The Impact of Mathematics Education on Students’ Cognitive that affects their behavior
and Academic Performance
__________________________________________
A Thesis
Presented to the
Faculty of the Graduate School
OSMEÑA COLLEGES
Masbate City
_________________________________________
In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN TEACHING
(MAT)
Major in Mathematics
_________________________________________
SARALIE R. DU
June, 2025
TABLE OF CONTENTS
CHAPTER 1 THE PROBLEM
Introduction 1
Statement of the Problem 8
Assumptions/Hypothesis 9
Scope and Delimitation 10
Locale of the Study 11
Significance of the Study 18
Definition of Terms 20
Notes 27
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Foreign (5 citation) 29
Local (5 citation) 45
Related Studies
Foreign (5 citation) 50
Local (5 citation) 56
Synthesis of the State-of-the-Art 63
Gap Bridged by the Study 64
Theoretical Framework 65
Conceptual Framework 69
Notes 71
CHAPTER 3 RESEARCH DESIGN AND METHODOLOGY
Research Design 75
Respondents and Sampling 76
Research Instrument 77
Data Gathering Procedure 78
Statistical Tools 80
Notes 82
CHAPTER 1
The Problem
Introduction
Mathematics education plays a crucial role in shaping students’ cognitive development,
which in turn influences their behavior and academic performance. Research demonstrates that
achievements in mathematics are closely linked to various cognitive functions, such as
systematic exploration, spatial orientation, sequencing, and problem-solving abilities. These
cognitive skills not only predict academic success but also foster planned, non-impulsive
behaviors and effective information processing, which are essential for learning and adapting in
academic environments. Furthermore, the absence of mathematics education during critical
developmental periods can negatively impact brain development, particularly in areas associated
with reasoning and cognitive flexibility, ultimately hindering future academic attainment.
The impact of mathematics education extends beyond cognitive skills to affect students’
attitudes, motivation, and self-concept, all of which contribute to their academic performance
and classroom behavior. Positive mathematics self-concept and supportive teacher behaviors,
such as cognitive activation and effective classroom management, can reduce anxiety and
promote engagement, leading to improved performance. Additionally, interventions like
cognitive-behavioral strategies and game-based learning have been shown to enhance both
cognitive and affective domains, supporting better learning experiences and academic outcomes
in mathematics. These findings highlight the multifaceted influence of mathematics education on
students’ cognitive development, behavior, and overall academic achievement.
Statement of the Problem
Despite the recognized importance of mathematics education, there is limited
understanding of how mathematics achievement specifically influences students’ cognitive
functions, behavior, and academic performance. Research indicates that cognitive skills such as
working memory, attention, and problem-solving are closely linked to mathematics achievement,
yet the mechanisms underlying these relationships remain under explored.This gap in knowledge
hinders the development of effective educational strategies to enhance both cognitive
development and academic outcomes in mathematics. It will answer the following questions:
1. What is the demographic profile of Grade 7 students?
1.1 Age
1.2 Sex
1.3 Grades in Mathematics from 1st to 2rd quarter
2. How do grade 7 students cognitive affect their behavior through Mathematics
Education?
Assumptions/Hypothesis
It is assumed that mathematics education enhances students’ cognitive executive
functions—such as working memory, attention, and problem-solving—which in turn positively
influence their academic performance and behavioral engagement. Students who demonstrate
higher cognitive executive function skills because of effective mathematics education will
exhibit improved academic achievement and more adaptive classroom behaviors compared to
those with lower cognitive skills .
Scope and Delimitation
This research is limited to Grade 7 students of Naro National High School during the
academic year 2025-2026. It focuses on the impact of Mathematics Education on students’
cognitive that affect their behavior. The study includes the use of survey questionnaires,
interviews, observation and student performance records.
Locale of the Study
The study will be conducted at Naro National High School, a public secondary school
located in Naro, Cawayan, Masbate
Significance of the Study
The study is important because it highlights the reciprocal relationship between
mathematics education and cognitive abilities, showing that improvements in one area can
directly foster growth in the other, ultimately enhancing students’ academic performance and
behavioral engagement. Understanding these connections can inform the development of
targeted educational strategies and interventions that support both cognitive development and
academic achievement, especially for students from disadvantaged backgrounds.
Definition of Terms
Behavior: refers to the way an individual or a group acts or conducts themselves in response to
various stimuli, situations, or environments. It encompasses a wide range of actions, from simple
reflexes to complex social interactions and cognitive processes.
Cognitive: means relating to the mental process involved in knowing, learning, and
understanding things.
Mathematics Education: is referred to as the practice of teaching and learning of mathematics
in a way of solving problems involving learning the algorithms and formulas necessary for
computations.
Spatial Orientation: refers to the ability to understand and maintain one's position and
relationship to the surrounding environment. It involves both the perception of spatial
relationships between objects and the ability to mentally represent and navigate through space.
Systematic Exploration: refers to a methodical and organized approach to investigating or
examining something, ensuring all aspects are covered in a thorough and efficient manner. It's a
process that follows a structured plan to uncover information, analyze data, or understand a
situation.
Notes
Title: The Impact of Mathematics Education on Students’ Cognitive that affects their
behavior and Academic Performance
Purpose: The study highlights the reciprocal relationship between mathematics education and
cognitive abilities.
Key Focus: It focuses on the impact of Mathematics Education on students’ cognitive that affect
their behavior.
Timeline: S.Y 2025-2026
CHAPTER II
Review of Related Literature and Studies
This chapter presents the relevant literature and studies conducted by various authors. It
provides a mix of local related literature/ studies and foreign related literature/ studies research
findings specifically relevant to understanding The Impact of Mathematics Education on
Students’ Cognitive that affects their behavior and Academic Performance.
Related Literature/Studies
Foreign
Recent research by Wild and Neef (2023) in Germany found that students’ academic self-
concept and curiosity are directly associated with the use of cognitive learning strategies in
mathematics, and that practicing is the most significant strategy linked to improved performance.
The study emphasizes the importance of fostering both curiosity and self-concept in mathematics
classrooms to enhance academic outcomes. Similarly, Gjicali and Lipnevich (2021) in the United
States demonstrated that students’ attitudes, perceived behavioral control, and self-efficacy
significantly predict their intentions to engage with mathematics, their behavioral engagement,
and their actual mathematics performance, highlighting the role of non-cognitive factors in
academic achievement. Akpan, Umoh, and James (2024) in Nigeria identified that cognitive
executive functions—such as working memory, attention, and inhibition—are strong predictors
of mathematics performance, suggesting that targeted cognitive retraining and differentiated
instruction can improve students’ academic outcomes.
Lin, Peng, and Zeng (2021) conducted a meta-analysis in China, revealing that
mathematics vocabulary is moderately related to mathematics performance, especially for
higher-order tasks, and that vocabulary may facilitate cognitive reasoning in
mathematics learning. Zhang, Wang, and Yang (2021) in China found that cognitive activation in
the classroom directly and positively affects mathematics achievement, with mathematics
interest and perseverance serving as important mediators in this relationship. Arias, Valbuena,
and Sánchez García (2021) in Spain showed that a strong mathematical background in secondary
education, even after accounting for non-cognitive skills, provides students with an advantage in
university-level mathematics, and that the effects vary by gender. Kliziene et al. (2022) in
Lithuania demonstrated a reciprocal relationship between mathematics achievement and
cognitive functions such as systematic exploration, spatial orientation, and sequencing,
indicating that improvements in one area can foster growth in the other.
These studies collectively underscore the complex interplay between cognitive abilities,
motivational and emotional factors, and mathematics achievement across diverse educational
contexts. They highlight the need for educational strategies that address both cognitive and non-
cognitive domains to optimize students’ academic performance and cognitive development
in mathematics.
Local
Recent research by Cabilan and Peteros (2024) in Davao de Oro found that secondary
students’ mathematics performance is most strongly predicted by cognitive and motivational
independent learning strategies, while metacognitive strategies were not significant predictors—
contradicting some previous literature. Balones et al. (2024) in Davao del Norte examined self-
regulated learning among Grade 10 students and found no significant relationship between self-
regulated learning domains and mathematics performance, suggesting the need to explore
additional variables that may influence academic outcomes. Estipona and Delos Santos (2025) in
Cebu City discovered that neighborhood satisfaction, among various life satisfaction domains,
had a modest but significant influence on students’ mathematics achievement, highlighting the
importance of external environmental factors.
Gamit (2022) assessed the cognitive skills of first-year college students in basic
mathematics and found that most students were at the late concrete operational stage, indicating
a weak foundation in logical operational skills and a need for curricular attention. Bernardo et al.
(2022) used machine learning on PISA data to identify key variables distinguishing low-
performing mathematics students in public and private schools, revealing the importance of
social, motivational, and family factors in academic performance. Marilyn U. (2021) analyzed
the alignment of the Philippine mathematics teacher education curriculum with the PISA 2021
framework, finding general alignment but also gaps in addressing 21st-century skills and real-
world contexts. Alinsunurin (2021) explored the role of learning mindsets and socioeconomic
status in mathematics achievement, showing that a growth mindset benefits higher-SES students
more, and that learning comorbidities are prevalent among Filipino students.
Collectively, these studies emphasize the multifaceted nature of mathematics
achievement in the Philippines, involving cognitive, motivational, environmental, and systemic
factors. They highlight the need for targeted interventions, curriculum updates, and supportive
environments to address persistent challenges in mathematics education and
student performance.
Synthesis of the State-of-the-Art
Research consistently shows that mathematics achievement is closely linked to both
cognitive abilities and motivational factors. Cognitive skills such as working memory, attention,
and executive functions directly predict mathematics performance, while motivational aspects
like academic self-concept and curiosity also play important roles. However, among various
learning strategies, regular practice stands out as the most significant contributor to improved
math outcomes, and curiosity alone is not sufficient without active engagement in practice.
Additionally, classroom strategies that promote cognitive activation—such as challenging
tasks and encouraging student thinking—boost math achievement, especially when paired with
high self-efficacy and perseverance. Socioeconomic status and emotional factors, including
anxiety and self-concept, can mediate or moderate these relationships, highlighting the need for
supportive learning environments that address both cognitive and emotional needs for optimal
academic performance.
Gap Bridged by the Study
The gap bridged by recent research is the identification and targeted intervention of these
specific weaknesses—such as developing enhanced problem-solving strategies, focusing on
cognitive and motivational learning, and addressing resource and curriculum gaps—to inform
policy, curriculum reform, and classroom practice. These efforts aim to create more equitable,
effective, and supportive mathematics education for Filipino students.
Theoretical Framework
A strong theoretical framework for understanding mathematics education, cognitive
behavior, and academic performance integrates multiple educational and psychological theories.
Recent models, such as the holistic framework using Fuzzy Cognitive Maps, combine Duval’s
Semiotic Representation Theory, Niss’s Mathematical Competencies, Marton’s Variation
Theory, and frameworks on engagement and motivation. This multidimensional approach
captures the complex interplay between cognitive processes, affective factors, and behavioral
engagement in mathematics learning, allowing for both qualitative and quantitative analysis of
how students think, feel, and act in mathematical contexts.
Additionally, cognitive models grounded in large-scale assessments (like TIMSS) and
motivational theories (such as Self-Efficacy Theory and Expectancy-Value Theory) emphasize
the roles of cognitive attributes (e.g., memory, reasoning, justification) and motivational beliefs
(e.g., self-concept, curiosity) in shaping academic outcomes. These frameworks support the
design of adaptive learning systems and targeted interventions by mapping how cognitive and
motivational factors interact to influence mathematics achievement, engagement, and
learning trajectories
Conceptual Framework
A modern conceptual framework for mathematics education, cognitive behavior, and
academic performance emphasizes the integration of cognitive, affective, and behavioral factors.
This framework draws on multiple educational theories—such as Duval’s Semiotic
Representation Theory, Niss’s Mathematical Competencies, and Marton’s Variation Theory—
while also incorporating student engagement, motivation, and participation. The use of Fuzzy
Cognitive Maps (FCMs) allows for a comprehensive, data-driven analysis of how these elements
interact, making the framework adaptable to digital and AI-enhanced learning environments.
Within this framework, cognitive executive functions (like working memory, attention,
and inhibition) are identified as major predictors of mathematics achievement, while
motivational factors and learning strategies further mediate performance outcomes. The model
supports the design of personalized instruction and targeted interventions, helping educators
address individual differences and optimize student success in mathematics.
References:
https://consensus.app/papers/the-impact-of-achievements-in-mathematics-on-cognitive-
kubiliunas-paskovske/a8f0bd7ac9fa5fada3bf5b24145a66f1/
https://consensus.app/papers/impact-of-cognitivebehavioral-intervention-on-oginni-ojo/
83b791c45b6f580195239501a9ac0490/
https://consensus.app/papers/the-development-of-academic-achievement-and-cognitive-kievit-
peng/7585af45cd1053cd9cf0754a66f3a476/
https://consensus.app/papers/analyzing-the-associations-between-motivation-and-neef-wild/
f27ecbfef3515d59ac5498034f372f8c/?extracted-answer=A+high+academic+self-
concept+and+practicing+are+crucial+for+good+mathematical+performance
%2C+but+curiosity+alone+is+not+enough.&q=synthesis+of+the+art+in+two+paragraph+short+
and+concise
Notes
Title: The Impact of Mathematics Education on Students’ Cognitive that affects their
behavior and Academic Performance
Purpose: The study highlights the reciprocal relationship between mathematics education and
cognitive abilities.
Key Focus: It focuses on the impact of Mathematics Education on students’ cognitive that affect
their behavior.
Timeline: S.Y 2025-2026
CHAPTER III
Research Design and Methodology
This chapter presents the methods and procedures that are appropriate for the study, it
presents the research design, setting of the study, target population, the instrumentation, data
gathering procedure, and statistical tools.
Research Design
A variety of research designs are used to study the links between mathematics education,
cognitive behavior, and academic performance. Common approaches include cross-sectional
designs, where data is collected from students at a single point in time to analyze associations
between motivation, cognitive learning strategies, and math performance using methods like
structural equation modeling. Quasi-experimental and ex post facto designs are also employed to
examine how cognitive executive functions predict math achievement, often using validated
cognitive assessment batteries and statistical analyses such as regression or principal
component analysis. Additionally, descriptive correlational methods and survey questionnaires
are used to explore relationships between student engagement (behavioral, emotional, cognitive)
and academic outcomes. These designs enable researchers to identify key predictors and
mediators of math achievement, providing evidence for targeted interventions and instructional
strategies.
Respondents and Sampling
The target population of this study will be the Grade 7 high school of Naro National High
School (NNHS). The respondents will be selected through convenience sampling. The target
sample size would be a total of 50 respondents taken from grade 7 students.
Research Instrument
To measure mathematics education, cognitive behavior, and academic performance,
researchers commonly use a combination of validated instruments such as cognitive ability test
batteries, mathematics achievement tests, and structured survey questionnaires. For example,
cognitive batteries assess reasoning across domains like mathematical, spatial, and causal
reasoning, while mathematics achievement is often indexed by school grades or
standardized tests. Additionally, survey instruments are used to evaluate students’ engagement
(behavioral, emotional, and cognitive), motivation, and self-concept in mathematics, with items
tailored to capture factors such as self-efficacy, curiosity, and learning strategies. These
instruments are typically validated for reliability and psychometric soundness, ensuring accurate
measurement of the constructs and their relationships to academic performance in mathematics.
Data Gathering Procedure
The data gathering procedure in research on mathematics education, cognitive behavior,
and academic performance typically involves several systematic steps to ensure reliable and
valid data collection. Researchers often begin by selecting participants based on relevant criteria,
such as academic level or cognitive style, and then administer validated instruments like
problem-solving tests, cognitive ability assessments, or structured questionnaires to measure
variables of interest. In qualitative studies, data may also be collected through interviews or
classroom observations to capture in-depth mental processes and engagement behaviors. For
quantitative or mixed-methods research, data from academic records, standardized tests, or
digital learning platforms are systematically gathered and sometimes complemented by process
data (e.g., time spent on tasks, answer changes) in technology-enhanced assessments. After
collection, data are typically organized, coded, and analyzed using appropriate statistical or
thematic analysis methods, with steps taken to ensure validity and reliability.
Statistical tools
A combination of descriptive statistics, inferential tests, regression models,
factor/cluster analysis, and advanced machine learning techniques provides a robust toolkit for
analyzing mathematics education, cognitive behavior, and academic performance.
When measuring student engagement before and after the implementation of blended learning in
the same group of students, we will used Paired Sample t test with a formula:
D̄
t = DD
S
√n
where:
D̄ is the average of the difference scores
S DD is the standard deviation of different scores
n is the number of paired observations
The second one is the Independent Sample T test that is used to compare the mean
engagement levels between two different groups.
where:
means of each group
variances of each group
sample sizes of each group
Notes
Title: The Impact of Mathematics Education on Students’ Cognitive that affects their
behavior and Academic Performance
Purpose: The study highlights the reciprocal relationship between mathematics education and
cognitive abilities.
Key Focus: It focuses on the impact of Mathematics Education on students’ cognitive that affect
their behavior.
Timeline: S.Y 2025-2026
