World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue II (February 2026), pp.108-117
Hannah Jane C. Bello, LPT
Batuila Integrated School
Abstract
This study analyzes the foundational mathematics skills of Junior High School learners at Batuila Integrated School, focusing on the identification of learning gaps that impact their academic performance. Utilizing a quantitative descriptive-comparative research design, the study assessed learners’ skills in number sense, operations on whole numbers, fractions, decimals, ratio, proportion, percent, measurement, geometry, and problem-solving. The data were gathered through a researcher-made questionnaire administered to 52 learners across grades 7 to 10. Statistical analyses, including frequency distribution, weighted mean, standard deviation, and independent t-tests, were conducted to examine the differences in mathematics performance based on demographic factors. Findings revealed that learners demonstrated strengths in basic operations and number sense but encountered difficulties with higher-order concepts such as problem-solving, ratio, proportion, and geometric reasoning. Common learning gaps included struggles with remembering math procedures, applying the order of operations, and math anxiety. The study also found no significant differences in mathematics performance based on gender. Learners expressed a preference for intervention programs that integrate real-life applications, after-school remedial sessions, and tailored worksheets. The findings emphasize the need for targeted instructional strategies, with recommendations including early interventions for younger learners, a focus on applied problem-solving, and addressing emotional barriers like math anxiety.
Keywords: Foundational Mathematics, Learning Gaps, Junior High School, Problem-Solving, Intervention Programs, Mathematics Education
https://doi.org/10.65494/pinagpalapublishing.141
