This study evaluated the performance of BS Criminology students in their mathematics course at Ifugao State University Potia Campus in terms of competency acquisition, difficulty level, and course performance. Specifically, it aimed to determine the degree of competency acquisition, level of difficulty, and performance in mathematics; analyze the correlation between performance and perceived competency acquisition; examine the relationship between difficulty level and performance; and gather student input for improving instruction. Data were collected from 239 students using descriptive quantitative and qualitative methods, including mean values, grade distribution tests, correlation analysis, and thematic coding. Results revealed that students achieved a high degree of competency acquisition with a mean score of 4.12, experienced a low difficulty level with a mean score of 2.18, and obtained an average performance reflected in a mean grade of 82.45. Performance showed a significant positive correlation with competency acquisition, r = .62, p < .01, and a significant negative correlation with difficulty level, r = −.48, p < .01. Students suggested more interactive lessons, contextualized examples, and additional learning resources. The findings emphasize the need to align instructional strategies with students’ competency levels and address perceived difficulties to improve mathematics learning outcomes.
Maribeth Salazar-Lubbong (Tue,) studied this question.