COPING STRATEGIES AND FAMILY SUPPORT: THEIR INFLUENCE YTO THE MATHEMATICS PERFORMANCE

Mathematics Education

This study examined the level of coping strategies and family support and the influence to the Mathematics performance. A survey was conducted among all of 94 grade 11 Senior High School students of a private academic institution located in the District of San Francisco, Agusan del Sur. This study employed a quantitative descriptive correlational survey research design and multiple regression analysis, with data collected primarily through a survey questionnaire. The grades were gathered for the academic performance and the survey questionnaire consisted of questions relating to coping strategies focused on content, skills, and attitude, and family involvement covering financial, academic, moral and emotional. The data collected were analyzed using statistical methods such as mean, pearson correlation coefficient, and multiple linear regression analysis. The results revealed that coping strategies had a significant effect on students’ Mathematics performance, with the content domain emerging as the strongest predictor. Although family support showed no significant relationship, financial support was found to be a significant predictor. The study recommends enhancing content-based coping strategies through hands-on, real-life learning and strengthening financial and parental support at home to improve academic outcomes.

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