Findings revealed that 1) the achievement of the secondary students of the division of Agusan del Sur is only 38% very far below the 75% achievement required by the Department of Education. 2) The teachers’ teaching strategies do not jibe to the standards suggested by experts. 3) The students from public schools are performing better than the students from private schools in the achievement test in mathematics. 4) The students from the schools along the highway towns perform better than the students from the schools along the river towns in the achievement test in mathematics. 5) The students from the big schools are as good as the students from the small schools in the achievement test in mathematics. 6) The teachers’ educational qualification significantly influenced the students’ scores in the mathematics achievement test. 7) Teachers in–service trainings, seminars and workshops significantly influenced the students’ scores in the mathematics achievement test. 8) Teachers’ beliefs and attitudes in teaching mathematics IV did not significantly influenced the students’ scores in the mathematics achievement test. 9) The beliefs and attitudes of students in mathematics IV significantly influenced their scores in the mathematics achievement test. 10) The mathematics anxiety of students in mathematics has negative effect to their scores in the mathematics achievement test.

         In view of the findings, the following conclusions are drawn. 1) The achievement of the secondary students in the division of Agusan del Sur is poor. 2) Students’ scores in the mathematics achievement test significantly differ in terms of type of school and geographical location, but not in school size. 3) The teachers’ educational qualification, teachers’ in-service trainings, seminars and workshops are good predictors of students’ achievement scores in mathematics IV but teachers’ beliefs and attitudes in teaching mathematics IV is not a predictor. 4) The length of teaching experience slightly influenced students’ scores in the mathematics achievement test. 5) The beliefs and attitudes of students are good predictors of their scores in the mathematics achievement test. 6) The students’ mathematics anxiety had significantly affected their scores in the mathematics achievement test.

         On the basis of the foregoing findings and conclusions, the researcher offers the following recommendations 1) Mathematics teachers should try to follow the teaching strategies suggested by experts. 2) Secondary school mathematics teachers should be encouraged to take graduate studies related to mathematics. 3) Mathematics teachers should be encouraged to create a classroom atmosphere that will allow students to develop positive attitudes towards mathematics and reduce anxiety. 4) School heads should conduct conference among mathematics teachers after each grading period to discuss problems encountered in the classrooms, share ideas and teaching styles that were proven effective. Mathematics teachers who need assistance in teaching the contents of mathematics IV should be sent for trainings and seminars. Inservice trainings in mathematics should be focused on content. 5) Administrators should conduct seminar–workshops in mathematics content and on teaching strategies of mathematics IV. 6) The Division Mathematics Supervisor may form a task group by choosing the best trained mathematics teachers in the division to assist some teachers who have difficulty in teaching mathematics. They may ask linkages to the Philippine Normal University-Agusan Campus Mathematics Instructors for this purpose. 7) Secondary schools may conduct an enhancement program in mathematics during summer to bridge the learning gap of students from elementary to secondary levels.