Discipline: humanities (non-specific)
A multiple regression model was established based on the exam-ination of factors of academic performance among BSEd Mathemat-ics students during the academic year 2023-2024 of J.H. Cerilles State College-Dumingag Campus. The data of the participants’ per-ceptions of the extent of teachers’ support, instructional compe-tence, and participants’ academic engagement were examined to de-termine if these constituted factors of students’ academic perfor-mances. This study employed a quantitative design, utilizing multi-ple regression analysis. Adapted questionnaire checklists were used, and data were analyzed using a five-point Likert scale. A reli-ability test using the Cronbach alpha coefficient was determined us-ing Jamovi software. The study included students from the first to fourth year of BSEd Mathematics at J.H. Cerilles State College-Dum-ingag Campus, Dumingag, Zamboanga del Sur, who are currently pursuing a Bachelor of Secondary Education major in Mathematics for the academic year 2023-2024. The weighted arithmetic mean, frequency, and percentage distribution were used to treat the de-scriptive questions. The study revealed that the teachers provided a high level of support to students’ mathematics learning and were competent in providing quality instructions among mathematics students. The students exhibited a high level of academic engage-ment; and performed well in their mathematics major subjects. Teachers’ support, instructional competence, and student academic engagement were significant correlates of mathematics students’ academic performances. The high level of teacher’s support is man-ifested in the way the teachers encourage the students to explore more problem-solving exercises and assist them whenever they en-counter difficulties. The teacher’s instructional competence is evi-dent when they encourage students’ interest, motivation, and par-ticipation. There is a high level of academic engagement when the students practice more drills. The students acquired skills and com-petences in math learning areas. The study recommends that the students may promote self- directed learning and motivation among students to improve their academic engagement and performance in mathematics; the mathematics educators may implement strate-gies to increase academic engagement through fostering individual tasks and collaboration to develop students’ mathematics skills and dependence; the curriculum designers may design mathematics curricula align with educational standards that promote the devel-opment of essential mathematics competencies among students; the school administrators may foster a collaborative school that empha-sizes the importance of mathematics education and supports ongo-ing research and innovation in teaching practices; the parents may advocate for parental involvement in actively supporting children’s mathematical learning by providing resources, creating a support-ive home environment, and reinforcing the value of mathematics ed-ucation; and the future researchers may Investigate effective strat-egies and interventions for enhancing mathematics education and improving student outcomes in the subject. Mathematics is a crucial subject in education, providing students with essential knowledge and skills. To boost academic perfor-mance, teachers need to provide intensive support, instructional competence, and student engagement. Siddiqi (2018) found a significant relationship between teachers' effort and students' academic progress, advocating for improved instruction-based classroom learning and good teacher-student connections.
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