Relationship between Motivational Strategies and Mathematics Performance among First-year Students at A State College in the Davao Region

Abstract

This descriptive-correlational study aimed to determine the significant relationship between motivational strategies and the mathematics performance of first-year college students during the first semester of the 2022–2023 academic year. A total of 330 first-year students were randomly selected from a population of 1,856. Data were collected using an adopted survey questionnaire, and analyzed using frequency counts, percentages, means, correlation, and regression analysis. Results revealed that the overall level of students’ motivational strategies was high, indicating that students consistently exerted enthusiastic effort driven by a strong desire to achieve personal and academic goals. The mathematics performance of the respondents was generally at a good level, suggesting that they possessed foundational knowledge and skills, requiring minimal assistance from teachers or peers. Correlation analysis showed a very high and significant relationship between motivational strategies and mathematics performance, indicating that students with higher motivation tend to perform better in mathematics. Furthermore, regression analysis identified Implication, Self-Reinforcing, Applicability, and Positive Association as significant predictors of mathematics performance, collectively explaining 75.6% of the variance. These findings imply that strengthening these specific motivational strategies may lead to improved academic outcomes in mathematics among college students.