Keywords:
mathematics education
mediation analysis
descriptive correlational design

  • Abstract

    This study examined the mediating role of motivation in the relationship between study habits and mathematics achievement among Grade 10 students in five selected secondary schools in Lapu-Lapu City, Cebu, Philippines. The main purpose of this research was to determine whether motivation serves as a significant mechanism that influences how study habits translate into mathematics achievement. A descriptive correlational research design was employed during the process, involving 1,042 Grade 10 students who completed surveys assessing their study habits, motivation levels, and mathematics achievement. Data were analyzed using frequency counts, percentages, weighted means, standard deviations, Pearson’s r, and multiple regression analysis. Findings revealed that students generally possessed good study habits in mathematics, particularly when engaging in collaborative learning with peers, which enhanced their enjoyment of problem-solving activities. In regard to motivation, students demonstrated high levels across most components, except for self-efficacy, which was rated as moderate. Moreover, students’ mathematics achievement level reveals a very satisfactory performance. Statistical analysis indicated a significant but negligible positive correlation between study habits and mathematics achievement. Importantly, motivation was found to partially mediate the relationship of the two variables, suggesting that while strong study habits contribute to mathematics achievement, motivation enhances this overall effect. The results underscore the importance of integrating motivation-enhancing strategies in mathematics education. Schools and teachers are encouraged to foster a supportive, inclusive, and engaging learning environment that not only promotes effective study habits but also strengthens students’ confidence and self-belief. By doing so, educational institutions can maximize the positive influence of study habits on mathematics achievement, ultimately contributing to improved academic outcomes.

  • References

    1. Abah, J., Ogugua, K. K., & Okoh, V. L. (2022). Impact of intrinsic motivation on junior secondary school students’ academic performance in mathematics despite family background in Ohimini Local Government Area of Benue State, Nigeria. VillageMath Educational Review, 3(1), 72–96. https://doi.org/10.5281/zenodo.5817710
    2. Abdulkareem, S. (2024). Relationship between study habits and mathematics performance among senior secondary school students’ in Kogi-East, Nigeria. Custech International Journal of Education, 1(1), 275–289. https://custechijoe.org.ng/index.php/custechijoe/article/view/33
    3. Abramovich, S., Grinshpan, A. Z., & Milligan, D. L. (2019). Teaching mathematics through concept motivation and action learning. Education Research International, 2019, 1–13. https://doi.org/10.1155/2019/3745406
    4. Aljaffer, M. A., Almadani, A. H., AlDughaither, A. S., Basfar, A. A., AlGhadir, S. M., AlGhamdi, Y. A., AlHubaysh, B. N., AlMayouf, O. A., AlGhamdi, S. A., Ahmad, T., & Abdulghani, H. M. (2024). The impact of study habits and personal factors on the academic achievement performances of medical students. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05889-y
    5. Almoslamani, Y. (2022). The impact of learning strategies on the academic achievement of university students in Saudi Arabia. Learning and Teaching in Higher Education: Gulf Perspectives, 18(1), 4–18. https://doi.org/10.1108/lthe-08-2020-0025
    6. Ambaryani, S. E., & Putranta, H. (2022). Improving learners’ metacognitive skills with self-regulated learning based problem-solving. International Journal of Instruction, 15(2), 139–154. https://e-iji.net/ats/index.php/pub/article/view/376
    7. Asanre. (2024). Motivational factors as determinant of mathematics achievement of students in senior secondary schools. Interdisciplinary Journal of Education Research, 6, 1–9. https://doi.org/10.38140/ijer-2024.vol6.19
    8. Awoniyi, F. C. (2022). Motivation and mathematics achievement: A case study of grade 11 students in Ghana. Unnes Journal of Mathematics Education, 11(1), 102–117. https://doi.org/10.15294/ujme.v11i1.54578
    9. Basith, A., Syahputra, A., & Aris Ichwanto, M. (2020). Academic self-efficacy as predictor of academic achievement. Jurnal Pendidikan Indonesia, 9(1), 163. https://doi.org/10.23887/jpi-undiksha.v9i1.24403
    10. Benedick, M., & Caramoan, R. (2019). Improving students’ motivation, engagement and performance in mathematics through real-life applications. ResearchGate. https://www.researchgate.net/publication/340129053_Improving_Students
    11. Bontempi, E. (2023). Intrinsic and extrinsic motivation: Implications in school, work, and psychological well-being. Excelsior University. https://www.excelsior.edu/article/types-of-motivation/
    12. Bryant, S. K. (2017). Self-efficacy sources and academic motivation: A qualitative study of 10th graders. East Tennessee State University. https://dc.etsu.edu/etd/3231/
    13. Capuno, R., Etcuban, J. O., Necesario, R., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, study habits, and academic performance of junior high school students in mathematics. International Electronic Journal of Mathematics Education, 14(3), 547–561. https://doi.org/10.29333/iejme/5768
    14. Castillo, A. I. R., Allag, C. F. B., Bartolome, A. J. R., Pascual, G. P. S., Villarta, R. O., & Tus, J. (2023). The impact of study habits on the academic performance of senior high school students amidst blended learning. Psychology and Education: A Multidisciplinary Journal, 10(5), 1–7. https://doi.org/10.5281/zenodo.8122328
    15. Charles-Organ, G., & Alamina, J. (2014). Differential students’ study habits and performance in mathematics. Journal of Education and Practice, 5(10), 133–138. https://www.iiste.org/Journals/index.php/JEP/article/view/17464/18026
    16. Cottrell, S. (2024). The study skills handbook. Bloomsbury Publishing.
    17. Dalimunthe, H. A., Dewi, I. K., Yunita, Y., Faadhil, F., & Gama, M. (2024). Building a supportive learning environment: The role of psychology in increasing student motivation and engagement. American Journal of Open Research, 3(4), 934–939. https://doi.org/10.58811/opsearch.v3i4.107
    18. Davidovitch, N., & Dorot, R. (2023). The effect of motivation for learning among high school students and undergraduate students—a comparative study. International Education Studies, 16(2), 117–127. https://doi.org/10.5539/ies.v16n2p117
    19. Devi, B., Lepcha, N., Basnet, S., Giri, D., Devi, R., & Pradhan, S. (2022). Application of correlational research design in nursing and medical research. Xi’an Shiyou Daxue Xuebao, 65(11). https://doi.org/10.17605/OSF.IO/YRZ68
    20. Dotson, R. (2016). Goal setting to increase student academic performance. Journal of School Administration Research and Development, 1(1), 45–46. https://doi.org/10.32674/jsard.v1i1.1908
    21. Elmi, C. (2020). Integrating social emotional learning strategies in higher education. European Journal of Investigation in Health, Psychology and Education, 10(3), 848–858. https://doi.org/10.3390/ejihpe10030061
    22. Fielden, K. (2004). Evaluating critical reflection for postgraduate students in computing. Academia. https://www.academia.edu/3022522 (Accessed October 17, 2024).
    23. Fiorella, L., Yoon, S. Y., Atit, K., Power, J. R., Panther, G., Sorby, S., Uttal, D. H., & Veurink, N. (2021). Validation of the mathematics motivation questionnaire (MMQ) for secondary school students. International Journal of STEM Education, 8(1), 1–14. https://doi.org/10.1186/s40594-021-00307-x
    24. Fritz, A., Haase, V. G., & Räsänen, P. (Eds.). (2019). International handbook of mathematical learning difficulties. Springer. https://doi.org/10.1007/978-3-319-97148-3
    25. Herges, R. M., Duffied, S., Martin, W., & Wageman, J. (2017). Motivation and achievement of middle school mathematics students. The Mathematics Educator, 26(1), 83–106. https://doi.org/10.63301/tme.v26i1.2027
    26. Howard, E. (2020). A review of the literature concerning anxiety for educational assessments. Ofqual research report. https://www.gov.uk/government/publications
    27. Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789
    28. Jolly, R. K., & Sethi, S. (2024). The impact of study habits on academic motivation of college students. The International Journal of Indian Psychology, 12(2), 127–146. https://ijip.in/articles/study-habits-on-academic-motivation/
    29. Kaur, J. (2017). Academic achievement of adolescents in relation to achievement motivation and study habits. CORE. https://core.ac.uk/download/pdf/236002713.pdf (Accessed October 17, 2024).
    30. Kunwar, R. (2021). A study on low performing students’ perception towards mathematics: A case of secondary level community school students of Nepal. Nepal Journals Online, 5(1), 125–137. https://doi.org/10.3126/researcher.v5i1.41384
    31. Langoban, M. (2020). What makes mathematics difficult as a subject for most students in higher education. ResearchGate. https://bit.ly/3DkSBr (Accessed October 8, 2024).
    32. Limeri, L. B., Carter, N. T., Choe, J., Harper, H. G., Martin, H. R., Benton, A., & Dolan, E. L. (2020). Growing a growth mindset: Characterizing how and why undergraduate students’ mindsets change. International Journal of STEM Education, 7(1), 1–17. https://doi.org/10.1186/s40594-020-00227-2
    33. Lone, R. A. (2021). Study habits and academic performance among students: A systematic review. Research Review International Journal of Multidisciplinary, 6(5), 132–135. https://doi.org/10.31305/rrijm.2021.v06.i05.019
    34. Mallillin, L. L. D., Mallillin, J. B., & Laurel, R. D. (2020). Learning styles: A motivation to study habits of students. Global Journal of Human-Social Science, 20(1), 15–23. https://gjhss.com/index.php/gjhss/article/view/2026
    35. Mazana, M. Y., Montero, C. S., & Casmir, R. O. (2020). Assessing students’ performance in mathematics in Tanzania: The teacher’s perspective. International Electronic Journal of Mathematics Education, 15(3), 1–28. https://doi.org/10.29333/iejme/7994
    36. Mefferd, K. C., & Bernacki, M. L. (2023). Tracing undergraduate science learners’ digital cognitive strategy use and relation to performance. Journal of Science Education and Technology, 32(6), 837–857. https://doi.org/10.1007/s10956-022-10018-9
    37. Mozahem, N. A., Boulad, F. M., & Ghanem, C. M. (2020). Secondary school students and self-efficacy in mathematics: Gender and age differences. International Journal of School & Educational Psychology, 9(1), 1–11. https://doi.org/10.1080/21683603.2020.1763877
    38. Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. TIMSS & PIRLS International Study Center. https://timssandpirls.bc.edu/timss2019/international-results/
    39. Mwambazi, C. M., Mbewe, S., & Simui, F. (2024). Secondary school students’ study lifestyles, and their academic achievement in linear programming: A hermeneutics phenomenology approach. International Journal of Research and Innovation in Applied Science, 9(11), 682–697. https://doi.org/10.51584/ijrias.2024.911050
    40. Obilor, E. I., & Amadi, E. C. (2018). Test for significance of Pearson’s correlation coefficient (r). ResearchGate. https://bit.ly/3FfwTGo
    41. OECD. (2023). PISA 2022 result (volume I and II) – Country note: Philippines. OECD. https://bit.ly/3F7S0tZ
    42. Peteros, E. D., Ypil, S. C., Vera, J. V. de, Alcantara, G. A., Fulgencio, M. D., Plando, D. B., & Peña, L. B., Jr. (2022). Effects of school proximity on students’ performance in mathematics. Open Journal of Social Sciences, 10(1), 365–376. https://doi.org/10.4236/jss.2022.101028
    43. Preacher, K. J., & Hayes, A. F. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717–731. https://doi.org/10.3758/BF03206553
    44. Priestley, W. M., Davis, P. J., & Hersh, R. (1982). The mathematical experience. The American Mathematical Monthly, 89(7), 515–518. https://doi.org/10.2307/2321410
    45. Purbaningrum, A., et al., (2023). Why is math difficult? Beliefs affecting students’ mathematics skills. Jurnal Paedagogy: Jurnal Penelitian dan Pengembangan, 10(4). https://doi.org/10.33394/jp.v10i4.8652
    46. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
    47. Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: An organizational view of social and neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9(4), 701–728. https://doi.org/10.1017/S0954579497001405
    48. Saidi, S. M., Teoh, S. H., Singh, P., & Retnawati, H. (2024). The relationship between teachers’ personalities and students’ attitudes. Jurnal Pendidikan Sains dan Matematik Malaysia, 14(1), 61–70. https://doi.org/10.37134/jpsmm.vol14.1.6.2024
    49. San Juan, R. (2019). DepEd welcomes PISA results, recognizes ‘gap in education quality.’ Philstar Global. http://bit.ly/3DpFvcX
    50. Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM–Mathematics Education, 55(2), 249–267. https://doi.org/10.1007/s11858-022-01463-2
    51. Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In A. J. Elliot (Ed.), Advances in motivation science (Vol. 8, pp. 153–179). Academic Press. https://doi.org/10.1016/bs.adms.2020.10.001
    52. Seli, H., & Dembo, M. H. (2019). Motivation and learning strategies for college success. Routledge.
    53. Sirisilla, S. (2023). Descriptive research | Definition, types, and flaws to avoid. Enago Academy. https://www.enago.com/academy/descriptive-research-design/
    54. Süren, N., & Kandemir, M. A. (2020). The effects of mathematics anxiety and motivation on students’ mathematics achievement. International Journal of Education in Mathematics, Science and Technology, 8(3), 190–218. https://doi.org/10.46328/ijemst.v8i3.926
    55. Tran, T. T., & Nguyen, L. T. (2021). Motivation and mathematics achievement: A Vietnamese case study. Journal on Mathematics Education, 12(3), 449–468. https://doi.org/10.22342/jme.12.3.14274.449-468
    56. Tus, J., Lubo, R., Rayo, F., & Cruz, M. A. (2020). The learners’ study habits and its relation to their academic performance. International Journal of All Research Writings, 2(6), 1–19. https://doi.org/10.6084/m9.figshare.13325177.v1
    57. Villa, E. A., & Sebastian, M. A. (2021). Achievement motivation, locus of control and study habits as predictors of mathematics achievement of new college students. International Electronic Journal of Mathematics Education, 16(3), em0661. https://doi.org/10.29333/iejme/11297
    58. Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105(3), 487–517. https://doi.org/10.1007/s10649-020-10005-0
    59. Wang, L. (2023). The impact of student-centered learning on academic motivation and achievement: A comparative research between traditional instruction and student-centered approach. Journal of Education, Humanities and Social Sciences, 22, 346–353. https://doi.org/10.54097/ehss.v22i.12463
    60. Wolters, C. A., & Brady, A. C. (2020). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319–1351. https://doi.org/10.1007/s10648-020-09519-z
    61. Yadav, N. (2024). Study of academic achievement of mathematics subject in the context of study habits of students. International Journal of Scientific Research in Modern Science and Technology, 3(2), 27–31. https://doi.org/10.59828/ijsrmst.v3i2.184
    62. Yang, Y., Maeda, Y., & Gentry, M. (2024). The relationship between mathematics self-efficacy and mathematics achievement: Multilevel analysis with NAEP 2019. Large-Scale Assessments in Education, 12(1). https://doi.org/10.1186/s40536-024-00204-z
    63. Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement. Springer.
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Copyright (c) 2025 The Authors

How to cite

Lodonia, M., Quimada, R., Baron, R. J., Plaza, J. M., Peteros, E., & Pequero, C. (2025). The mediating role of motivation between study habits and mathematics achievement of students. Multidisciplinary Reviews, 9(4), 2026188. https://doi.org/10.31893/multirev.2026188
Crossref
Scopus
Google Scholar
Europe PMC
  • Article viewed - 2054
  • PDF downloaded - 350