Abstract
Mathematics performance has been recognized as vital in the curricula in most of the country not only for academic success but also for its efficient application in everyday life. The study aimed to determine a significant relationship between the student, teacher, environmental, and parent involvement factors and students’ mathematics performance in a Catholic university for the Academic Year 2020-2021. Also, it determined which factors predict the mathematics performance of students. Using descriptive-correlational research design, 123 Grade 8 students answered a researcher-made test questionnaire to assess students' level of mathematics performance; these were interpreted using the Department of Education’s scale of standard. Furthermore, a researcher-made survey questionnaire was used to examine the level of extent of the four factors influencing the students’ mathematics performance, the correlation between these factors and students’ mathematics performance, and predictors of students’ mathematics performance. The assembled information was dealt with measurably utilizing mean, standard deviation, Kruskal-Wallis, Pearson product-moment correlation, Spearman's rho, and multiple linear regression. Results revealed that students’ level of mathematics performance was fairly-satisfactory (M=79.77, SD=8.96). The extent of influence of the factors is moderate (M=3.28, SD=0.33). There is a significant correlation between the extent of influence of factors as a whole and Mathematics performance [r(121)=0.235, p=0.009]. The results of the regression indicated that the predictor explained 7.3% of the variance [F(1, 121)=9.540, p=0.002, R2=0.073)]. The individual predictors were further examined and indicated that the teacher factor [β=6.440, t=3.089, p=0.002] significantly predicts Mathematics performance. This study provides significant insights into the vital role teachers play in finding a lasting solution to the students' perennial poor performance issues in mathematics in this new normal.
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