Abstract

This study examined individual learner factors, including confidence, learning preferences, study habits, motivation, and goal-setting, and their association with learners’ mathematics performance. It employed a quantitative descriptive–correlational research design. A total of 185 Grade 6 learners from five selected public elementary schools in the Southeast Butuan District served as respondents and were selected through cluster sampling guided by Slovin’s formula. Data were collected using a researcher-made questionnaire that measured individual learner factors, as well as selected home- and school-related variables. Mathematics performance was determined using learners’ official grades from the First Periodical Test in Mathematics. The instrument underwent expert validation and pilot testing, yielding acceptable to high reliability indices with Cronbach’s alpha ranging from .75 to .85Descriptive statistics and Pearson correlation analysis were utilized to analyze the data and determine significant relationships. Findings revealed that several individual learner factors were significantly associated with mathematics performance. Confidence in doing mathematics showed a weak but statistically significant relationship with performance (r = .196, p = .028). Learning preferences also exhibited a weak yet significant relationship (r = .203, p = .022). Motivation and goal-setting demonstrated a weak but significant association with mathematics performance (r = .221, p = .013). In contrast, study habits showed a weak and non-significant relationship with mathematics performance (r = .152, p = .090). Overall, the results suggest that confidence, learning preferences, and motivation play meaningful roles in learners’ mathematics achievement and should be considered in designing targeted instructional intervention.