A Predictive Model for Junior High School Mathematics Performance: Examining Internal and External Determinants
DOI:
https://doi.org/10.65339/ijsair.V2.I2.479Keywords:
Academic Performance, External Determinants, Internal Determinants, Junior High School, Learning Engagement, Mathematics Achievement, Motivational Strategies, Predictive Model, Self-Efficacy, Test AnxietyAbstract
This study assessed the internal and external determinants affecting junior high school mathematics performance among public secondary school students in Dalaguete I District, Cebu, during the school year 2024–2025. Anchored on Bandura’s Social Cognitive Theory and Weiner’s Attribution Theory, the study examined how psychological, environmental, school-related, teacher-related, and family-related factors influenced students’ mathematics achievement. The research utilized a multiple regression design involving 800 junior high school students from four public secondary schools selected through volunteer sampling. Data were gathered using an adapted survey questionnaire with a Cronbach’s alpha value of 0.971, along with students’ diagnostic and quarterly mathematics assessment scores. Statistical tools such as weighted mean, Spearman Rho, and Multiple Regression Analysis were employed using SPSS. Findings revealed that students generally demonstrated high levels of learning engagement, motivation, self-efficacy, and positive attitudes toward mathematics, although mathematics anxiety remained evident. External determinants, particularly motivational strategies and behavior management strategies, significantly contributed to mathematics performance. Results further showed significant improvement in students’ quarterly assessment performance compared to diagnostic test results. The predictive model indicated that both internal and external determinants collectively influenced mathematics achievement, with motivational strategies emerging as the strongest predictor. The study concluded that mathematics performance is shaped by the interaction of students’ internal dispositions and external educational support systems. It recommended the implementation of development programs that strengthen student motivation, engagement, classroom management, and school support systems to improve mathematics learning outcomes. The study supports Sustainable Development Goal (SDG) 4 or Quality Education by promoting improved mathematics learning outcomes through learner-centered and evidence-based educational interventions. It also aligns with SDG 10 or Reduced Inequalities by addressing socio-economic and educational factors influencing student achievement. The study contributes to educational and institutional sustainability by supporting evidence-based decision-making, improved instructional practices, and inclusive learning environments that strengthen students’ academic performance in mathematics.
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