Abstract
Mathematics is a fundamental subject in education, yet cultural factors significantly shape how students understand and learn mathematical concepts. This study employed a quantitative, descriptive-correlational design to examine the cultural influences on students’ mathematical learning in selected integrated schools in Bagumbayan, Sultan Kudarat, during the school year 2024–2025. The respondents included Grade 10 students from Integrated Schools. A survey questionnaire was used to gather data, which were analyzed using mean statistics and Pearson’s correlation. Findings revealed that students moderately integrate culture into mathematics learning, particularly in the areas of mathematical concepts, educational influences, and community support. Culturally relevant games and real-life applications enhanced student engagement, while parental involvement proved to be crucial. Students demonstrated satisfactory mathematics achievement and problem-solving skills, along with high levels of engagement and self-efficacy. However, statistical analysis indicated no significant relationship between cultural integration and mathematics performance. Multiple regression analysis also showed that cultural influence did not significantly predict achievement, suggesting that other factors, such as instructional strategies and teacher effectiveness, may have a greater impact. The study recommends integrating culturally responsive teaching strategies, enhancing parental and community involvement, and exploring additional moderating factors. Strengthening cultural relevance in mathematics education may improve student motivation, engagement, and academic performance.
