Analyzing Cognitive and Affective Factors on the Performance in Pre-Calculus Among Stem Grade 11 Students of St. Vincent College of Cabuyao

Abstract

This study analyzed the cognitive and affective factors that correlate with the Pre-calculus performance of 203 Grade 11 STEM students at St. Vincent College of Cabuyao. In terms of research design, this study employed a quantitative, descriptive-correlational design to analyze and determine the effects of certain factors on performance outcomes. Stratified random sampling was used to ensure a valid representation in data collection. To conduct this study, two research tools were used: a Likert-scale questionnaire to measure cognitive and affective factors, and an achievement test with 20 items to assess academic performance. The statistical analysis techniques included calculating weighted mean values and performing correlational analyses to establish relationships between variables. From a descriptive standpoint, problem-solving difficulty emerged as the most common cognitive factor (WM=2.01), whereas mathematical anxiety represented the most common affective variable (WM=2.09). As for the findings of the correlational analysis, all studied cognitive and affective factors positively correlated with student performance, and the relationships were found to be significant at p < 0.05. Specifically, learning gaps in prior knowledge demonstrated a strong correlation with performance results (Rho = 0.690). Consequently, this study concludes that cognitive limitations and learning gaps remain the main reasons for difficulties in studying, and that mathematical anxiety serves as a psychological barrier that masks students' abilities.