Barriers on Mathematics Performance Among Learners in West Districts of Cagayan De Oro City Division
DOI:
https://doi.org/10.54536/ajahs.v4i2.4253Keywords:
Academic Performance, Barriers to MathematicsAbstract
This study examines barriers hindering Grade 5 learners’ Mathematics performance in Cagayan de Oro City. It explores cognitive, affective, and societal challenges, their impact on academic outcomes, and the relationship between these barriers and learners’ performance. Using a descriptive-correlational survey, data were collected from 200 students in West I and West II Districts through questionnaires and First quarter grades from the 2024–2025 school year. The findings reveal that societal factors, particularly limited resources, significantly hinder Mathematics performance, perpetuating unequal educational opportunities and poverty. These challenges impair cognitive skills like memory retention. Affective barriers, such as attitudes, motivation, and interest, were less influential but varied among individuals. While most students performed satisfactorily, those scoring 75–79 need targeted interventions to unlock their full potential. The study highlights the complexity of these interconnected barriers and calls for comprehensive strategies to enhance Mathematics education. Addressing resource shortages, improving memory retention techniques, and catering to individual learning needs are recommended to improve performance and foster better learning experiences. This approach aims to break down systemic barriers and empower students to excel in Mathematics.
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Copyright (c) 2025 Marivic M. Esguerra, Cely B. Labadan, Jovit D. Comon
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