Factors Influencing Mathematics Performance of Key Stage 2 Learners at Ambaguio Central School

Abstract

Mathematics Performance, learner-related factors such as interest, attitude, and study habits, and teacher-related factors such as personality traits, teaching skills, and instructional materials. The study employed a descriptive-inferential research design involving 74 pupils from Grades 4, 5, and 6. Data were gathered through a researcher-made questionnaire and mathematics assessment results. The collected data were analyzed using frequency, percentage, weighted mean, t-test, ANOVA, and Pearson correlation to determine the factors associated with pupils’ Mathematics Performance.The findings revealed that most of the respondents demonstrated a Fairly Satisfactory level of Mathematics Performance. Learner-related factors were generally experienced often, while teacher-related factors were generally experienced often to always, indicating that pupils commonly encountered supportive learning conditions and teacher practices. Significant differences in Mathematics Performance were found when respondents were grouped according to grade level, mothers’ highest educational attainment, and mothers’ occupation. Moreover, significant relationships were found between Mathematics Performance and mothers’ highest educational attainment, mothers’ occupation, and pupils’ study habits. These findings suggest that both learner and family-related factors contribute to differences in pupils’ Mathematics Performance. The study concludes that developing effective study habits and strengthening family support may help improve pupils’ performance in Mathematics. It also highlights the importance of providing appropriate, engaging, and supportive learning experiences that address pupils’ needs and encourage active participation in Mathematics learning.