Mathematics Competency Skills and Teachers’ Instructional Support Among Grade 7 Students in the Schools Division of Batangas City

Abstract

The study aimed to assess Mathematics Competency Skills and Teachers’ Instructional Support among Grade 7 students in the Division of Batangas City. It focused on learners’ skills in percentages, performing operations on numbers, converting units of measure, and interpreting statistical graphs, as perceived by teachers. It also examined the extent to which instructional support strategies, such as supplementary worksheets, tutorial sessions, and mathematics simulation software, were implemented. Furthermore, the study explored the relationship between learners’ competency levels and the instructional support provided, as well as the challenges teachers encountered in delivering such support.

A descriptive research design was employed, using questionnaires as the primary data collection tool. The respondents were 103 public junior high school Mathematics teachers from different schools in the Division of Batangas City. The researcher secured approval from the Schools Division Superintendent and school principals before distributing questionnaire links to Junior High School mathematics coordinators in Batangas City. Informed consent was obtained to ensure voluntary participation and participants’ understanding of the study, while confidentiality and protection of personal information were maintained through compliance with the Data Privacy Act. Data was analyzed using statistical tools, including percentage, ranking, weighted mean, and Pearson’s r, to ensure accurate interpretation of the results. 

Findings revealed that learners’ Mathematics competency skills were generally slightly competent in percentages, performing operations on numbers, and converting units of measure, indicating emerging competence. In contrast, learners showed moderate competence in interpreting statistical graphs. The implementation of instructional support strategies was found to be moderate, suggesting that while teachers utilized these methods, they were not fully maximized in classroom instruction. The study also established a significant relationship between learners’ competency skills and the extent of instructional support, emphasizing the importance of effective teaching strategies in improving student performance. However, teachers faced several challenges, including limited resources for innovative instruction, difficulty in sustaining learners’ motivation, and time constraints in preparing instructional materials, which affected the delivery of support.

In response, the digital learning activity platform Numera was developed as a centralized Mathematics resource aligned with the MATATAG Curriculum, offering videos, modules, worksheets, PDFs, and simulations. It is recommended that teachers strengthen instructional strategies through digital integration while schools provide adequate resources, time, and professional development. Continuous assessment, collaboration, and further research are also encouraged to enhance learners’ competency and expand digital initiatives like Numera.