FACTORS AFFECTING THE DIFFICULTIES IN THE MATHEMATICS PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN THE EAST CLUSTER OF THE SCHOOLS DIVISION OF SANTIAGO CITY

Abstract

high schools in the Division of Santiago City during the school year 2023- 2024. A quantitative research method was employed, utilizing a 76-item questionnaire adapted from Fernandez (2022) to examine various factors, including student, teacher, administrator, parent, school, instructional materials, methods and strategies, evaluative tools, administrative support, and supervisory support. A total of 356 students were selected through simple random sampling, and their mathematics performance was assessed based on their grade point averages. Pearson’s correlation coefficient was used to analyze the relationship between these factors and academic performance in mathematics. The findings revealed that while students generally performed well, achieving commendable proficiency in mathematics, the examined factors did not have a statistically significant relationship with students' academic performance. Specifically, factors such as student characteristics, teacher practices, parental involvement, and administrative support were found to influence challenges in mathematics but did not directly correlate with the students' actual academic achievements. This study concludes that a more comprehensive approach, considering the interaction of multiple variables, is necessary to fully understand and address the challenges in students' mathematics achievement. Recommendations include enhancing support systems, providing ongoing professional development for teachers, promoting parental engagement, and implementing comprehensive strategies that address students' learning needs.