This study investigates student-based factors influencing their academic performance in mathematics,
focusing on students' motivation to learn math, individual differences in cognitive abilities, and attitudes
towards mathematics. The Social Cognitive by Albert Bandura, in (1986), formed the basis of the theoretical
framework. Questionnaires were administered to students and teachers from three public secondary schools
in Ngong sub-county, Kajiado county to collect data on these variables. The survey data were analyzed using
the statistical package for the social sciences (SPSS). The findings reveal significant correlations between
these factors and students' math performance. Specifically, motivation emerges as a key determinant, with
higher levels of motivation positively associated with better performance outcomes. Moreover, the study
identifies substantial variability in students' cognitive abilities, indicating that individual differences in
problem-solving, numerical reasoning, and memory skills influence math achievement. Additionally,
attitudes towards math exert a direct impact on performance, with positive attitudes fostering success while
negative attitudes hinder progress. These findings underscore the importance of addressing motivation,
cognitive abilities, and attitudes towards math in educational practices to optimize student learning outcomes
in mathematics.