Quantitative assessment of mathematics skills in freshmen teacher education students: A performance evaluation

Abstract

This study evaluates the mathematics skills of freshmen teacher education students, analyzes the relationships between performance and influencing factors, and proposes evidence-based recommendations for improving mathematics education at Capiz State University Roxas City Main Campus College of Education. This study employed the survey-correlation method of research. It involved one hundred sixty-eight (168) freshmen students of Capiz State University, Roxas City Main Campus College of Education for the 2024-2025 school year. Data were collected using the standardized Researcher-made Questionnaire. The statistical methods utilized in the study included mean, standard deviation. The alpha level of significance was established at 0.05. The study found that first-year teacher education students exhibited a high level of mathematical proficiency (M = 35.41). The most significant influencing factor was attendance (M = 4.57, rated very high). Additionally, self-efficacy, prior academic performance, study habits, and self-management with motivation were all rated highly. While there were significant differences in senior high school general mathematics grades, no significant differences in mathematics proficiency were found based on sex or school type. Strong correlations between cognitive and non-cognitive factors indicate that prior performance, along with characteristics such as self-efficacy, self-regulation, and attendance, impact proficiency. These findings suggest that enhancing study habits, attendance, and motivational support could improve students’ learning of mathematics in teacher preparation programs. Implementing targeted interventions that focus on these non-cognitive factors may foster a more supportive learning environment. By addressing both academic skills and personal attributes, educators can better equip students for success in mathematics and beyond.