14 ISSN 2094-5876 ™ Educational Measurement and Evaluation Review (EMEReview), July 2020 Educational Measurement and Evaluation Review (2020), Vol. 11, 14-24 © 2020 Philippine Educational Measurement and Evaluation Association Numerical and Verbal Reasoning Aptitudes as Predictors of STEM Students’ Performance on Limits and Continuity John Christian D. Santos Bicol University Ma. Carolina L. Boyon Bicol University Abstract The present study investigated the numerical and the verbal reasoning aptitudes as predictors of the performance of Science, Technology, Engineering and Mathematics (STEM) students’ on Limits and Continuity. A predictive cross-sectional research design was employed in this study. The study units are 98 randomly selected Grade 11 STEM students of a national high school. Data were collected by administering two test instruments: the Differential Aptitude Test (DAT), wherein Numerical and Verbal Reasoning are sub tests, and the validated researcher-made achievement test on Limits and Continuity. The findings revealed that both numerical and verbal reasoning aptitudes significantly predicted the performance of STEM students on Limits and Continuity. Nevertheless, the predictability of numerical reasoning aptitude is greater than verbal reasoning aptitude. Recommendations and future research directions are further discussed. Keywords: Aptitude, Numerical Reasoning, Verbal Reasoning, Academic Performance, Limits and Continuity, Basic Calculus Many educators conducted studies to determine factors affecting students’ performance in Mathematics. Belhu (2017) classified these factors into three categories: (a) Demographic Factors (gender, socio-economic status, parent’s educational level), (b) Instructional Factors (teacher competency, instructional strategies and techniques, curriculum, school context and facilities), and (c) Individual Factors (self-directed learning, arithmetic ability or aptitude, motivation). Many other researchers attributed learners’ academic performance to teachers, schools, learning materials, parents, and students’ affective faculty such as interest, attitude and motivation but not much