BASIC MATHEMATICAL FOUNDATIONS AND ACADEMIC PERFORMANCE IN GENERAL MATHEMATICS OF GRADE 11 LEARNERS: A CORRELATIONAL STUDY

Kriseane Mae V. Balansag, John Dave Barte, Mat Christopher P. Pasgala, Analy S. Projo, Rezzie Bell S. Bodiogan, Diosdado M. Velasco Jr.

Abstract


This study, titled Basic Mathematical Foundation and Academic Performance in Grade 11 General Mathematics Learners: A Correlational Study, sought to determine the basic mathematical foundation skills of Grade 11 learners, their academic performance in General Mathematics, and the relationship between these variables. A quantitative research design was employed involving 69 Grade 11 learners. Data were collected through a numeracy screening test and their recorded grades in General Mathematics. Descriptive statistics were used to describe performance levels, while Pearson’s r was applied to test the correlation between numeracy skills and academic achievement. The findings revealed that learners achieved an average level of numeracy with a mean percentage score of 45.91%. In General Mathematics, the majority were rated as “Fairly Satisfactory,” while only a small percentage attained “Outstanding” and “Very Satisfactory” levels. The correlation study showed a strong linear relationship (r = 0.706, p <.001), showing that students with good mathematical foundation skills performed better academically. The results emphasize the significance of numeracy competence in shaping learners’ academic performance and highlight the need for intervention programs to strengthen foundational mathematical skills.

 

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Keywords


academic performance, correlation, mathematical operations, senior high school

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6344

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