World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.15-16
Luvie Perez Belbis
Batangas State University – The National Engineering University
Teacher II / Tala Senior High School
https://orcid.org/0000-0002-8739-0800
This study investigated how cognitive functioning skills are linked with Senior High School students' General Mathematics performance in Batangas Province. In particular, the research aimed to identify the different dimensions of cognitive functioning skills including episodic memory, visuospatial ability, speed-attention-executive functioning, fluency, and numeric reasoning and their association with students' competence in General Mathematics. The research utilized a correlational research design and 376 Grade 12 students who were selected by stratified and simple random sampling were the participants. The main data sources were the students' final grades in General Mathematics and questionnaires on cognitive functioning skills that had been validated. For the data analysis, various statistical techniques like frequency, percentage, Pearson r correlation coefficient, and multiple regression analysis were employed.
Results indicated that the students mostly had excellent levels of cognitive functioning skills in all the areas measured. High episodic memory, visuospatial ability, speed-attention-executive functioning, fluency, and numeric reasoning levels characterize most of the students. Regarding mathematics performance, most students received Outstanding and Very Satisfactory marks in General Mathematics signifying generally high scholastic performances.
Correlation analysis revealed that General Mathematics performance had a significant positive association with all facets of cognitive functioning skills, though the extent of the associations varied from very weak to weak. Weak but significant positive correlation between episodic memory and General Mathematics performance (r =.242) was observed, signifying students with a better capacity of memory recall generally achieved a higher level in mathematics. On the other hand, visuospatial ability (r =.239) and fluency (r =.239), also in weak yet significant manners were positively correlated with General Mathematics performance, implying that students who have more developed spatial visualization and verbal fluency skills stand a better chance of delivering a higher academic performance in mathematics. Likewise, numeric reasoning had a weak yet significant association with General Mathematics performance (r =.204) pointing to the fact that numerical processing and reasoning skills are important for mathematical success.
The component speed-attention-executive functioning within cognitive functioning emerged as the element least related to General Mathematics achievement (r =.156); nevertheless, the relationship was statistically significant. Cognitive skills in general emerged as the most significant contributor to mathematics performance (r=.255), suggesting that students' overall cognitive functioning is positively associated with their attainment in mathematics.
Results indicate that cognitive skills do support students' mathematical performances, but their role may be very minor compared to other academic and environmental factors. Nevertheless, aiming to enhance the cognitive abilities like memory, reasoning, spatial skills, and math fluency can significantly help students in their learning and achieving better outcomes in mathematics.
Keywords: Cognitive Functioning Skills, General Mathematics Performance, Senior High School
https://doi.org/10.65494/pinagpalapublishing.335
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