Non-Intellectual Factors Influencing the Statistics Performance of Graduate School Students in Northeastern College, Santiago City: Basis in Designing Intervention Program

Abstract

This study examined the non-intellectual factors influencing the Statistics performance of Graduate School students in Northeastern College, Santiago City. Utilizing a descriptive-quantitative research design, data were gathered from 356 graduate students across different master’s program through a validated 76-item questionnaire. Findings revealed that student-related issues, teacher practices, parental involvement, instructional materials, teaching methods, administrative and supervisory support, and school environment were perceived as slightly to moderately serious factors affecting performance. However, correlation analysis indicated no statistically significant relationship between these factors and students’ actual Statistics achievement. Despite the presence of challenges, a substantial number of students attained 'Proficient' or 'Approaching Proficiency' levels. The results suggest that while non-intellectual factors exert some influence, personal motivation and broader socio-environmental variables may play a more critical role. Based on the findings, an intervention program was proposed to strengthen Statistics performance by enhancing teaching practices, increasing parental engagement, improving resource allocation, and promoting a more supportive school environment.