Social Support, School Related Behaviors, and Mathematics Academic Performance of STEM Students

Abstract

In the present education system, social support and school related behaviors are
given less attention as contributing factors to students’ performance in
mathematics. The study aimed to determine the extent/level of students’
mathematics academic performance, social supports from family, teachers, and
friends/peers, and school related behaviors in terms of mathematics attitude and
absenteeism; interlinking relationships; and the significant predictors of
mathematics academic performance. Two surveys were administered to a group of
74 STEM students enrolled at Far Eastern College Silang, Inc. in S.Y. 2016 – 2017.
Through descriptive correlational method, the study revealed that the respondents
have very satisfactorymathematics academic performance; have high levels of
social support and favorable attitude towards mathematics; and have 0 to 2 absences
per semester. Social support does not affect the respondents’ school related
behaviors and mathematics academic performance. However, school related
behaviors affect mathematics academic performance since higher positive
mathematics attitude means higher mathematics performance while higher
absenteeism indicates lower mathematics performance. The model predicting
mathematics academic performance based on absenteeism is derived. Since the
study was focused on STEM, the same research can be conducted to Accountancy
and Business Management, and Humanities and Social Sciences to compare the
results among the three strands.