their education tend to acquire better study habits. Moreover,

Topping and Ehly (2018), demonstrated the impact of peers on the study habits,

suggesting that collaborative learning settings can improve individual study habits. In
addition, Liu ( 202) shown that study time is positively associated with good academic

performance.

Self-Efficacy. Shown in the table is the category level of self-efficacy perceived

by the student-related factors. The overall category mean is 3.95 which is interpreted as

high with the standard deviation 0.96. This means that the situation in the self-efficacy

of student-related factors is oftentimes evident. The variable 5 “am confident that I will

achieve the goals that I set for myself” has the high category mean of 4.3 interpreted as

very high.

Self-efficacy, or the belief in one’s capabilities to execute behaviors necessary to

produce specific performance attainments, plays a crucial role in academic success.

The results are in line with the study of Bandura (2016) emphasizes that higher self-

efficacy leads to greater motivation and resilience in the face of challenges. A study by

Schunk (2020) found that students with strong self-efficacy are more likely to set

challenging goals and persist longer when faced with difficulties.

Belief that Ability Grows with Effort. Shown in the table is the category level of

Belief that ability grows with effort perceived by the student-related factors. The overall

category mean is 4.16 which is interpreted as high with the standard deviation 0.98.

This means that the situation in the belief that ability grows with effort of student-related

factors is oftentimes evident. The variable 10 “My ability grows with effort”, variable 11 “I

believe that the brain can be developed like a muscle”, and variable 12 “I think that no

matter who you are, you can significantly change your level of talent” has the high

category mean of 4.2 interpreted as very high.

 The belief that ability can grow with effort, often referred to as a growth mindset,

is associated with positive academic outcomes. The results are in line with the study of

Dweck (2016) posits that students who adopt a growth mindset are more likely to

embrace challenges and persist through setbacks, resulting in enhanced learning

experiences. A meta-analysis by Sisk et al. (2018) further supports this, indicating that

interventions aimed at fostering a growth mindset can significantly improve student

performance.

Table 1
Student-Related Factors
Indicator Mean SD Description
Interest
As a student, I …
1. Make myself prepared for the math subject. 3.9 0.9 High

2. listen attentively to the lecture of my math 4.2 1.0 Very High

teacher.
3. actively participate in discussion, answering 3.9 0.9 High
exercises, and/or clarifying things I did not
understand.
4. want to get good grades on tests, quizzes, 4.2 0.9 Very High
assignments, and projects.
5. get frustrated when the discussion is 3.3 1.2 Moderate
interrupted or the math teacher is absent.
Category mean 3.90 0.98 High
Study Habits
As a student, I …
1. do my assignments regularly. 4.3 0.9 Very High
2. exert more effort when I do difficult assignment. 3.9 0.9 High
3. spend my vacant time in doing assignments or 3.9 0.9 High
studying my lesson.
5. study the lessons I missed if I was absent from 3.8 1.0 High
the class.
5. study and prepare for the quizzes and test. 4.0 1.0 High
6. study harder to improve my performance when 4.0 1.0 High
I get low grades.
7. spend less time with friends during school days 3.6 1.0 High
to concentrate more on my studies.
8. prefer finishing my studying and assignments 4.0 0.9 High
first before watching any television program or
etc.
9. see to it that extracurricular activities do not 3.6 1.0 High
hamper my studies.
10. have specific place of study at home which I 4.0 1.0 High
remain clean and orderly.
Category mean 3.91 0.97 High

Self-efficacy
As a student I…
1. can learn what is being taught in class this year. 4.0 1.0 High
2. can figure out anything if I try hard enough. 3.8 0.9 High
3. If I practiced every day, I could develop just 3.9 1.0 High
about any skill.
4. Once I've decided to accomplish something 4.0 1.0 High
that's important to me, I keep trying to
accomplish it, even if it is harder than I thought.
5. am confident that I will achieve the goals that I 4.3 0.9 Very High
set for myself.
6. When I am struggling to accomplish something 3.9 0.9 High
difficult, I focus on my progress instead of feeling
discouraged.
7. Will succeed in whatever career path I choose. 3.8 1.0 High
8. Will succeed in whatever college major I choose. 3.9 1.1 High
Category mean 3.95 0.96 High
Belief that Ability Grows with Effort
9. I believe hard work pays off. 4.1 1.1 High
 10. My ability grows with effort. 4.2 0.9 Very High
11. I believe that the brain can be developed like a 4.2 0.9 Very High
muscle.
12. I think that no matter who you are, you can 4.2 1.0 Very High
significantly change your level of talent.
13. I can change my basic level of ability 4.1 1.0 High
considerably.
Category mean 4.16 0.98 High
Overall mean 3.98 0.97 High

Teacher-Related Factors
Presented in Table 2 Level of Teacher-Related Factors has three indicators:

personality trait of math teacher, teaching skills of a teacher, and instructional materials

of a teacher. The data were based on the responses of the respondents on the

questionnaire provided by the researchers. It shows that the overall mean is 3.93, which

is described as moderately high with the standard deviation 1.02. This implies that the

teacher-related factors is oftentimes evident.

The result affirms by Hattie (2018) highlights that positive teacher-student

relationships foster a supportive learning environment, which is crucial for student

motivation. Teachers who express enthusiasm and a growth mindset can inspire

learners to adopt similar attitudes towards their studies, leading to enhanced academic

performance (Dweck, 2017).

 Personality Trait of Math Teacher. Shown in the table 2 is the category level of

personality trait of math teacher perceived by the teacher-related factors. The overall

category mean is 3.93 which is interpreted as high with the standard deviation 0.95.

This means that the situation in the personality trait of math teacher of teacher-related

factors is oftentimes evident. The variable 1 “has a good relationship with the students

and teacher” has the high category mean of 4.36 interpreted as very high.

Teachers' ability to foster good relationships with students is paramount for

creating a conducive learning environment. The results are in line with the study of

Pianta et al. (2014), positive teacher- student relationships contribute to students'

emotional and academic development. These relationships are characterized by

warmth, support, and mutual respect, leading to enhanced student engagement and

motivation.

Further studies, such as those by Roorda et al. (2016), have shown that teachers who

invest in building strong relationships with their students can significantly reduce

behavioral issues in the classroom. The findings indicate that when students feel valued

and understood, they are more likely to participate actively and achieve better

educational outcomes.

Teaching Skills of a Teacher. Shown in the table 2 is the category level of teaching

skills of a teacher perceived by the teacher-related factors. The overall category mean

is 3.92 which is interpreted as high with the standard deviation 0.98. This means that

the situation in the teaching skills of a teacher of teacher-related factors is oftentimes

evident. The variable 1 “explains the objectives of the lesson clearly at the start of each

period” has the high category mean of 4.09 interpreted as high.

 Teaching skills encompass a range of competencies, including pedagogical

knowledge, classroom management, communication, and assessment strategies. The

results are in line with the study of Darling-Hammond (2017), research indicates that

effective teaching skills correlate strongly with student achievement.

Teaching skills are essential for effective instruction. Research indicates that

teachers who possess strong pedagogical skills, such as differentiation and formative

assessment, significantly enhance student learning (Darling-Hammond et al., 2017)

Instructional Materials of a Teacher. Shown in the table 2 is the category level

of instructional materials of a teacher perceived by the teacher-related factors. The

overall category mean is 3.93 which is interpreted as high with the standard deviation

1.14. This means that the situation in the instructional materials of a teacher of teacher-

related factors is oftentimes evident. The variable 1 “My teacher uses chalk and

blackboard in explaining the lessons” has the high category mean of 4.42 interpreted as

very high.

The use of high-quality instructional materials has been shown to enhance

teaching and learning processes. The results are in line with the research study of

Gordon et al. (2018) indicates that well-designed materials can support diverse learning

styles and foster deeper understanding of content. Additionally, digital resources have

been found to increase student engagement and motivation, particularly in technology-

rich environments (Davis & Roblyer, 2016).

 Teachers who are well-versed in instructional strategies can adapt their teaching

to meet diverse student needs, thereby fostering a more inclusive learning environment

(Hattie, 2018).

Table 2
Teacher-related Factors
Personality Trait my Math Teacher Has

1. Has a good relationship with the students and 4.36 0.88 Very High
teacher.
2. Shows smartness, confidence and firmness in 3.68 1.01 High
making decisions regarding math.
3. Imposes proper discipline and is not lenient in 3.87 0.98 High
following the prescribed rules.
4. Has an appealing personality and has a good 4.04 0.90 High
sense of humor.
5. Is open to suggestions and opinions and is 3.72 0.97 High
worthy of praise.
Category mean 3.93 0.95 High
Teaching Skills My Teacher Has
1. Explains the objectives of the lesson clearly at 4.09 0.92 High
the start of each period.
2. Has mastery of the subject matter. 4.04 0.89 High
3. Is organized in presenting subject matters by 3.79 0.95 High
systematically following course outline.
4. Is updated with present trends, relevant to the 3.80 1.00 High
subject matter.
5. Uses various strategies, teaching aids/devices 3.86 1.15 High
and techniques in presenting the lessons.
Category mean 3.92 0.98 High
Instructional Materials My Teacher Has
1. My teacher uses chalk and blackboard in 4.42 0.90 Very High
 explaining the lessons.
2. My teacher uses workbooks/textbooks. 4.08 1.11 High
3. My teacher uses powerpoint presentations. 3.67 1.28 High
4. My teacher uses articles. 3.65 1.25 High
5. My teacher uses materials for project 3.83 1.14 High
development.
Category mean 3.93 1.14 High
Overall mean 3.93 1.02 High

Status of Academic performance in mathematics

Table 3 presents the status of academic performance in mathematics of the

learners. As reflected the table, the overall mean is 87.38 described as moderately high.

This means the level of academic performance of the students is very satisfactory. The

result reinforces the study of Zimmerman (2016) asserts that students’ academic

performance is greatly improved by self-regulated learning practices such as goal

planning, self-monitoring, and time management. This idea is supported by research

from Pintrich (2017), which shows that students who have strong study habits not only

do better academically but also get a deeper comprehension of the subject matter.

Additionally, a study by Schunk (2019) discovered a strong correlation between

students academics success and their level of interest in a subject, indicating that

fostering interest needs to be a top focus in instructional tactics.

Table 3

Level of learners’ academic performance in Mathematics

Grades Frequency Percentage Description
75-below 0 0 Very Low
75-79 7 6 Low
 80-84 23 19 Moderate
85-89 57 48 High
90-100 33 28 Very High
Total 120 100
Mean 87.38
SD 4.77

Significant relationship between Student-related factors

And Academic performance
Table 4 shows the relationship between student-related factors and academic

performance of the students. As seen in the table, the value of r is 0.27, which indicates

a positively weak correlation. This implies that the higher student-related factors, the

higher the academic achievement of the learners. With the p value of less than 0.003,

result shows that the relationship between student-related factors and academic

performance of the students is significant. Moreover, as presented in the table, the

result indicates that across all indicators of students-related factors it shows that there is

a significant relationship to academic performance of the learners. The result shows that

the overall factors in terms in student-related has a significant positive relationship to

academic achievement in mathematics.

The result supported by the previous study of A longitudinal study by Roberts

and Sutherland (2022) found that students with higher levels of psychological well-being

reported better academic performance and engagement in school activities.

Furthermore, (Jones et al., 2023), interventions aimed at improving mental health have
been shown to positively influence academic outcomes, highlighting the importance of a

supportive learning environment.

Table 4
CORRELATION BETWEEN VARIABLES

Variables paired r p Remarks

Student-related factors and academic 0.27 0.003 Significant
performance
teacher-related factors and academic 0.19 0.04 Significant
performance
*weak positive correlation

Significant relationship between Teacher-related factors

And Academic performance
Shown in the table 4 is the relationship between teacher-related factors and

academic performance of the students. As seen in the table, the value of r is 0.19,

which indicates a positively weak correlation. This implies that the higher teacher-

related factors, the higher the academic achievement of the learners. With the p value

of less than 0.04, result shows that the relationship between student-related factors and

academic performance of the students is significant. Moreover, as presented in the

table, the result indicates that across all indicators of teacher-related factors it shows

that there is a significant relationship to academic performance of the learners. The

result shows that the overall factors in terms in teacher-related has a significant positive

relationship to academic achievement of the learners in mathematics.

The result supports the study of Ingersoll (2015), teachers with advanced

degrees and specialized training in their subject areas tend to foster higher student

achievement levels. A meta-analysis by Burch & Spillane (2016) supports this by

demonstrating that students taught by highly qualified teachers perform better on

standardized tests compared to their peers. Clotfelter, Ladd, & Vigdor,

(2018).experienced teachers are more adept at employing effective classroom

management strategies and differentiated instruction, resulting in improved student

performance.

CHAPTER 4

CONCLUSION AND RECOMMENDATION

This part of the paper presents the findings, conclusions and recommendations of the

researchers.

FINDINGS
Based on the results, the summary of the findings are the following:

1. The level of factors affecting mathematics learning and academic

performance of the Junior High School students at Dugmanon National

High School in terms of student-related factors described as moderately

high with an overall mean of 3.98 and a standard deviation of 0.97 which

indicates a consistency of responses.

2. Similarly, the level of teacher-related factors was also described as

moderately high with an overall mean of 3.93 and a standard deviation of

1.02 indicating consistency of responses.

3. The status of the academic performance of the Junior High School

students in terms of their average grade in Mathematics had an overall

mean of 87.38 described as moderately high.

4. Student-related factors have a weak positive relationship with academic

performance having an overall r value of 0.27 a p value of less than 0.003,

while the result of the relationship between teacher-related factors and

academic performance got an overall r value is 0.19 and a p value of 0.04

which indicates a significantly positive, weak correlation. This means the

student-related factors and teacher-related factors in the context of this

study have a low impact on the academic performance. There could be

other factors that are strongly related with learners' performance in

mathematics.

CONCLUSIONS

Based on the findings of the study, the following conclusions are drawn:
 1. Learners signify student-related factors such as interest, study

habits, self-efficacy and belief that ability grows with effort is

oftentimes evident.

2. Teacher-related factors includes personality trait, teaching skills,

and instructional materials is oftentimes evident.

3. The academic performance of the junior high school students is

very satisfactory.

4. There is a significant, weak positive relationship between student-

related factors and academic performance of junior high school

learners. This means the student-related factors and teacher-

related factors in the context of this study have a low impact on the

academic performance. There could be other factors that are

strongly related with learners' performance in mathematics.

RECOMMENDATIONS
In line with the findings and conclusions, the following are recommended:
1. Targeted interventions: Considering the mean of 3.98 for

student-related factors, which is relatively high, it would be

advantageous to carry out focused interventions aimed at

improving students' motivation, study habits, and self-

regulation abilities. This could includes Workshops, peer

mentoring initiatives, or tutoring sessions that concentrate

 the areas where students may struggle. Incorporate

Student feedback: To pinpoint the particular difficulties

students have, regularly collect feedback from them

regarding their educational experiences. Utilize this data to

customize instructional strategies and materials to better

meet the requirements of your students.

2. Professional Development: since the teacher-related

factors also shows moderately high level (mean of 3.93),

Investing in ongoing professional development for teachers

is crucial. To foster a more inclusive atmosphere, this could

entail receiving training in cutting-edge teaching techniques,

classroom management, and an awareness of the various

learning requirements of students. Collaboration and

support: Encourage teachers to work together to discuss

techniques and best practices for teaching mathematics in

an effective manner. Creating support systems can

encourage a culture of improvement and shared learning.

3. Enhanced Curriculum and Assessment: The academic

performance is at a satisfactory level, with an overall mean

grade of 87.38. To guarantee that the curriculum is

interesting and in line with students' interests, it is crucial to

constantly assess and improve it. Use a variety of

assessment techniques to determine how well students

 comprehend and apply mathematical ideas. Offer Extra

Resources: Take into account offering extra resources that

students can utilize to strengthen their grasp of mathematics

outside of the classroom, including online tools or access to

learning platforms.

4. Examine other factors: It might be advantageous to look

into additional possible influences on academic achievement

given the weak positive associations that were found (r

values of 0.19 for teacher-related factors and 0.27 for

student-related ones). This could entail the school

environment, the involvement of parents, or the

socioeconomic situation. Holistic Approach: Take a

comprehensive approach that takes into account all the

factors, including social and emotional support networks that

have an impact on students' academic success. Put in place

initiatives that support resilience and mental health, as these

can improve academic results inadvertently.

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APPENDICES
A. LETTER OF REQUEST
B. RESEARCH QUESTIONNAIRE
C. EXPERT VALIDATION FORM TO SURVEY QUESTIONNAIRE

CURRICULUM VITAE