College Students’ Motivational Strategies, Study Skills, and Mathematics Performance: A Structural Model

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Johnry P. Dayupay, Severina P. Velos, Marivel B. Go, Feliciana G. Cababat, Rodolfo A. Golbin, Jr.

Abstract

Student’s academic performance occupies an important place in education and the learning process. This study aims to determine and test the assumption that learning approaches, such as motivation and study skills, affect math academic performance (GPA). Utilizing a descriptive-correlational and structural equation modeling or SEM (initial and modified) were used to clarify the interrelationships of these variables and their relative contributions to math academic performance. The sample consists of 703 respondents. Motivated Strategies for Learning Questionnaire (MSLQ) and Study Skills Assessment Questionnaire (SSAQ) were adapted and used as instruments. The data were analyzed using SPSS 26 and Amos 23. The respondents’ motivation beliefs were high in all components: value, expectancy, affective. Similarly, their study skills were also high in all six domains: time management and procrastination, concentration and memory, study-aids and notetaking, test strategies and test anxiety, organizing and processing information, motivation and attitude. The created model shows the influence of motivation and study skills on GPA, which has an explanatory power of 39%. Both motivation and study skills were positively correlated to math performance. Students’ motivation directly affects math performance, while study skills have an indirect effect on it. Motivation mediates the effects of study skills on academic achievement. Connecting study skills to motivation could stimulate behaviors that are more likely to contribute toward students meeting their academic goals. When motivation and study skills are improved, the higher the GPA they will achieve. Implications for practice and recommendations for action relative to the improvement of student performance is recommended.

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