Student learning is influenced by many factors which educational research is tasked to determine and feed into the teaching-learning process to enhance its effectiveness. Several studies
with different populations have determined that that to which a learner attributes his or her performance
significantly influences such performance. To determine some of the factors that significantly impact
upon students’ causal attribution of their performance on mathematics, this study ana1ysed, using chi-square (c2) statistics, survey research data from 717 Form D (Form 4) students from 30 randomly
selected secondary schools in the Kingdom of Lesotho. The results showed that while gender of
students had no significant influence on students attribution of their performance in mathematics, the
person with whom the students were living, students’ preferred occupation after school, type of
proprietor of schools, and preferred classroom seating zone during mathematics lesson, each had significant influence on this variable. Based on these results, appropriate discussions and
recommendations were made.