Abstract
The study examined the relationship between learners’ profiles and their academic performance. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean, standard deviation, frequency, and percentages to determine the learners’ attitude towards the mathematics subject and learners’ academic performance, respectively. Pearson's r was used to assess the relationship between learners’ profiles and academic performance. Findings revealed that gender differences significantly influenced learners’ academic performance. It was also found that learners’ attitude towards the mathematics subject and socio-economic status do not influence learners’ academic performance. In summary, it was recommended that school principals or school heads encourage teachers to provide more engaging learning activities to strengthen learners’ attitudes towards math. Parents are also inspired to provide essential support for mathematics learning at home, and teachers are to provide a more engaging mathematics classroom.
