Examining the Influence of Study Habits, Self -Efficacy and First Quarter Performance on Mathematics Test Scores Using Linear Regression Analysis

Abstract

This study determined the relationship between study habits, self-efficacy, and first-quarter performance and their influence on the mathematics test scores of Grade 10 students on polynomial functions. Using a quantitative-correlational research design, data were collected from 26 Grade 10 students at the Laboratory High School of Jose Rizal Memorial State University–Katipunan during the Academic Year 2025–2026. Study habits and self-efficacy were measured using survey questionnaires, first-quarter performance was obtained from official academic records, and a researcher-made mathematics test assessed students’ achievement in polynomial functions. Data were analyzed using descriptive statistics, Pearson correlation, multiple linear regression, and binomial logistic regression at a 0.05 level of significance. Results showed that students generally exhibited satisfactory study habits and moderate self-efficacy, and their first-quarter performance was rated very satisfactory. However, mathematics test scores on polynomial functions were generally low, with most students failing to meet expectations. Correlation analyses revealed that study habits and first-quarter performance were not significantly related to mathematics test scores, while self-efficacy showed a moderate and significant positive relationship with performance. Multiple linear regression results indicated that the combined predictors significantly explained mathematics test scores, with self-efficacy emerging as the only significant predictor. In contrast, binomial logistic regression revealed that study habits, self-efficacy, and first-quarter performance did not significantly predict students’ likelihood of passing or failing the mathematics test. The findings suggest that while general study habits and prior academic performance are important, students’ confidence in their mathematical abilities plays a more critical role in achievement in polynomial functions. The study underscores the need for instructional strategies that enhance self-efficacy, strengthen conceptual understanding, and provide targeted remediation in mathematics.