Foundational Mathematical Skills of Students in Relation to Performance

The study, “Foundational Mathematical Skills of Students in Relation to Mathematics Performance,” examined the foundational mathematical skills and mathematics performance of first-year BS Marine Engineering students in a private maritime institution in AY 2025–2026. Using a descriptive-correlational research design, 183 students participated through stratified random sampling. Data were gathered through a researcher-made questionnaire and mathematical skills test covering arithmetic and algebraic skills, geometry and trigonometry, and problem-solving. Results revealed that respondents were predominantly male, mostly came from lower-income families, and represented diverse SHS strands, with the largest proportion from GAS and other strands. Students demonstrated a high level of foundational mathematical skills but achieved a fairly satisfactory mathematics performance. Significant differences were found according to family income, but not sex or SHS strand. No significant relationship was found between foundational mathematical skills and mathematics performance. The study recommends targeted interventions and supportive learning strategies to enhance students’ mathematical competence and performance.

Foundational Mathematical Skills, Mathematics Performance, Marine Engineering Students, Mathematical Competence, Higher Education

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