Fundamental Skills and Academic Performance in Mathematics of Grade 8 Students in As-is Integrated School S.Y. 2025-2026

Abstract

Mathematics continues to be a challenging subject for many learners, particularly in areas involving foundational skills and higher-order mathematical concepts. Using a descriptive research design, the study involved 80 (Grade 8) students, composed of 31 males and 49 females, enrolled during the School Year 2025–2026. Data were gathered through survey questionnaires and students’ academic performance records to assess their mastery of fundamental skills, learning engagement, and Mathematics proficiency.

The findings revealed that the students generally demonstrated positive Mathematics competence, showing confident mastery of fundamental Mathematics skills, Very Good academic performance, and proficient learning engagement.

However, algebraic concepts and instructional participation emerged as weaker areas among the learners. Despite these positive results, students still experienced notable learning difficulties, particularly in terms of math anxiety and weak foundational skills, which affected their understanding and performance in Mathematics. Based on the findings, the study recommends the implementation of targeted algebra interventions, strengthened remedial programs, interactive teaching strategies, and enhanced guidance support to further improve the fundamental Mathematics skills and academic performance of future Grade 8 students.