The Role of Learning Strategies and Motivation Toward Mathematics Learning on Trigonometry Performance Among Mathematics Students

This study aimed to determine the significant relationship between learning strategies and motivation toward mathematics learning, as well as its impact on the trigonometry performance of mathematics students at Kapalong College of Agriculture, Sciences, and Technology. A quantitative descriptive-correlational research design was employed, involving 90 second- and third-year Bachelor of Secondary Education majors in Mathematics students during the first semester of the academic year 2024–2025. Data were collected using validated survey questionnaires and a 15-item trigonometry performance test. Statistical tools, including Pearson product-moment correlation and multiple linear regression, were used to analyze the data. Findings revealed that students exhibited high levels of both learning strategies and motivation toward mathematics learning. A significant positive relationship was found between both variables and trigonometry performance. Furthermore, the domains of gradual approach (learning strategies) and learning environment stimulation (motivation toward mathematics learning) significantly predicted students' performance. The findings suggest that structured instruction and a motivating classroom atmosphere can directly support better student performance in trigonometry.