Effects of Comprehension Challenges on the Mathematical Performance of Grade Six Pupils

Abstract

This study determined the effects of comprehension challenges on the mathematical performance of Grade Six pupils in public elementary schools in District I-C, City Schools Division Office of Antipolo during the School Year 2025–2026. Employing a descriptive survey research design and documentary analysis, the study involved 314 Grade Six pupils selected through simple random sampling from a population of 1,440 using Slovin’s formula. A researcher-made questionnaire was utilized to assess the extent of comprehension challenges affecting mathematical performance in the domains of Number and Number Sense, Measurement and Geometry, Patterns and Algebra, and Statistics and Probability, while pupils’ Mathematics grades were obtained through documentary analysis to determine their level of achievement. Findings revealed that most respondents were female, first-born, belonged to one-child families, came from households with monthly incomes below ₱10,000, had fathers who were college graduates and employed in various occupations, and mothers who were high school graduates and primarily homemakers. Comprehension challenges were found to have a high effect on pupils’ performance in Patterns and Algebra, Measurement and Geometry, and Number and Number Sense, while only a moderate effect was observed in Statistics and Probability. No significant differences were found in the perceived effects of comprehension challenges when respondents were grouped according to sex, sibling position, family size, parents’ educational attainment, parents’ occupation, and monthly family income. Pupils obtained a very satisfactory level of Mathematics achievement, and no significant relationship was established between the perceived effects of comprehension challenges and their Mathematics achievement. The study concluded that demographic characteristics did not significantly influence pupils’ perceptions of comprehension challenges, and that these perceived challenges were not significantly associated with their Mathematics achievement. It is recommended that school administrators strengthen professional development initiatives focusing on mathematics comprehension strategies, teachers integrate explicit mathematical language and reading comprehension instruction into Mathematics lessons, utilize diagnostic assessments to identify comprehension-related learning needs, implement the proposed action plan, and encourage future studies incorporating additional variables