This study aims to identify which school-level factors relate to the teacher's competence, instructional materials, classroom climate, administrative and supervisory support, and school facilities associated with university students' performance. A case study is then presented in a state university in Cebu, Philippines, with students' and teachers' participation. The analysis makes use of a
... [Show full abstract] correlation method. Results show that the most influential factor with a very high positive correlation is teacher's competence, followed by classroom climate and school facilities, which yielded a high positive correlation and instructional materials and administrative and supervisory support with a moderate positive correlation. These findings are intended to guide various stakeholders in understanding the influence of school-level factors on students' performance in mathematics in the context of a developing country. Moreover, such results will help stakeholders develop education strategies, policies, and initiatives to effectively improve student performance.
