Educational Antecedents and The Level of Achievement in Mathematics of Grade 1 To Grade 6 Pupils Using Linear Regression Model: Basis for Program Development

This research explored the primary elements affecting mathematics success among pupils in Grades 1–6 at Mileb Elementary School in Rajah Buayan District, Maguindanao del Sur, with an emphasis on mitigating learning gaps worsened by the COVID-19 crisis. Utilizing a descriptive correlational research framework, the study examined how parental involvement, socio-economic status, teacher effectiveness, school resources, and students' learning styles influenced academic performance. Data from number of participants, comprising students, parents, and teachers, were analyzed using both descriptive and inferential statistics to pinpoint significant predictors and created a mathematical model for academic success. The results indicated that parental involvement and learning styles were the most influential factors for mathematics success, while socio-economic status and school facilities played smaller roles. Teacher effectiveness did not display a direct relationship with Math performance, suggesting that contextual factors may affect its influence. Interestingly, there were many students achieved a "Satisfactory" level in Mathematics, and only few of them attained an "Outstanding" level, indicating both achievements and areas needing improvement. The research also highlighted that tactile and visual-tactile learners were the predominant categories among students, underscoring the necessity for customized instructional approaches. Given these findings, the study advocated for data-informed decision-making, specialized support for struggling learners, professional advancement for educators, and a comprehensive strategy involving collaboration among all stakeholders. Enhancing parental involvement, tackling socio-economic inequalities, and upgrading school facilities were also emphasized as priorities. Ongoing research and program assessments are vital for fine-tuning interventions and ensuring long-term enhancements in mathematics education. This study offered valuable perspectives for tackling educational challenges in disadvantaged communities.