Level of the Factors Enhancing the Mathematics Performance of Grade Six Learners at Don Jose Godinez Elementary School, Division of Sulu

MARSIYANA ISNADI

doi:10.62596/pycnjt77

Authors

MARSIYANA S. ISNADI Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/pycnjt77

Keywords:

Factors, Enhancing, Mathematics, Elementary School

Abstract

This study aimed to identify the Level of the Factors Enhancing the Mathematics Performance of Grade Six Learners at Don Jose Godinez Elementary School, Division of Sulu. Using a research approach combining descriptive and correlational methods, it examined the relationships between learners' academic performance and influencing factors. Data were collected through surveys measuring independent variables age, gender, parental educational attainment, and average monthly income and dependent variables teacher characteristics, student engagement, subject matter content, and instructional materials. The strength and direction of these relationships were analyzed using Pearson’s r correlation method. The study found that most respondents were female, aged 12 to 13, with parents who had higher educational attainment and moderate-income levels, categorizing most families as middle-income. Learners generally perceived their teachers as effective in improving their understanding, engagement, and academic performance in mathematics. Strong correlations were observed between student engagement and subject matter content, and between teacher characteristics and student engagement. In conclusion, mathematics performance is significantly influenced by parental education, teacher effectiveness, student engagement, and access to well-structured instructional materials. These findings highlight the importance of enhancing teaching strategies and learning resources to support learners' success in mathematics.

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