An Empirical Analysis of Student’s Factors on Students’ Mathematics Performance of Grade 7 Students

Abstract

The study aims to match the different learning factors on the Mathematics Performance of the Grade 7 Students of University of Cebu, SY 2023 – 2024 as basis for effectiveness in learning Secondary Mathematics. This study employed a descriptive comparative using T – Test for Independent Samples from 2 independent samples namely, Grade 7 Love and Grade 7 Peace, and after the processing, interpretation, and analysis of data, the action plan was created. This design enables to examine whether significant differences exist among the Demographic Profile and Academic Performance, in terms of the predictor variables, by extension, the accuracy of the classification. This design enables to deepen the teaching skills of the teachers by giving themselves a time to adjust their expertise to the students with these kinds of discipline. The respondents were already grouped accordingly. A focus group discussion was done to elicit the highlights and lowlights of the study. The student’s related factor is one of the important aspects of high fail rate in mathematics that plays a vital role in a teaching learning process. Without students' interest in the teaching learning activities there is no possibility to achieve knowledge in subject matter. Student’s achievement depends on their need, interest, practices, and seriousness in subject matter. Students related factors include mathematics anxiety, prior knowledge of students and student’s labor in learning mathematics. The result of the study reveals that that there

is a significant difference between its demographic profile and academic performance in mathematics on the study habits, learning problem, and mathematics anxiety. Moreover, it found out also that there is no significant difference between its demographic profile and academic performance in mathematics on the teacher relations, parental attitudes, and learning environment with the discriminant analysis. It is highly recommended that they can utilize Learning Enhancement Programs such as peer mentoring, cooperative learning activities, scaffolding, remediation activities, and other supplementary seminars or webinars that enhance the students’ skills in learning mathematics. By this, it will allow the students to be the center of the teaching – learning process so that the low performing students can adopt to the modification of the learning process.