Non-Intellectual Factors Influencing the Mathematics Performance of Junior High School Students in the East Cluster of the Schools Division of Santiago City: Basis for Intervention Program

This study examined the non-intellectual factors influencing the mathematics performance of Junior High School students in the East Cluster of the Schools Division of Santiago City. Utilizing a descriptive-quantitative research design, data were gathered from 356 Grade 10 students across four public schools through a validated 76-item questionnaire. Findings revealed that student-related issues, teacher practices, parental involvement, instructional materials, teaching methods, administrative and supervisory support, and school environment were perceived as slightly to moderately serious factors affecting performance. However, correlation analysis indicated no statistically significant relationship between these factors and students’ actual mathematics achievement. Despite the presence of challenges, a substantial number of students attained ‘Proficient’ or ‘Approaching Proficiency’ levels. The results suggest that while non-intellectual factors exert some influence, personal motivation and broader socio-environmental variables may play a more critical role. Based on the findings, an intervention program was proposed to strengthen mathematics performance by enhancing teaching practices, increasing parental engagement, improving resource allocation, and fostering a more supportive school environment.