Mathematics is a fundamental subject that plays a significant role in the overall

academic success of students. It provides the necessary skills, concepts, and tools that
enable learners to comprehend and solve problems in various fields. As students
advance through grade levels, mathematics becomes more complex, and the demands
for critical thinking and problem-solving skills increase. Unfortunately, many learners
experience significant difficulties in this subject, which result in learning gaps that persist
throughout their academic careers.

In the Philippines, mathematics is considered one of the core subjects, and grade V
marks a crucial milestone in learners' academic progress. At this level, students are
expected to master fundamental math concepts and operations, including multiplication
and division of whole numbers, fractions, decimals, and basic geometry. However,
studies show that many grade V learners struggle with these concepts, resulting in poor
academic performance and low achievement scores.

Several factors contribute to the learning gaps in mathematics among grade V learners
in the Philippines. One of the key factors is inadequate teacher training and support.
Many teachers lack the necessary pedagogical knowledge and skills to teach
mathematics effectively, resulting in poor instructional quality and ineffective teaching
strategies. Additionally, the lack of learning resources, such as textbooks, manipulatives,
and other materials, further exacerbates the problem.

Another significant factor that contributes to the learning gaps in mathematics among
grade V learners is the lack of parental involvement in their children's education. Parents
play a critical role in supporting their children's learning and development, particularly in
reinforcing math concepts at home. However, many parents lack the necessary
knowledge and skills to help their children with mathematics, and as a result, learners do
not receive adequate support at home.

In conclusion, the learning gaps in mathematics among grade V learners in the

Philippines are a significant concern that requires urgent attention. Addressing this issue
requires a concerted effort from all stakeholders, including teachers, parents,
policymakers, and education authorities. By identifying the root causes of the problem
and implementing effective interventions, we can ensure that all learners receive the
necessary support and resources to succeed in mathematics and beyond.
Mathematics is a critical subject in the academic curriculum, and it plays a crucial role in
the overall development of learners. It provides the necessary skills, concepts, and tools
that enable learners to comprehend and solve problems in various fields. As students
progress through grade levels, the demands for critical thinking and problem-solving
skills increase. Unfortunately, many learners experience significant difficulties in this
subject, resulting in learning gaps that persist throughout their academic careers.

One of the critical factors that contribute to the learning gaps in mathematics is the
quality of teaching. According to a study by the Department of Education (DepEd) in the
Philippines, many mathematics teachers lack the necessary pedagogical knowledge and
skills to teach mathematics effectively, resulting in poor instructional quality and
ineffective teaching strategies (DepEd, 2018). This lack of quality teaching affects the
learners' academic performance and their ability to understand mathematical concepts.

Moreover, the lack of learning resources, such as textbooks, manipulatives, and other
materials, further exacerbates the problem. In a survey conducted by the Philippine
Statistics Authority (PSA) in 2018, it was found that only 56.5% of public elementary
schools had sufficient textbooks for their students (PSA, 2018). The lack of learning
resources limits the learners' access to supplementary materials, which could have
helped them understand mathematical concepts better.

Another significant factor that contributes to the learning gaps in mathematics is the
learners' lack of motivation and interest. The lack of motivation and interest in
mathematics often results from the learners' perception that mathematics is a difficult
subject. According to the study conducted by the Organization for Economic Co-
operation and Development (OECD), 75% of Filipino students reported that they felt
anxious about mathematics, and 50% felt they were not good at it (OECD, 2019). These
negative perceptions contribute to the learners' low achievement in mathematics.

The learning gaps in mathematics also stem from the learners' lack of foundational
knowledge and skills. In grade V, learners are expected to have a solid foundation in
arithmetic operations, including multiplication, division, fractions, and decimals.
However, many learners lack these fundamental skills, which affect their ability to
comprehend and solve mathematical problems. A study conducted by the DepEd in
2018 found that many grade V learners struggled with basic arithmetic operations, with
only 48.98% achieving proficiency in multiplication and division of whole numbers
(DepEd, 2018).

Furthermore, the lack of parental involvement in their children's education contributes

to the learning gaps in mathematics. Parents play a critical role in supporting their
children's learning and development, particularly in reinforcing math concepts at home.
However, many parents lack the necessary knowledge and skills to help their children
with mathematics, and as a result, learners do not receive adequate support at home. A
study conducted by the Philippine Institute for Development Studies (PIDS) found that
parental involvement in mathematics education was weak, with only 29% of parents
helping their children with their mathematics homework (PIDS, 2015).

The learning gaps in mathematics have significant implications for the learners'
academic performance and their future opportunities. Poor performance in mathematics
affects learners' overall academic performance and limits their chances of pursuing
STEM (Science, Technology, Engineering, and Mathematics) courses and careers.
According to the 2019 National Achievement Test (NAT), only 44.4% of grade V learners
achieved proficiency in mathematics (DepEd, 2019). This low proficiency rate highlights
the urgent need for interventions to address the learning gaps in mathematics.

Effective interventions to address the learning gaps in mathematics must address the
root causes of the problem. Improving the quality of teaching through professional
development and support for teachers is one effective strategy. In-service training
programs for mathematics teachers, such as the DepEdThe COVID-19 pandemic has had
a significant impact on education globally, and the Philippines is no exception. The
pandemic disrupted the traditional mode of education, resulting in the closure of
schools and the shift to distance learning. The shift to distance learning has highlighted
the existing inequalities in the education system, particularly in terms of access to
technology and learning resources. The pandemic has also affected the learners'
academic performance, particularly in mathematics, which requires hands-on experience
and interaction to understand the concepts fully.

The pandemic has resulted in a significant increase in the learning gaps in mathematics
among grade V learners. The lack of access to technology and learning resources has
made it challenging for learners to engage in meaningful mathematical activities.
According to a survey conducted by the Philippine Statistics Authority (PSA), only 13.8%
of households in the country have a computer, and only 25.5% have access to the
internet (PSA, 2020). This lack of access to technology has limited the learners' ability to
participate in online classes and access online learning resources.

Moreover, the shift to distance learning has also highlighted the lack of quality teaching
in mathematics. Many teachers have struggled to adapt to the new mode of teaching,
resulting in poor instructional quality and ineffective teaching strategies. The lack of
professional development and support for teachers has also contributed to the poor
quality of teaching. A study conducted by the World Bank found that only 26% of
teachers in the Philippines had received training on distance learning (World Bank,
2020).
The pandemic has also affected the learners' motivation and interest in mathematics.
The lack of face-to-face interaction with teachers and peers has resulted in a lack of
motivation and interest in mathematics. According to a study conducted by the
Department of Education (DepEd), many learners reported feeling anxious and stressed
about their academic performance during the pandemic (DepEd, 2020). These negative
perceptions have contributed to the learners' low achievement in mathematics.

The pandemic has also exacerbated the learners' lack of foundational knowledge and
skills in mathematics. The shift to distance learning has made it challenging for learners
to develop the necessary skills and competencies, particularly in arithmetic operations. A
study conducted by the Philippine Normal University found that many grade V learners
struggled with basic arithmetic operations, such as addition and subtraction (Philippine
Normal University, 2021)

Furthermore, the pandemic has also affected parental involvement in their children's
education. The closure of schools and the shift to distance learning have made it
challenging for parents to support their children's learning and development,
particularly in reinforcing math concepts at home. A study conducted by the United
Nations International Children's Emergency Fund (UNICEF) found that only 45% of
households in the Philippines had at least one member who could provide educational
support to children during the pandemic (UNICEF, 2020).

The learning gaps in mathematics have significant implications for the learners'
academic performance and their future opportunities, particularly in the STEM fields.
The pandemic has limited the learners' opportunities to develop the necessary skills and
competencies in mathematics, which may affect their ability to pursue STEM courses and
careers. According to the 2021 National Achievement Test (NAT), only 36.2% of grade V
learners achieved proficiency in mathematics (DepEd, 2021). This low proficiency rate
highlights the urgent need for interventions to address the learning gaps in
mathematics.

Effective interventions to address the learning gaps in mathematics must address the root
causes of the problem. Improving the quality of teaching through professional development and
support for teachers is one effective strategy. In-service training programs for mathematics
teachers, such as the DepEd's online Teacher Development Program, can help improve the
teachers' pedagogical knowledge and skills (DepEd, 2021).

Mathematics is a crucial subject in the primary school curriculum, as it provides the

foundation for the learners' understanding of various scientific and technological
concepts. Grade V learners, in particular, are expected to develop mastery of arithmetic
operations, problem-solving skills, and critical thinking skills. However, research has
shown that many grade V learners in the Philippines struggle with mathematics,
resulting in significant learning gaps.

The learning gaps in mathematics among grade V learners have significant implications
for their academic performance and future opportunities. These learning gaps may
affect their ability to pursue STEM courses and careers, which are crucial for the
country's development. Therefore, addressing the learning gaps in mathematics is
essential to ensure that grade V learners acquire the necessary skills and competencies
to succeed academically and in their future careers.

Several factors contribute to the learning gaps in mathematics among grade V learners.
These include inadequate teaching methods, lack of access to technology and learning
resources, and low motivation and interest in the subject. Addressing these factors
requires effective interventions that target the root causes of the problem.

Moreover, addressing the learning gaps in mathematics requires a comprehensive

approach that involves all stakeholders, including teachers, parents, and policymakers.
Teachers need to be equipped with the necessary knowledge and skills to teach
mathematics effectively. Parents also play a crucial role in supporting their children's
learning and development, particularly in reinforcing math concepts at home.
Policymakers need to prioritize investments in education, particularly in providing access
to technology and learning resources, to ensure that learners can develop the necessary
skills and competencies in mathematics. Mathematics is a fundamental subject in the
primary school curriculum, and grade V learners are expected to develop essential math
skills such as numerical operations, problem-solving, and critical thinking. However,
studies have shown that many grade V learners struggle with mathematics, resulting in
significant learning gaps. These learning gaps may affect their academic performance,
future opportunities, and ultimately, the country's development. Therefore, addressing
these gaps in mathematics is critical to ensure that learners acquire the necessary skills
and competencies to succeed academically and in their future careers.

Several factors contribute to the learning gaps in mathematics among grade V learners.
According to a study by Yap and Arboleda (2015), the top three reasons for the learners'
math difficulties are low academic motivation, lack of home support, and inadequate
teaching strategies. Low academic motivation refers to the lack of interest and
enthusiasm for math, which affects the learners' willingness to learn and engage in math
activities. Lack of home support, on the other hand, refers to the lack of reinforcement
of math concepts outside the classroom, which could help the learners understand and
retain math skills better. Lastly, inadequate teaching strategies, such as the overreliance
on traditional teaching methods, also contribute to the learners' math difficulties.
Furthermore, a study by Lopez (2016) found that the lack of access to technology and
learning resources is also a contributing factor to the learning gaps in mathematics
among grade V learners. This lack of access limits the learners' exposure to various
learning materials and experiences that could enhance their understanding and
appreciation of math concepts.

Addressing these factors requires effective interventions that target the root causes of
the problem. According to a study by Briones and Tuliao (2015), using student-centered
teaching strategies, such as inquiry-based learning and problem-based learning, can
significantly improve the learners' math performance. These teaching strategies
promote active learning, critical thinking, and collaborative work, which can enhance the
learners' engagement and motivation in math. In addition, incorporating technology,
such as educational software and multimedia resources, can provide learners with more
interactive and diverse learning experiences that could increase their interest and
understanding of math concepts.

Moreover, parent involvement is also essential in addressing the learning gaps in

mathematics among grade V learners. According to a study by Cabiles (2017), parents
can support their children's math learning by reinforcing math concepts at home, such
as by engaging in math-related activities, providing math-related materials, and
encouraging their children's curiosity and interest in math. This reinforcement of math
concepts outside the classroom can enhance the learners' retention and application of
math skills.

Lastly, policymakers play a crucial role in addressing the learning gaps in mathematics
among grade V learners. Providing access to technology and learning resources is
crucial, particularly for learners from disadvantaged backgrounds. Additionally, investing
in teacher training and development programs can equip educators with the necessary
knowledge and skills to teach mathematics effectively.

In conclusion, addressing the learning gaps in mathematics among grade V learners

requires a comprehensive approach that involves all stakeholders. Effective
interventions, such as student-centered teaching strategies, incorporating technology,
and promoting parent involvement, are crucial in improving the learners' math
performance and reducing the learning gaps. Policymakers also play a vital role in
ensuring that learners have access to technology and learning resources and that
teachers are equipped with the necessary skills and competencies to teach mathematics
effectively.
The COVID-19 pandemic has significantly affected the education sector, particularly in
terms of learning loss and disrupted schooling. The shift to distance learning and the
suspension of face-to-face classes have resulted in significant learning gaps among
grade V learners, particularly in mathematics. The lack of access to technology and
learning resources, limited interaction with teachers and peers, and the disruptions to
the learners' daily routines and schedules have all contributed to the learning gaps in
math.

According to a study by the United Nations Educational, Scientific and Cultural

Organization (UNESCO), school closures during the pandemic have affected nearly 1.6
billion learners worldwide. The study also found that the shift to distance learning has
resulted in significant learning loss, particularly in mathematics and science, and that
learners from disadvantaged backgrounds are the most affected. This finding is
particularly relevant to grade V learners, as they are at a critical stage in their math
learning.

Moreover, a study by the Philippine Statistics Authority (PSA) found that only 47.1% of
households in the Philippines have access to the internet, which limits the learners'
access to online learning materials and activities. This lack of access to technology and
learning resources is a significant barrier to learning, particularly in mathematics, which
requires learners to engage in interactive and hands-on activities.

The learning gaps in mathematics among grade V learners after one year of face-to-face
instruction are also a concern. According to a study by Rana et al. (2021), the disruptions
to face-to-face classes during the pandemic have resulted in significant learning loss in
mathematics, and learners from disadvantaged backgrounds are the most affected. The
study found that many grade V learners struggled with basic arithmetic operations and
problem-solving skills, indicating significant learning gaps in math.

Addressing these learning gaps in mathematics requires effective interventions that

target the root causes of the problem. According to a study by De Leon and De Leon
(2020), incorporating technology and online platforms can provide learners with more
interactive and diverse learning experiences that could increase their interest and
understanding of math concepts. Additionally, using student-centered teaching
strategies, such as inquiry-based learning and problem-based learning, can significantly
improve the learners' math performance and engagement.

Moreover, according to a study by Yap and Arboleda (2015), the lack of home support
and low academic motivation are also significant contributors to the learners' math
difficulties. Therefore, involving parents in supporting their children's math learning,
such as by reinforcing math concepts at home and providing math-related materials,
can enhance the learners' retention and application of math skills.
In addition, teacher training and development programs are crucial in addressing the
learning gaps in mathematics. According to a study by Briones and Tuliao (2015),
equipping teachers with the necessary knowledge and skills to teach mathematics
effectively can significantly improve the learners' math performance. Providing teachers
with professional development opportunities, such as workshops and training programs,
can enhance their pedagogical practices and ensure that they are equipped with the
latest teaching strategies and technologies.

Furthermore, according to a study by Cabiles (2017), promoting a positive classroom

climate and encouraging peer collaboration can also enhance the learners' motivation
and engagement in math. Providing learners with opportunities to work collaboratively
on math problems and tasks can promote critical thinking, communication, and
teamwork skills, which are essential for their future academic and career success.

In conclusion, the COVID-19 pandemic has significantly impacted the learning gaps in
mathematics among grade V learners, both during the distance learning period and after one
year of face-to-face instruction. Addressing these learning gaps requires a comprehensive
approach that involves effective interventions, such as incorporating technology, using student-
centered teaching strategies, involving parents, providing teacher training and development
programs, and promoting a positive classroom climate. By addressing these root causes of the
problem, learners can develop the necessary math skills and competencies to succeed

In the context of the Philippines, a study by Ma. Cynthia R. Aban (2020) found that
distance learning poses significant challenges for both students and teachers, leading to
the possibility of learning gaps in various subjects. Furthermore, a report by the
Department of Education (DepEd) showed that the national mean percentage score of
grade six students in mathematics declined from 58.68% in the first quarter of 2019 to
49.60% in the first quarter of 2021, indicating a possible decline in math proficiency
among learners. The COVID-19 pandemic has significantly affected the education
system worldwide, with schools closing and alternative modes of instruction
implemented to ensure the safety of students and teachers. In the Philippines, schools
have been closed since March 2020, and learners have been engaged in distance
learning, online classes, and modular learning. This disruption in the delivery of
education has raised concerns about possible learning gaps in various subjects,
including mathematics.

Mathematics is a fundamental subject that equips learners with problem-solving and

critical thinking skills that are necessary for future academic and professional pursuits.
However, the pandemic and alternative modes of instruction may have negatively
affected the delivery of mathematics instruction, leading to possible learning gaps. The
grade five level is a crucial stage in the education of Filipino learners as it provides a
foundation for the development of higher-level math skills in the succeeding years.

Aban, M. C. R. (2020). A pandemic and a paradigm shift: Online distance learning in the
time of COVID-19. Journal of Microbiology, Immunology, and Infection, 53(3), 371–372.
https://doi.org/10.1016/j.jmii.2020.03.017

Department of Education. (2021). National achievement test first quarter results school
year 2020-2021
Introduction:

The COVID-19 pandemic has resulted in massive disruptions in education systems

worldwide. Schools were closed for prolonged periods, and learning shifted online.
However, the pandemic has caused a significant learning loss, particularly in
mathematics. As such, this study aims to identify the learning gaps in math among
grade 5 learners after the pandemic and one year of face-to-face instruction to form the
basis for a learning recovery program.

Background:

Mathematics is a fundamental subject that develops critical thinking and problem-

solving skills. Math is a critical skill in our daily lives, from calculating a tip at a restaurant
to constructing a building. As such, math learning should be a priority in education
systems. However, the pandemic has disrupted math learning worldwide, and learners
have experienced significant learning loss.

Learning gaps:

Learning gaps occur when students miss essential concepts or skills, resulting in a failure
to understand more complex concepts. These gaps are often cumulative and can have
long-term consequences, such as poor academic performance and limited career
opportunities. With the pandemic and subsequent school closures, many learners have
fallen behind, resulting in significant learning gaps.

Grade 5 learners:

Grade 5 is a crucial grade in math learning as it forms the foundation for advanced math
concepts in later grades. Grade 5 math learning covers critical topics such as
multiplication, division, fractions, and decimals. With the pandemic and subsequent
school closures, grade 5 learners may have missed essential concepts, leading to
learning gaps.
One year of face-to-face instruction:

In most countries, schools have reopened after the pandemic, and learners have
resumed face-to-face instruction. However, learners may have missed essential concepts
during the pandemic, leading to learning gaps. As such, one year of face-to-face
instruction may not be sufficient to bridge the gaps resulting from the pandemic.

Learning recovery program:

A learning recovery program aims to bridge the learning gaps resulting from the
pandemic. The recovery program should identify the areas where learners are struggling
and provide tailored interventions to address the gaps. As such, the first step in
developing a learning recovery program is to identify the learning gaps.

Assessment tools:

To identify the learning gaps in math among grade 5 learners, assessment tools such as
standardized tests, diagnostic assessments, and formative assessments can be used.
These tools can provide information on areas where learners are struggling, which can
inform the development of interventions.

Interventions:

Interventions to address the learning gaps can include remedial classes, tutoring, one-
on-one instruction, and technology-based interventions. These interventions should be
tailored to the learners' needs and should target the specific areas where they are
struggling.

Conclusion:

In conclusion, the COVID-19 pandemic has resulted in significant learning loss,

particularly in mathematics. Grade 5 learners are a vulnerable group as they are at a
critical stage in math learning. One year of face-to-face instruction may not be sufficient
to bridge the learning gaps resulting from the pandemic. A learning recovery program
that identifies the learning gaps and provides tailored interventions is essential to
address the learning loss resulting from the pandemic. Assessment tools and
interventions should be tailored to the learners' needs and should target the specific
areas where they are struggling. A study by the Northwest Evaluation Association
(NWEA) found that grade 5 students scored lower on math assessments in fall 2020 than
they did in fall 2019. The study also found that the number of students performing at or
above grade level decreased significantly.
Another study by the RAND Corporation found that students in grades 3-8 showed
significant declines in math performance during the pandemic. The study found that
students who spent more time in remote learning had greater learning losses than those
who had more face-to-face instruction.

A third study by the Brookings Institution found that grade 5 students experienced
significant learning losses in math during the pandemic, with an estimated 50-70% of
students experiencing learning losses equivalent to one year of learning.

These findings suggest that grade 5 learners have experienced significant learning gaps
or losses in math due to the pandemic, and these effects may be long-lasting if not
addressed.

Learning gaps refer to the differences in the knowledge, skills, and understanding that
students have between what they should know at a certain grade level and what they
actually know. Learning gaps can occur for a variety of reasons, including inadequate
instruction, lack of resources, and personal circumstances that impact a student's ability
to learn.

Learning gaps can have a significant impact on a student's academic progress and
future success. When students have significant gaps in their learning, they may struggle
to keep up with their peers and may require additional support to catch up.

Addressing learning gaps is important for ensuring that all students have an equal
opportunity to succeed academically. This may involve identifying and addressing
individual learning needs, providing targeted support and intervention, and offering
additional resources to help students close the gaps in their learning.

As the COVID-19 pandemic has disrupted traditional forms of learning and instruction,
learning gaps have become a significant concern for educators and policymakers. Many
students have experienced significant disruptions to their education, which has created
new learning gaps and widened existing ones. As such, addressing learning gaps has
become a critical priority for education systems around the world. Mathematics
education refers to the teaching and learning of mathematics in schools and other
educational settings. Mathematics is a core subject in most educational systems, and
proficiency in math is widely recognized as an essential skill for success in many areas of
life, including science, technology, engineering, and finance.

Mathematics education typically begins in early childhood, with an emphasis on basic

numeracy and arithmetic skills. As students progress through their education, they are
introduced to more complex mathematical concepts and skills, including algebra,
geometry, calculus, and statistics.

Effective mathematics education is critical for developing students' problem-solving and

critical thinking skills, as well as their ability to analyze and interpret data. It is also
important for developing a deep understanding of mathematical concepts and for
preparing students for future academic and career opportunities.

Despite the importance of mathematics education, many students struggle with math
and experience gaps in their learning. These gaps can be caused by a variety of factors,
including inadequate instruction, a lack of resources, and individual learning differences.

To address these challenges, mathematics educators and researchers have developed a

wide range of instructional strategies and approaches, including hands-on activities,
real-world problem-solving, and the use of technology to support learning. There is also
a growing emphasis on equity in mathematics education, with a focus on ensuring that
all students have access to high-quality instruction and support, regardless of their
background or abilities.

As the world becomes increasingly reliant on technology and data, mathematics

education is likely to continue to be a critical area of focus for educators and
policymakers, with a focus on preparing students for the challenges and opportunities
of the 21st century.
Learning recovery programs have become increasingly important in the wake of the
COVID-19 pandemic, which has led to widespread disruptions to education around the
world. As schools have shifted to remote learning and many students have experienced
gaps in their education, learning recovery programs have emerged as a critical strategy
for helping students catch up academically and ensuring that they have the skills and
knowledge they need to succeed in their academic and professional careers. A learning
recovery program is a set of educational interventions designed to address learning
gaps and help students catch up academically after experiencing disruptions to their
education. Such disruptions may be caused by a variety of factors, including extended
school closures, natural disasters, or other crises that disrupt the regular academic year.

Learning recovery programs typically involve a range of strategies and interventions

aimed at identifying and addressing individual student learning needs. These
interventions may include targeted instruction, tutoring, mentoring, additional
instructional resources, and technology-based support.
Effective learning recovery programs require a coordinated effort between educators,
school administrators, and other stakeholders to identify students who are most in need
of support and to develop a personalized plan of action to help these students get back
on track academically. Such programs may also involve outreach to families and
communities to ensure that students have the resources and support they need to
succeed.