INTEREST, MOTIVATION, AND LEARNING STYLES AS PREDICTORS OF MATHEMATICS PERFORMANCE AMONG GRADE 6 LEARNERS OF STA. MARIA INTEGRATED SCHOOL, SURIGAO DEL SUR DIVISION: A DESCRIPTIVE-CORRELATIONAL STUDY

EDUCATIONAL MANAGEMENT

This study determined whether interest, motivation, and learning styles significantly predict the Mathematics performance of Grade 6 learners at Sta. Maria Integrated School, Surigao del Sur Division during the School Year 2025–2026. The study employed a quantitative descriptive-correlational research design to examine the relationships among learners’ affective and cognitive factors and their Mathematics performance. Specifically, the study assessed the levels of learners’ interest in Mathematics, motivation in Mathematics, and learning preferences, as well as their Mathematics performance based on official final grades. The respondents consisted of all officially enrolled Grade 6 learners of Sta. Maria Integrated School, selected through total enumeration sampling. Research instruments included structured questionnaires adapted from established educational and motivational frameworks to measure learners’ interest, motivation, and learning preferences. Mathematics performance was measured using the learners’ official final grades obtained from school records. Descriptive statistics such as frequency, percentage, mean, and standard deviation were utilized to describe the variables, while correlational analysis was employed to determine the relationships among variables. The study was anchored on Expectancy–Value Theory, Self-Determination Theory, and Social Cognitive Theory, which explain how learners’ beliefs, motivation, and engagement influence academic performance. Findings of the study are expected to provide valuable insights into the role of affective learner variables in Mathematics achievement and may assist teachers, school administrators, and curriculum planners in designing learner-centered instructional strategies and interventions. Furthermore, the study contributes to the growing body of literature on Mathematics education in the Philippine context, particularly in rural public elementary schools. The findings may also serve as baseline information for future researchers who intend to explore additional factors affecting Mathematics performance among elementary learners.

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