Abstract
During the twentieth century, the meaning of successful Mathematics learning underwent several shifts in response to changes in both society and schooling. For roughly the first half of the century, success in learning the mathematics of pre-kindergarten to eighth grade usually meant facility in using the computational procedures of arithmetic, with many educators emphasizing the need for skilled performance and others emphasizing the need for students to learn procedures with understanding. To this end, the researchers is conducting a study to identify academic predictors of learning proficiency across strands of mathematics of grade 8 students of a public secondary school in Marikina City, the Marikina High School. The study is descriptive in nature and makes use of 6 groups of subjects: they were composed of 42 Grade 8 of Marikina High School, a secondary public school in the Schools Division of Marikina City, Metro Manila. From the research findings, it can be concluded that the majority of the respondents got a high rating in Algebra and Geometry, most of the student respondents fell above the passing rate of the subject Mathematics, and most of the student respondents accumulated a high score rating in Statistics and Probability. The null hypothesis is rejected; therefore, there is a significant difference between students' proficiency levels in Mathematics along with Algebra and Geometry. In academic characteristics related to the proficiency level of the students along study strategy in terms of Rehearsal, analyzing its contents again and again in studying math materials is strongly agreed by the student-respondents; Organization, reading through the class notes textbook and finding out the most important parts is strongly agreed; Self-regulation, listing down related formula first is strongly agreed; Study Environment, making it a hobby to study Math at a fixed time is agreed; Attitude towards Mathematics, student-respondents treat Mathematics difficult but an interesting subject. There is no significant difference in the Academic Characteristics of the respondents except in terms of Attitude towards Mathematics and Time and Study Environment, which have a strong positive/negative difference in the academic characteristics of the respondents. Moreover, a significant relationship exists between academic characteristics and students' proficiency levels.
