Proficiency in mathematical literacy requires skills such as numerical reasoning, basic computation, and spatial understanding. This study explored students’ perceptions of factors influencing their mathematics performance and examined their relationship with students’ Grade Weighted Average (GWA) for School Year 2023–2024. Using descriptive, comparative, and correlational research designs, the study involved 55 students from Nawal Integrated School and Daclan National High School through complete enumeration, with data analyzed using descriptive and inferential statistics. Findings revealed that students from both schools demonstrated a high level of perception of factors affecting their mathematics performance, identifying teachers’ attitudes as the most influential, while their own attitudes and perceptions toward mathematics ranked lowest. Demographic variables such as gender, age, grade level, and number of mathematics teachers showed no significant effect on perception levels. Despite variations, both groups attained a very satisfactory level of performance, with no significant difference between the two schools. However, analysis revealed that one perception factor exhibited a significant correlation with students’ mathematics performance, suggesting that while overall perception did not strongly predict achievement, specific factors still played a meaningful role. These findings emphasize the importance of identifying which aspects of perception most influence learning outcomes so educators can focus on key areas particularly teacher-related attitudes and classroom engagement to design targeted interventions that foster confidence, motivation, and improved performance in mathematics.
Maricel D. Padawag (Tue,) studied this question.