Non-Cognitive Factors Affecting Mathematics Performance Using Structural Equation Modeling: Basis for a Mathematics Learning Intervention Framework
Karen E. Cabalquinto *
Southern Philippines Agri-Business and Marine and Aquatic School of Technology, Malita, Davao, Occidental, Philippines.
Andres O. Magallanes
Notre Dame of Marbel University, Koronadal City, South Cotabato, Philippines.
*Author to whom correspondence should be addressed.
Abstract
The study was conducted to determine the non-cognitive factors affecting the mathematics performance of Bachelor of Secondary Education students using Structural Equation Modeling as a basis for the formulation of a proposed Mathematics Learning Intervention Framework. This study employed a descriptive-correlational method.
A total of 266 pre-service teachers participated and answered the survey questionnaires through complete enumeration sampling. The results revealed that self-efficacy, study strategies, teacher support, and involvement directly affect the mathematics performance of the BSED major in mathematics students. In addition to this, the Mathematics Learning Intervention Framework was crafted highlighting self-efficacy, study strategies for math class, teacher support, and involvement factors to improve students' mathematics performance.
Keywords: Non-cognitive factors, psycho-sociological characteristics, study habits, classroom learning climate, mathematics performance, mathematics learning intervention framework