Affective and cognitive variables may influence the performance of students in mathematics. This study was conducted to find out the relationship between the extent of cognitive (knowledge, application and reasoning) and affective variables of learning (attitude, motivation, confidence, interest, and value of Mathematics) and the competency in General Mathematics. Data were gathered by using a self˗made questionnaire which consisted of eight items per indicator while data about the competencies in General Mathematics were obtained through a 20˗item test. The findings of the study revealed that both cognitive and affective variables are of moderate extent while the respondentsˈ performance were in the beginning level. A significant relationship is found in both cognitive and affective variables and the competencies in General Mathematics in terms of evaluating functions. An intervention plan was proposed to improve the competencies in Mathematics of the Grade 11 students. Mathematics teachers are encouraged to continuously enhance the cognitive and affective variables of learnings of students. They may ask support from teachers handling other subjects to enhance and sustain both the cognitive and affective variables of learnings not only in Mathematics, but also in other disciplines. Other factors not included in the study should be undertaken in future studies to be conducted.