ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— his study investigated the factors influencing the academic performance of first-year Bachelor of Elementary Education (BEED) students in Mathematics in the Modern World at Osmeña Colleges. The researchers selected 33 participants who were convenient to be part of the study. This study employed convenience sampling; convenience sampling is the most common type of non-probability sampling. The participants were the first- year Bachelor of Elementary Education students in Osmeña Colleges. A descriptive-correlational design was employed. This design aimed to describe the students’ academic performance and explore potential relationships between academic performance and various factors with data collected from 33 selected students enrolled in the course during the first semester of SY 2023-2024. The instrument, adapted from another university, consisted of four parts to assess: 1. Student-related factors (15 items): interest, study habits, etc., 2. School-related factors (4 items): facilities, resources, etc., 3. Home-related factors (10 items): parental support, distractions, etc. 4. Teacher-related factors (10 items): teaching style, subject knowledge. Respondents rated the impact of each factor on their studies using the Likert Scale (5 = Always, 1 = Never). The study examined four categories of factors: student-related, school-related, home-related, and teacher-related. Overall, the findings of this study highlight the importance of considering multiple factors that influence student academic performance in Mathematics in the Modern World. Educators and policymakers should prioritize addressing school-related issues, providing support for home-related challenges, and developing strategies to improve student-related factors to enhance student outcomes in this subject area. By doing so, they can help bridge the gap between these factors and academic performance, ultimately leading to improved student outcomes in Mathematics. Based in the finding of this study, the researchers recommend the following: a) Home-based interventions, b) School-based support, c) Addressing individual differences, d) Peer relationships, and e) Teacher training. By addressing these factors, educators and policymakers can work together to improve student outcomes in Mathematics and provide a more supportive and effective learning environment for all students. Keywords — Factors, Academic Performance, BEED students, Mathematics in the Modern World, Descriptive-correlational