Chapter 1

Introduction

THE COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS IN GENEREAL

Background of the Study

The study on the competence of senior high school students in general mathematics in

first semester focuses on evaluating and assessing the mathematical skills and knowledge

possessed by the students at this level of education. It aims to understand the level of

proficiency in various mathematical concepts, problem-solving abilities, and critical thinking

skills.

The background of this study can be traced back to the importance of mathematics

education in preparing students for higher education, career prospects, and everyday life.

Mathematics serves as a foundation for various fields such as science, technology, engineering,

economics, and finance. Hence, it is crucial to examine the competency of senior high school

students in this subject to identify areas of improvement, develop appropriate teaching

strategies, and enhance the overall mathematical proficiency of students.

The study may involve conducting assessments, examinations, or surveys to measure

students’ understanding, application, and reasoning abilities in general mathematics. It may

also analyze factors that influence students competence, such as curriculum design, teaching

methodologies, instructional materials, and students’ attitudes and motivation towards

mathematics.

By exploring the competence of senior high school students in general mathematics in

first semester educators and policymakers can make informed decisions on curriculum

development, teacher training, and strategies for promoting mathematical literacy. This
knowledge can help enhance the quality of mathematics education and ensure students are

wellequipped with essential mathematical skills for their future academic and professional

pursuits.

Assessment is an essential part in the teaching-learning process. Students performance in

their chosen field can be measured through assessment. According to Wiliam [2022], the

mainly used to describe the ways in evaluating the effectiveness of series of instructional

activities after those were finished. He also emphasized that assessment can potentially

improve learning under certain conditions. Moreover, the Department of Education Order No.

8 series of 2023 defined assessment as “a process that is used to keep track of learners’ progress

in relation to learning standards and in the development of 21 st century skills; to promote

selfreflection and personal accountability among students about their own learning; and to

provide the bases for the pro filing of student performance on the learning competencies and

standards of the curriculum.” With the advent of the K-12 Program in the country via the

Republic Act 10533, a competency-based assessment was emphasized. Hartel and Foegeding

defined competency as a general statement that details the desired knowledge and skills of a

student finishing a course or program. When people perform in professional, educational, and

other life contexts using applied skills and knowledge successfully, that’s competency.

Similarly, Laine et al. [2020], differentiated that in a traditional model of education, student

achievement refers to time spent in a classroom expecting all students to proceed to the next

step at the same pace since they were taught as a group. In Competency-Based Education

(CBE), assessment of students’ prior knowledge is the first step, then allowing them to move

to the next step based on their acquired knowledge and skills; hence, CBE encourages students

‘success because it provides targeted learning support for creating a more personalized

educational experience. In a book entitled, Blended: Using Disruptive Innovation to Improve

mastery of a given subject before moving on to the next one.

Students don’t move on from a concept based on the average pace of the class or within a preset

and fixed amount of time.” Hence, competency-based education, which is also coined as

mastery-based, performance-based and proficiency-based has gained drive and attention.

General Mathematics aims to develop learners’ understanding of concepts and techniques

drawn from number and algebra, trigonometry and world geometry, sequences, finance,

networks and decision mathematics and statistics, in order to solve applied problems.

Mathematics serves as a foundation for various fields such as science, technology, engineering,

economics, and finance. Hence, it is crucial to examine the competency of senior high school

students in this subject to identify areas of improvement, develop appropriate teaching

strategies, and enhance the overall mathematical proficiency of students.

Theoretical Framework

The KOM Framework: A Multifaceted Approach to Mathematical Competence

The KOM Framework goes beyond traditional conceptions of mathematical competence,

which often focus solely on procedural knowledge and skills. It emphasizes the importance of

relational understanding, which means understanding not just how to do something but also
why it works. This framework recognizes that mathematical competence is a complex and

dynamic construct that encompasses various cognitive abilities and skills.

Many authors (Weinert, 2001; D’Amore, 2000; Godino, J.; Niss, 2003) have tried to explain

competence in mathematics. According to Niss (2003), “possessing mathematical competence

means having knowledge of, understanding, doing and using mathematics”. All these authors

agree that it is not something to be taught; rather, it is a long-term goal for the teaching-learning

process. It is something complex and dynamic, which requires mathematics domain knowledge

of a declarative- propositional type and of a procedural type, that is, knowledge (to know) and

skill (to know how), but at the same time goes beyond cognitive factors. In order to make the

notion of mathematical competence more factual, we can consider a mathematical competency

as a clearly recognizable distinct major constituent in mathematical competence (Niss, 2003).

Niss has distinguished eight characteristic cognitive mathematical competencies, adopted by

PISA 2009 (OECD, 2009). They correspond to relational mathematics (Skemp, 1976), which

consists of reasoning, thinking, problems, and processes. This is reflected by ‘relational

comprehension’, which means to know why.

Statement of the Problem:

The problem at hand is the assessment of the competence of senior highs school students in

general mathematics in first semester. The purpose is to determine the level of proficiency and

understanding of students in this subject area. The study aims to identify any gaps in

knowledge, skills, or conceptual understanding that may exist among senior high school

students in general mathematics in first semester .

Specifically, the following questions may be addressed:

a. Linear Functions;

b. Exponential Functions;

c. Rational Functions; and

d. Business Math?
2. What are the strengths and weaknesses of senior high school students along:

a. Linear Functions;

b. Exponential Functions;

c. Rational Functions; and

d. Business Math?

Assumptions

The researchers were guided by the following assumptions

1. This indicates that the Senior High School students have fair competency in General

Mathematics, which includes the learning competencies in Functions and their Graphs,

Business Mathematics, and Logic Areas.

a. ) Linear functions: Smear functions are those whose graph is a straight line A

linear function has the following form. Y fix) abx. A smear function has one

independent variable and une dependent variable. The independent variable is x

and the dependent variable is y

b. ) Exponential functions: An exponential function is defined by the formula

f(x)=a, where the input variable x occurs as an exponent. The exponential curve

depends on the exponential function and it depends on the value of the x The

exponential function is an important mathematical function which is of the

form. F(x)=a
 c. ) Rational function: Rational functions is the ratio of two polynomial functions

where the denominator polynomial is not equal to zero.

d. ) Business Math: It includes a review of the fundamental mathematics

operations as well as the concepts and skills in buying and selling, computing

gross and net carvings, overtime, and business data presentation, analysis, and

interpretation

2. Difficulty remembering math facts, concepts, rules, formulas, sequences, and procedures.

Inconsistent mastery of math facts. Difficulty with left and right orientation. Difficulty

following sequential procedures and directions in math steps.

Hypothesis

1. Level of Competence:

The overall level of competence of senior high school students in general mathematics is

likely to vary. Based on the assumption that student have received an adequate education

in mathematics, the hypothesis would suggest that a majority of senior high school students

have a moderate to good level of competence in general mathematics. However, there may

be a range of competence levels observed among students due to factors such as varying

educational systems, teaching methodologies, and individual learning abilities.

2. Specific Challenges in General Mathematics:

The hypothesis for the specific areas or topics within general mathematics that pose

challenges for senior high school students would suggest that certain topics might be more

difficult than others. It is expected that senior high school students commonly face
challenges in areas such as advanced algebra, geometry, word problems, and calculus.

These topics often require abstract thinking, logical reasoning, and applying mathematical

concepts in real-world situations, which can be demanding for some students. However, it

is also possible that individual students may

Differ in the specific areas where they face more challenges depending on their personal

strengths and weaknesses in mathematics.

SCOPE AND DELIMITATION

The main purpose of this study was to determine the Competence in General Mathematics

by Senior High School Learners of Candon National High School, and the study was

limited to 75 female and male 75 Senior High School Students

SIGNIFICANCE OF STUDY

1. Curriculum Developers - curriculum developers, teachers, and school administrators

may benefit from these reports of assessment.

2. School Administrators - the findings of this study will help the school administrations

in setting academic standard and policies that guide the Senior High School to

Competence in General Mathematics

3. Teachers especially Math Teachers - The findings of this study will inform the

teachers about the challenges faced this study by implementing these strategies,

teachers can help Senior High School by the students and will motivate them to make

necessary interventions the students make the most of their competence in general

mathematics and achieve academic success learning experience more convenient.

4. Students - This study will be beneficial to the students as it will be a great opportunity

for them learn from other students and share their experiences.
 5. Researchers - A researcher is someone who conducts research, i.e. an organized and

systematic investigation into something.

6. Future Researchers - This study can also build on the findings of this study by

expanding the scope to include other schools, cities, this can help to provide a more

comprehensive understanding of the issue and guide targeted interventions to improve

the educational the competence in general mathematics

Definition of Terms

To further understand this research study, the following terms are defined:
1. Competence - Competence means that you have the ability to do something well. You

are capable of performing a task or job effectively.

2. General mathematics - It refers to a course or curriculum that focuses on reinforcing

basic arithmetic skills and providing a foundation for further mathematical study.

3. Senior High School Students - This refers to the participants of the study.

4. Mathematical Proficiency - This term encompasses not just the ability to perform

mathematical procedures, but also understanding mathematical concepts, reasoning

with mathematical ideas, solving problems in varied contexts, and maintaining a

positive disposition towards mathematics.

5. Learning Outcomes - The specific knowledge, skills, attitudes, and values that

students are expected to acquire from the general mathematics course. Learning

outcomes are often measurable and can be used to gauge students’ progress and

competence.

6. First Semester - A first semester is the initial half of an academic year, typically

encompassing the fall or autumn months. It's the first period of instruction in a school

year, covering a specific set of courses and subjects.

According to Mamolo L. S. G.C. Cogent Education (2020), an assessment of their gained

competency is one of the government’s top priorities following the graduation of the nation’s

first class of K-12 students in 2018. In this study, 410 Grade 12 students general mathematics

proficiency was examined in terms of its perceived, actual, and underlying causes The study

used a General Mathematics Competency test to gauge students actual proficiency, a Rapid

Competency Assessment Questionnaire to examine how students assess their own learning, and

an interview schedule to probe students justifications for possessing the acquired competence.

The findings indicated that while the senior high school students judged the three general

mathematics topics-functions and associated graphs, business mathematics, and logic to be

satisfactory, the actual level of acquired ability was only fair.

L. Mamolo Universal Journal of Educational Research 7 (9), (2019)After a country-wide full

blast implementation of a K-12 program, a detailed assessment of the curriculum has to take

place. This study analyzed the General Mathematics competency of 425 Grade 12 students

during the 2017-2018 school year. The study employed a validated researcher-made General

Mathematics Competency test with an acceptable 0.788 Cronbach’s alpha. Results showed that

all strands in the Technical Vocational and Livelihood (TVL) track, and the Accountancy,

Business, and Management (ABM), Humanities and Social Sciences (HUMSS), and General

Academic (GA) strands of the academic track were fair in competency. Only the Science,

Technology, Engineering, and Mathematics (STEM) strand got a satisfactory level. Between

the two tracks, the academic track has significantly different competency compared to the TVL

track. On the academic strands, STEM has significantly different competency compared to

other strands. On the TVL strands, Computer Servicing System (CSS) has significantly
different competency compared to the other strands. Moreover, data revealed that the least

leaned competencies of students were distributed in the three areas of General Mathematics.

The data may Indicate that high school seniors have not yet mastered the necessary

competencies in the subject matter as stipulated by the Department of Education.

and Education: A Multidisciplinary Journal 13 (2), 199-213, 2023, The fact that every student

has their own level of mathematical competence and unique learning style should be understood

and addressed by all educators. This thesis employed descriptive correlational method which

aimed to describe the learning competency and styles of grade 11 students in

General Mathematics, an array of students’ attributes, and analyzes the relationship of these

attributes with their competency test and learning styles. This study used chi-square to evaluate

the relationship between respondent’s attributes and the competency test and learning styles.
 Chapter II

Research Design

This study made used of descriptive-comparative design.

The descriptive design of research according to McCombes (2019) aims to accurately and

systematically describes a population, situation or phenomenon. A descriptive research design

can use a wide variety of quantitative method to investigate one or more variables. This

design will be used in the study because it will determine if the students in senior high school

are aware on General Mathematics Competency.

In addition, quantitative research is defined as a systematically investigation of phenomena by

gathering quantifiable data and performing statistical, mathematical or computational

techniques. Moreover, I gathers information from existing and potential respondent using

sampling methods and seriding out online surveys, online polis, questionnaire and etc

(Surendran). This approach is highly utilized since it employs quantitative techniques and the

different calculation that back up the result.

To gather the necessary information from the students, the researchers asked the population in

Candon National High School.

Locale and Population of the Study

The population of the study was students in Senior High School in Candon National High

School. In this research, the local context is Candon National High School, focusing on Grade

12 HUMSS students during the academic year 2024-2025. The target population comprises

Grade 12 HUMSS students at Candon National High School. The selection of this group

provides a clear focus, There were 100 students who act as respondent to gathered relevant and

substantial data

The researchers made a stratified table in choosing the respondents. Data were collected
by the use of questionnaires and through the use of stratified sampling. Stratified sampling is a
probability sampling method that is implemented in sample surveys. The target population’s
element is divided into distinct groups or strata where within each stratum elements are similar
to each other with respect to select characteristics of importance to the survey (Parsons, 2014).
Academic Strand N n

HUMSS

TOTAL

Validation and Reliability

To ensure the validity of the interview guide, it was presented to three validators

composed of these one language teacher and two research teachers. These validations checked

the content of the interview guide and its alignment with the research objectives. Further, the

suggestion and corrections made by the evaluators were incorporated by the researchers in the

final copy of the interview guide.

The data gathered were collated, tabulated, and were subjected for analysis and

interpretation using the appropriate statistical tool and treatment.

The weighted mean was used to determine the competence of senior high school students

in general mathematics.

The researchers also utilized the questionnaire from the gather data from the b

respondents, which are the students of Candon National High School. Relevant questionnaire

are formulated by the researchers According to. Leo A. Mamolo (2020) Having produced the

first batch of the K to 12 program graduates in the country in 2018, an evaluation of their

acquired competence is one of the priorities of the government. This study analyzed the

perceived, actual, and reasons behind the competence level in General Mathematics of 410

Grade 12 students. The study employed a General Mathematics Competency test to measure

the students’ actual competence, Rapid Competency Assessment Questionnaire to analyze

students’ self-perceived learned competence; and, interview schedule for the reasons for having

the acquired competence.

Data Categorization

Responses on the level of their competence in general mathematics of senior high

students were categorized using the following point scale, range value, and descriptive

equivalent:
 Statistical Range Descriptive Equivalent

16.01 – 20.00 Very High

12.01– 16.00 High

8.01 – 12.00 Moderate

4.01 – 8.00 Poor

0.00 – 4.00 Very Poor

Ethical Considerations

In order to uphold ethics when performing this study, the researchers closely adhere to

to the following:

To preserve, privacy, the participants identities were never revealed and were kept a

secret throughout the whole study. The collected data and information went with the greatest

trust and used only for research. Furthermore, appropriate referencing and sourcing were

applied. Moreover, authorized contact letters came about and given to the appropriate

participants prior to doing any research. During the survey procedure, no participant was

compelled into taking part in the activity. Finally, the researchers exhibited the highest

standards of competence and honesty by being objective and truthful throughout the course of

the study.