Impact of Learners’ Psychosocial Attributes and Teachers’ Instructional Characteristics on Students Performance in Mathematics

Abstract

This study examined the relationship and impact of psychosocial attributes and instructional characteristics on the mathematics performance of Grade 9 students in six public secondary and integrated schools in New Bataan District, Davao de Oro, for the school year 2025–2026. Using a quantitative descriptive-correlational design, 166 respondents completed two adapted questionnaires measuring psychosocial attributes (academic self-efficacy, academic motivation, locus of control, mathematics anxiety, and peer influence) and instructional characteristics (knowledge of mathematics content, communication ability, use of appropriate teaching strategies, and classroom management skills). Data were analyzed using mean, standard deviation, Pearson r, and multiple regression. Results showed that both psychosocial attributes and instructional characteristics were often observed, indicating moderate student engagement and satisfactory teaching practices. Students’ mathematics performance was nearly proficient, suggesting that adequate teaching and classroom conditions alone did not ensure full proficiency. No significant relationship was found between overall psychosocial attributes or instructional characteristics and mathematics performance; however, academic self-efficacy emerged as the only significant predictor. These findings implied that strengthening students’ confidence in their abilities was more critical to improving performance than teaching methods alone, highlighting the need for interventions such as motivational activities, peer tutoring, and confidence-building strategies.