This study aimed to analyze the factors influencing students’ academic performance in
mathematics in public day secondary schools in Mang’u Ward, Gatundu North Sub-County,
Kiambu County. The study specifically investigated the influence of students’ attitudes toward
mathematics, societal perception of the subject, and parental involvement on students’ learning
outcomes. A descriptive survey research design was employed, targeting Form Three and Form
Four students, and mathematics teachers from selected public day secondary schools within the
ward. Data was collected through structured questionnaires administered to students and
teachers. Quantitative data were analyzed using SPSS version 21, with the findings presented in
frequencies, percentages, and narrative interpretations. The study revealed that most students
held mixed attitudes towards mathematics—some found it enjoyable and relevant, while others
perceived it as difficult and anxiety inducing. Societal perceptions significantly shaped students’
motivation, with mathematics often viewed as a subject for the gifted. Parental involvement,
particularly in monitoring academic progress and providing learning materials, was also found to
correlate with students’ mathematics performance. The findings underscore the need for
collaborative efforts among educators, parents, and policymakers to promote positive student
attitudes, address societal stereotypes, and increase parental engagement. The study recommends
targeted interventions to enhance the mathematics-learning environment in public day secondary
schools.