Teachers’ Classroom Management, Students’ Attitude and Home Environment: Predictors of Mathematics Performance

Mathematics performance is vital to students’ academic progress. This quantitative study investigated the predictors that influenced students’ performance in Mathematics, specifically the teachers’ classroom management, students’ attitudes, and their home environment. The sample size of 160 was drawn from a population of 272 and calculated using Raosoft sample size calculator, and purposive sampling was used to distribute questionnaires to students. The researchers used the descriptive-correlational research design. The researchers utilized three questionnaires to assess factors affecting students’ performance: the Teachers’ Classroom Management Questionnaire (with a Cronbach’s alpha of 0.915), the Students’ Attitude Questionnaire (with a Cronbach’s alpha of 0.963), and the Students’ Home Environment Questionnaire (with a Cronbach’s alpha of 0.920). Additionally, students’ grades were also used as instrument. The statistical methods in the study were Mean, Standard Deviation, Frequency, Percentage, Pearson Product-Moment Correlation Coefficient, and Stepwise Multiple Regression Analysis. The teacher’s classroom management was very good, students had positive attitudes and a good home environment, but mathematics performance was very poor. The teachers’ classroom management was not related to students’ performance in Mathematics. The students’ attitude was related to their performance in Mathematics in terms of value and self-efficacy. Additionally, it was found that there was no significant relationship between students’ home environment and their performance in Mathematics. The teachers’ planning and students’ value were the significant predictors of students’ performance in Mathematics. It was recommended that teachers prioritize well-prepared instruction and foster an understanding of the value of mathematics among students.