- Research Article
- 10.37284/eajes.9.1.4646
Factors Affecting the Academic Performance of BS Chemistry Students at Central Luzon State University
- Mar 14, 2026
- East African Journal of Education Studies
- Abel Magoola + 2 more +2
This study examined the factors affecting the academic performance of Bachelor of Science (BS) Chemistry students at Central Luzon State University. Specifically, it investigated the relationships between students’ socio-demographic characteristics, parental learning support, peer influence, attitudes toward chemistry, learning styles and strategies, and teachers’ characteristics with academic performance in chemistry courses. A survey research design was employed using a structured questionnaire administered to seventy-two (72) BS Chemistry students enrolled during the academic year 2014–2015. Descriptive statistics and Pearson’s correlation analysis were used to analyse the data. However, only twenty-three (23) students who had completed all chemistry courses were included in the correlational analysis. Results indicated that most students had parents with secondary-level education and blue-collar occupations, received parental learning support, and demonstrated positive attitudes toward chemistry. Kinesthetic learning style and effort regulation were the most commonly reported learning approaches. Classroom management, teaching effectiveness, and teacher commitment were positively evaluated by students. Significant predictors of academic performance included age, father’s occupation, parental learning support, attitude toward chemistry, kinesthetic and visual learning styles, metacognitive and environmental regulation strategies, peer influence, and selected teacher characteristics. Peer influence showed a negative association with academic performance. The findings highlight the importance of family support, learner characteristics, and instructional quality in shaping academic achievement in chemistry. However, the small sample used in correlational analysis limits generalizability.
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