Equation for Success: Linking Learning Environment to Mathematics Performance of the Senior High School Students

Situations within the learning environment influence mathematics performance. Existing limitations in classroom support, collaboration, engagement, and learning resources may affect students’ mathematics performance, particularly in the senior high school setting. This descriptive-correlational study examined the dimensions of the mathematics learning environment and mathematics performance, their relationships, and the dimensions that predict the mathematics performance of the students. The study was conducted among one-hundred seventy-two (N=172) Grade 11 students of a public secondary school in Antique using stratified random sampling during the school year 2025–2026. The data of the study were collected using an adopted instrument and the grades in mathematics of the students. Statistical analyses included mean, standard deviation, Pearson's r, and multiple linear regression with an alpha level set at 0.05. Results revealed that students perceived the mathematics learning environment as high in supportive classroom atmosphere and peer collaboration, moderately high in access to resources, and a very satisfactory performance in mathematics. Positive and significant relationships were found between a supportive classroom atmosphere and mathematics performance, and peer collaboration and performance in mathematics. Moreover, peer collaboration as a dimension of the learning environment was a significant predictor of the mathematics performance of the students. The findings suggest that fostering collaborative and supportive mathematics learning environments, particularly peer collaboration, may contribute to improving mathematics performance among senior high school students.