Navigating Barriers in Learning Mathematics among Grade 8 Students

Abstract

This study examined the difficulties encountered by Grade 8 learners in Mathematics and the extent to which they navigate these barriers in relation to their academic performance. Utilizing a descriptive-correlational research design, the study determined the influence of selected socio-economic variables on students’ capacity to overcome learning challenges and assessed the relationship between these experiences and their achievement in Mathematics. The respondents consisted of 354 Grade 8 students from selected public secondary schools.The findings revealed that most respondents were female, primarily firstborn, and belonged to small- to medium-sized families. Parents were generally high school graduates, with most fathers employed in private sectors and most mothers serving as homemakers. A considerable proportion of families reported a monthly income ranging from Php 10,000 to Php 14,999. Students perceived that navigating barriers in Mathematics had a high extent of positive effects across three domains: understanding and recall of basic number tools, problem-solving skills, and acquisition of fundamental mathematical concepts, with the highest mean observed in understanding and recall.Inferential analysis showed that mother’s educational attainment, father’s occupation, and family income significantly influenced students’ ability to navigate learning barriers, whereas sex, sibling position, father’s educational attainment, and mother’s occupation were not significant predictors. The academic performance of the respondents was generally satisfactory, with most students achieving average to above-average grades. Furthermore, a statistically significant positive relationship was established between the extent of navigating learning barriers and academic performance, indicating that students who effectively manage learning difficulties tend to perform better in Mathematics.The study concludes that socio-economic factors significantly shape students’ mathematical learning experiences. It recommends the integration of inquiry-based and problem-solving approaches, strengthened instructional support, and active parental involvement to enhance students’ competencies. Future studies may focus on intervention-based strategies to further support learners facing persistent challenges in Mathematics.