Internal and External Factors Influencing Math Performance: Predictive Model for a Development Plan

Abstract

Abstract Creating a mathematically literate citizenry by improving Math performance has been every educator’s concern. Thus, the researcher aimed to determine the predictors of Math performance based on internal and external influences. It employed descriptive-correlational method having Grade 11-Academic track learners as respondents. It utilized survey questionnaire and employed document analyses. It was found out that the level of Math performance did not meet expectation. The level of internal factors in terms of academic control, student responsibility, comprehension skills, and attitude towards Math was high; but low on self-efficacy belief. The level of external factors in terms of NCAE was low on General Scholastic Aptitude, Technical-Vocational Aptitude, and Academic Track; while District-Initiated Test did not meet expectations. In terms of school-based factors, the level of school environment and learning resources/facilities in Math was high. In terms of socio-economic factors, combined monthly family income was very low, highest educational attainment of parents is elementary level. Significant correlation existed between Mathematical performance (MP) and academic control (AC), student responsibility (SR), attitude towards Math (ATM), general scholastic aptitude (GSA), technical-vocational aptitude (TVA), academic track (AT), Math 10 district-initiated achievement test (DIAT) and learning resources/facilities (LR) in Math only. The predictive model was Math Performance = 5.71 + 7.89AC + 5.13SR + 0.14GSA + 0.25DIAT. Therefore, Math Performance is influenced by the learners’ value on being responsible of their learning and by their cognitive ability. It is recommended that the development plan for Grade 11 Math be implemented. Keywords: Mathematics, math performance, internal and external factors, predictive model, descriptive-correlational method