Introduction

The performance in academics has been one of the major concerns in various learning

settings especially in mathematics and some teaching education courses. Some researchers

have investigated the problems that led to the decline of academic performance. According to

the existing literature, the decline of academic achievement may be divided into teacher-

related, student-related, family-related, and institutional ones. These studies is a review to

create a broad overview of the problem.

The quality of the instruction and teacher traits are mentioned again and again as the

significant factors which influence academic performance. As an example, Berisha et al.

(2024), established the least significant component of teacher characteristics to influence

mathematics achievement with student perceptions. Out of the student, teacher, school and

home factors, the teacher related variables were top most. Among student, teacher, school,

and home factors, teacher-related variables ranked highest. Similarly, Wijaya et al. (2023)

reported that teacher support had the strongest positive effect on mathematics doctoral

students’ academic performance using Structural Equation Modeling. Their findings

emphasize the importance of guidance and academic supervision. Furthermore, as the

efficiency of teachers, which was determined by self-efficacy, supervision, motivation, and

working conditions, had a direct impact on the academic outcomes of students, Menesah et

al. (2024) also discovered that. Moreover, Alani and Hawas (2021) have reached a conclusion

that good pedagogical abilities and diverse teaching strategies had a positive impact on the

academic achievements of students. On the other hand, Ozcan (2021) found that teachers

believe family education level, school conditions, management, and teacher competence
significantly influence students’ academic achievement. However, Bugwak (2023) found that

lecturer-related factors had only a low impact compared to school-related factors, suggesting

that teacher influence may vary depending on institutional context.

Student-related variables consistently appear as strong predictors of academic success.

For example, Guinocor et al. (2020), in Mathematics Performance of Students in a Philippine

State University, found a significant positive relationship between students’ study orientation

and their GPA in mathematics. Similarly, Abalde and Oco (2023) revealed that students’

attitudes toward mathematics significantly influenced their academic performance. In

addition, Saha et al. (2024) identified inadequate study practices, overreliance on

memorization, low intrinsic motivation, and weak conceptual understanding as major

contributors to poor mathematics performance. Furthermoe, Al Husaini and Ahmad Shukor

(2023) found that several academic and personal factors significantly influence students’

academic performance. Moreover, Kocsis and Molnár (2024) found that intrinsic motivation

and self-regulated learning strategies significantly predicted GPA outcomes. On the other

hand, Kunle (2023) found that learning style preference, test anxiety, and english

communication problems significantly affected students’ GPAs. Lastly, Wang and Chen (2024)

in their systematic analysis divided academic performance determinants into individual,

family, school, and social levels. They highlighted such predictors as motivation, self-efficacy,

and anxiety. Academic results are also affected by background and socioeconomic status of a

family.
 Family background and socioeconomic conditions also influence academic outcomes.

To indicate an example, in their systematic review, Al-Tameemi et al. (2023) suggested that

academic, personal, social, and demographic factors are key causes of poor academic

performance, especially parental education and income. On the same note, Oribello (2024)

wrote about decreasing literacy levels in Filipino students and associated them with poverty,

absence of school resources, parental support, and overuse of social media. Moreover,

Raychaudhuri et al. (2010) found that attendance and mother’s education positively

influenced student performance. In addition, Alam and Khatun (2021) found that financial

condition, family income, sleep duration, study hours, and social media usage significantly

affected academic achievement. On the other hand, Shahrill et al. (2015) found that students’

mathematics performance in three Brunei primary schools was influenced by both

constraining factors, such as poor reading ability and lack of parental support, and enabling

factors, including strong principal leadership and teacher commitment. Therefore, their

findings highlight the importance of school leadership, literacy skills, and home support in

improving mathematics achievement.

Institutional and environmental conditions also play an important role. For example,

Le et al. (2020) identified student motivation, lecturer pedagogical knowledge, professional

credentials, learning resources, and course structure as determinants of first-year university

students’ academic performance. Similarly, Alami (2017) categorized poor academic

performance into student-related, teacher-related, family-related, and external factors such

as transportation and social relationships. Moreover, the Senate of the Philippines 20th
Congress (2026), the Second Congressional Commission on Education (EDCOM 2) reported

declining proficiency rates across grade levels, indicating systemic educational challenges. In

addition, Mulaudzi (2023) explained that students’ academic performance in universities is

influenced by personal, psychological, social, and institutional factors.

The studies consistently show that academic performance is influenced by

interconnected and multidimensional factors. The quality of instruction, teacher support,

teacher efficiency, and teaching strategies are among teacher related variables that are

important in influencing the student achievement. There are however findings that indicate

that institutional conditions could regulate teacher influence. Factors related to the students

including intrinsic motivation, learning attitudes, study habits and self-regulated strategies

seem to be the most predictable in regard to academic success in any context. Academic

outcomes are mainly influenced by family and socioeconomic factors such as parental

education, parental income and parental support at home. Performance differences are also

due to external factors like use of the social media and sleeping patterns. Institutional and

environmental factors, such as learning materials, peer pressure, course design, and system

education factors, support the concept that academic performance is a complex combination

of individual, social and structural factors.

In conclusion, the literature show that decline in academic performance cannot be

linked to one factor. Rather, it is a combination of teacher-related, student-related, family

performance cannot be linked to one factor. Rather, it is a combination of teacher-related,

student-related, family factors and institutional factors. This comprehensive understanding

provides aa solid basis of the current research.

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