Mathematics Performance and Its Determinants among Intermediate Learners

Abstract
This study assessed mathematics performance and selected learner-, classroom-, and home-related determinants among 195 intermediate learners at Cogon Elementary School, Dumanjug, Cebu, during School Year 2026–2027. A quantitative descriptive-correlational design was used. Participants comprised 62 Grade 4, 76 Grade 5, and 57 Grade 6 learners. Data came from a respondent information sheet, a researcher-developed competency test, and a five-point questionnaire measuring attitude toward Mathematics, perceived teaching methods and instructional strategies, and parents’ support. Frequencies, percentages, mean percentage scores (MPS), means, standard deviations, and Pearson correlations were analyzed at α = .05. Every retained competency fell below the 75% proficiency threshold. Grade 4 results were particularly low in contextualized fundamental-operation problems (MPS = 4.84) and MDAS (8.39); Grade 5 performed best in decimal division (68.95), while Grade 6 obtained 41.40 in percentage–rate–base and 32.98 in applied percent problems. Learners generally reported favorable attitudes, supportive instruction, and parental support. Mathematics performance was not significantly related to attitude (r = .054, p = .450) or parents’ support (r = .063, p = .381). Perceived teaching strategies showed a statistically significant but very weak positive association with performance (r = .146, p = .040). Only verified descriptive and bivariate results are reported; the thesis’s exploratory regression was withheld because the printed coefficients and model summary require reconciliation with the learner-level output. Findings informed Mathematics Enhancement Learning Activities (MELA) featuring explicit modeling, contextualized tasks, guided practice, error analysis, formative checks, and low-resource home support.

Keywords: mathematics performance; intermediate learners; competency gaps; teaching strategies; parental support; enhancement learning activities

Mathematics Performance; Intermediate Learners; Competency Gaps; Teaching Strategies; Parental Support; Enhancement Learning Activities

1. Department of Education. (2015). Policy guidelines on classroom assessment for the K to 12 Basic Education Program (DepEd Order No. 8, s. 2015). [Google Scholar] [Crossref]

2. Finch, H., & Finch, M. E. H. (2022). The relationship of national, school, and student socioeconomic status with academic achievement: A model for PISA reading and mathematics scores. Frontiers in Education, 7, 857451. https://doi.org/10.3389/feduc.2022.857451 [Google Scholar] [Crossref]

3. Kappassova, S., Abylkassymova, A., Bulut, U., Zykrina, S., Zhumagulova, Z., & Balta, N. (2025). Mathematical literacy and its influencing factors: A decade of research findings (2015–2024). Eurasia Journal of Mathematics, Science and Technology Education, 21(7), em2671. https://doi.org/10.29333/ejmste/16615 [Google Scholar] [Crossref]

4. Keazer, L., & Phaiah, J. (2023). Analyzing prospective elementary teachers’ evidence of conceptual understanding and procedural fluency. Investigations in Mathematics Learning, 15(2), 135–148. https://doi.org/10.1080/19477503.2022.2139112 [Google Scholar] [Crossref]

5. Li, J., Xue, E., & You, H. (2024). Parental educational expectations and academic achievement of left-behind children in China: The mediating role of parental involvement. Behavioral Sciences, 14(5), 371. https://doi.org/10.3390/bs14050371 [Google Scholar] [Crossref]

6. Li, M. (2025). Why can they learn so well? The multidimensional impact of parental income levels on Chinese children’s academic achievement. SAGE Open, 15(3). https://doi.org/10.1177/21582440251355367 [Google Scholar] [Crossref]

7. Lin, T., & Riccomini, P. J. (2025). Understanding error patterns in integer operations of students with and without mathematics difficulty: A descriptive analysis. Learning Disabilities Research & Practice, 41(1), 34–47. https://doi.org/10.1177/09388982251366454 [Google Scholar] [Crossref]

8. Organisation for Economic Co-operation and Development. (2023). PISA 2022 results (Volume I): The state of learning and equity in education. OECD Publishing. https://doi.org/10.1787/53f23881-en [Google Scholar] [Crossref]

9. Sari, R. N., Rosjanuardi, R., Isharyadi, R., & Nurhayati, A. (2024). Level of students’ proportional reasoning in solving mathematical problems. Journal on Mathematics Education, 15(4), 1095–1114. https://doi.org/10.22342/jme.v15i4.pp1095-1114 [Google Scholar] [Crossref]

10. Xu, C., Di Lonardo Burr, S., & LeFevre, J. (2023). The hierarchical relations among mathematical competencies: From fundamental numeracy to complex mathematical skills. Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 77(4), 284–295. https://doi.org/10.1037/cep0000311 [Google Scholar] [Crossref]

• Utilization of Rapid Mathematics Assessment (Rma): A Developmental-Based Education Strategies of Deped
• Attitudes Towards Mathematics, Motivational Persistence, and AI-Based ChatGPT usage: A Structural Model on Critical Thinking Disposition of Private Senior High Schools in Davao Region
• Influence of Perceived Usefulness and Perceived Ease of Use of the Khan Academy Platform as Determinants of Teachers Attitude Toward Technology
• Developing Efficient Numerical Methods for Solving Large Linear Systems Using Spectroscopic Analysis Techniques
• Managerial Skills of Mathematics–Specialized School Heads in Cotabato City Division