This study examined the factors influencing the academic performance of Grade 10 Science learners at Blancia College Foundation, Inc. (BCFI) in Molave, Zamboanga del Sur. Utilizing a descriptive-correlational research design, the study investigated how personal, learning environment, and external factors relate to students’ academic performance in Science. A total of 103 Grade 10 students were selected using stratified random sampling. Data was gathered through a validated and pilot-tested survey instrument. Results revealed that all three factors exhibited a high level of influence based on their average weighted mean scores: Personal Factors (M = 3.70), Learning Environment Factors (M = 3.90), and External Factors (M = 3.60). Also, Personal Factors, including motivation and study habits, showed a weak positive correlation (r = .228) with statistical significance (p = .020). Similarly, Learning Environment Factors, comprising teaching quality, school facilities, and resource availability, demonstrated a weak positive correlation (r = .213) and was statistically significant (p = .030). In contrast, External Factors, such as family support and socioeconomic status, displayed a very weak positive correlation (r = .126) but no statistical significance (p = .206). Based on the findings, an intervention program was proposed to address key barriers to learning, including test anxiety, limited study time, and inequitable access to resources. The study emphasized the multidimensional nature of academic performance and the importance of learner-centered, environmentally supportive, and contextually responsive strategies in improving Science education.
Betache et al. (2025) studied this question.