Mathematics Readiness of Grade 10 Students: Evidence from Least-Learned Prerequisite Competencies

Abstract

This study assessed the mathematics readiness of Grade 10 students at Manuel V. Gallego Foundation Colleges by identifying their least-learned mathematics competencies and prerequisite competencies for Senior High School (SHS). Employing a descriptive-correlational research design, the study utilized total enumeration sampling to include all Grade 10 students enrolled during the 2022–2023 school year. Data were gathered through a researcher-developed mathematics achievement test aligned with the Department of Education’s Mathematics Curriculum. Competencies were categorized according to the percentage of correct responses as Most-Learned (75%–100%), Average (50%–74%), and Least-Learned (below 50%). The relationship between students' academic performance and achievement test scores was also examined. The findings revealed a mean academic performance of 81.79 (SD = 4.82) and a mean achievement test score of 21 out of 48 (SD = 6.00). A total of 25 competencies were identified as least-learned, seven of which were determined to be essential prerequisites for SHS mathematics core subjects. A significant positive correlation was found between academic performance and achievement test scores, indicating that higher achievement test performance was associated with better overall academic outcomes. These findings provide evidence of gaps in foundational mathematical competencies among Grade 10 students, particularly in prerequisite skills needed for SHS mathematics. The identified least-learned and prerequisite competencies highlight areas that require focused instructional attention to strengthen students’ mathematical foundations and improve their readiness for the demands of SHS mathematics.