Factors Affecting the Academic Performance in Mathematics of Grade 7 Students in Villahermosa National High School

ABSTRACT

This descriptive-correlational study examined the academic performance in Mathematics of Grade 7 students at Villahermosa National High School and four groups of factors associated with their learning. Seventy students enrolled during school year 2025–2026 participated through convenience sampling. Data consisted of first-grading Mathematics grades and responses to a validated researcher-made questionnaire addressing student-, teacher-, school-, and home-related factors. Frequency, weighted mean, standard deviation, and Pearson product-moment correlation were applied at the 0.05 significance level. Students obtained an overall average of 79.67, interpreted as Fairly Satisfactory. Forty-four students earned grades of 75–79, fourteen earned 80–84, nine earned 85–89, and three earned 90–100. Respondents moderately agreed that student-related (2.81), teacher-related (2.71), school-related (2.91), and home-related (2.67) concerns were present. Irregular study, limited motivation, unclear explanations, insufficient school resources, and weak home study conditions were the leading concerns. Nevertheless, none of the factor groups was significantly related to grades: student-related, r = 0.1328; teacher-related, r = 0.1193; school-related, r = 0.0496; and home-related, r = 0.1852. All coefficients were below the critical value of 0.250. The results indicate that moderately experienced challenges did not independently explain grade differences in this sample. Project SFAM, Strengthening Foundational Abilities in Mathematics, is proposed to address foundational gaps through early remediation, clearer instruction, accessible resources, and coordinated school-home support.

Keywords: academic performance, Grade 7 students, mathematics education, learning factors, descriptive-correlational research