Mathematics is a fundamental subject that develops critical thinking, problem-solving, and decision-making skills that are essential for academic and real-life success. This study aimed to determine the factors affecting the mathematics performance of Grade 4 pupils in Montalban District, Montalban, Rizal, Philippines. It examined learner-related factors, including pupils’ interests and study habits, and teacher-related factors, such as personality traits, teaching skills, and instructional materials. This study employed a descriptive quantitative research design and involved 20 Grade 4 mathematics teachers selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using frequency, percentage, weighted mean, t-test, ANOVA, and Pearson r correlation. The findings revealed that teacher-related factors, particularly teaching skills and personality traits, had a strong positive influence on pupils’ mathematics performance. In contrast, the pupils’ study habits were weak and required improvement. Pupils also encountered significant difficulties in understanding mathematical language, fractions, and geometry. Moreover, significant relationships were found between the influencing factors and the problems encountered, as well as between teaching practices and pupils’ mathematical performance. However, no significant differences were observed when the respondents were grouped according to their profiles. The study concludes that improving mathematics performance requires strengthening teaching practices, enhancing instructional materials, and fostering better study habits and interest among students to achieve improved learning outcomes.
Marelou Junsay (Thu,) studied this question.