Mathematics competency levels of selected senior high school students in Samar

This research explored the Mathematics outcomes of Grade 12 students across three public senior high schools within the Division of Samar for the School Year 2019-2020. A total of 415 Grade 12 students participated in this study, which employed a specially designed test that aligned with curriculum-mapped topics taught from Kindergarten through Grade 11. Additionally, the study investigated the relationship between students’ Mathematics outcomes and various factors, including their demographic characteristics, the educational profile of their schools, and their academic performance in Grade 11 Mathematics. The study revealed a significant correlation between the academic performance of students in mathematics and many aspects related to their school, including the instructors’ educational qualifications and the geographical location of the school. Furthermore, a significant correlation was observed between the academic performance of students in mathematics during their 11th grade and their overall proficiency in the subject. The data showed that students from different schools did very differently in math, and there were also differences between students who lived in cities and those who lived in rural areas. This study emphasizes the need for specific efforts to improve Mathematics education in the Samar region. It emphasizes the significance of ongoing teacher training, better availability of educational materials, and increased family engagement. Furthermore, future research should not only seek to duplicate this study in different geographical areas to authenticate the results, but also prioritize the evaluation of the essential operational abilities of students. Gaining insight into the present state of these fundamental mathematical abilities is crucial for recognizing deficiencies in knowledge and devising more efficient approaches to enhance overall student competence in Mathematics.