Mathematics achievement as a predictor of Grade 12 National Examination outcomes in the context of regional disparities in Cambodia

Abstract Mathematics achievement is a strong predictor of students’ academic performance. This study investigates regional disparities in the 2024 Cambodian Grade 12 National Examination and examines the predictive role of Mathematics achievement in students’ performance in Physics, Chemistry, and Biology. This study was conducted using a quantitative research approach to analyze data from 6082 Grade 12 students and evaluate their performance in Mathematics, Physics, Chemistry, and Biology, which were graded from A to F, while overall academic performance was graded from A to E. Furthermore, students’ academic performance was analyzed using inferential statistics, including Chi-square tests and ordinal logistic regression. The results showed that urban students achieved significantly higher performance than rural students in overall academic achievement, Mathematics, Physics, and Chemistry, whereas no significant difference was found in Biology. The ordinal logistic regression analyses revealed that Mathematics achievement was a significant predictor of students’ achievement in Physics, Chemistry, and Biology. The research findings demonstrated that Mathematics was an important predictor of academic success. The findings indicated that strengthening foundational Mathematics education is a critical mechanism for enhancing student success across interdisciplinary STEM fields. Thus, educators and stakeholders in education need to commit to improving Mathematics teaching, integrating interdisciplinary learning, training teachers, and supporting schools across the country.