Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Science and Mathematics Education


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Advisor

Voltaire M. Mistades

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Lydia S. Roleda
Levi E. Elipane


The purpose of this study is to identify the motivational and learning strategies as factors that influence Mathematics academic performance. The respondents are 225 Senior High School students at Division of Calamba City during the Academic Year 2017-2018. This study utilized the mixed methods research design in gathering the responses employing the quantitative and qualitative approaches. The Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et al. (1991) was used in the study.

The study revealed that from among the six categories of Mathematics motivation, intrinsic goal orientation, extrinsic goal orientation, task value, and control of learning beliefs were evidenced the most by the students. The study also revealed that rehearsal was the most utilized learning strategies manifested by the respondents. Statistical results obtained from this study showed that, association does exist between the academic performance and in the different subscales of the the Motivated Strategies for Learning Questionnaire (MSLQ). Notable results revealed that the following domains of motivational strategies namely: intrinsic goal orientation, task value, control of learning beliefs, and self-efficacy serve as predictors of academic performance in mathematics. The following domains of learning strategies manifest a correlation with academic performance: elaboration, organization, critical thinking, metacognitive self-regulation, and peer learning.

Abstract Format






Physical Description

145 leaves


Learning strategies, Mathematics—Study and teaching; Academic achievement; Motivation in education

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