The data on Mathematical Literacy among Filipino students paints a portrait of concerning trends

and notable disparities. The average score of 353 points falls significantly below the OECD average of

489 points, raising questions about the efficacy of current mathematics education strategies. Alarmingly,

only 19.7% of Filipino students achieved at least the minimum proficiency level (Level 2) in

Mathematical Literacy, signaling a significant gap in foundational skills. Moreover, a gender disparity is

evident, with female students outperforming their male counterparts, as indicated by the average

Mathematical Literacy score of 358 points for females compared to 346 points for males.

School type emerges as a significant factor influencing mathematical proficiency, with students in

private schools scoring significantly higher (395 points) than their counterparts in public schools (343

points). This highlights potential disparities in educational resources, teaching methods, or other factors

between public and private institutions. Notably, the transition to Senior High School (SHS) appears to

positively impact mathematical proficiency, with SHS students outperforming Junior High School (JHS)

students by a notable 96-point difference. This shift may signify the effectiveness of the SHS curriculum

or teaching approaches in enhancing students' mathematical skills.

Regional disparities further contribute to the complexity of the issue, with the National Capital

Region (NCR) achieving the highest average score of 385 points. Region 6 (Western Visayas) stands out

with the highest percentage (2.74%) of Level 4 proficient students in Mathematical Literacy among

administrative regions, suggesting regional variations in educational outcomes. Additionally, an urban-

rural divide becomes apparent, with students in urban areas scoring significantly higher (365 points) than

their counterparts in rural areas (329 points). This division may highlight disparities in access to

educational resources, quality of teaching, or other factors associated with urban and rural environments.

The multifaceted nature of these findings underscores the need for comprehensive strategies to

address the myriad factors influencing Mathematical Literacy outcomes. From regional disparities to

gender variations and differences between school types, addressing these issues is crucial for developing
effective and inclusive approaches to improve overall mathematical proficiency among Filipino students

(DepEd PISA 2018, 2019).

A research study conducted at Notre Dame of Marbel University in the Philippines by Junar

Sebua Cano in 2022 aimed to evaluate and compare the academic performance of Senior High School

(SHS) learners in traditional face-to-face instruction and online distance learning modalities during the

COVID-19 pandemic. The study encompassed 1,913 students in the traditional setup and 1,449 in online

distance learning, focusing on three academic tracks: Accountancy and Business Management (ABM),

Humanities and Social Sciences (HUMSS), and Science, Technology, Engineering, and Mathematics

(STEM). The primary metric for comparison was the average final grades of the students.

The results of the study, as illuminated by the Mann-Whitney test, unveiled a significant and

positive shift in the academic performance of SHS learners engaged in online distance learning. Notably,

there was a statistically significant increase in academic performance for Grade 11 and Grade 12 students

in the online modality, particularly in HUMSS and STEM strands. The Kruskal-Wallis test further

indicated noteworthy differences in academic performance among different strands within the online

learning setup. This underscores that the abrupt transition to online education prompted by the pandemic

had a favorable impact on the academic achievements of the learners, highlighting the potential of online

distance learning to enhance educational outcomes even amid global crises (Cano, 2022).

Efforts to enhance the teaching and comprehension of mathematics persist as evidenced by a

recent study at the Cebu Technological University San Francisco Campus. Focusing on 52 Education

students enrolled in the mathematics program, the study employed a descriptive-correlational design. The

investigation revealed a significant positive correlation between students' study orientations and their

academic performance in Mathematics, as indicated by their Graded Point Average (GPA). This finding

emphasizes the importance of recognizing and addressing diverse study orientations among students,

prompting a recommendation for further exploration of research-based study strategies to refine

educational practices in mathematics (M. Guinocor, 2020).

 In a broader context, a 2018 study examining Filipino students' mathematics performance

highlighted significant challenges, with over 50% of students scoring below the lowest proficiency level.

Employing machine learning, specifically binary classification methods, researchers aimed to identify

variables distinguishing poor-performing students from better-performing ones. The study emphasizes the

significance of various socioeconomic and unique motivational, family, and school-related factors that

contribute to students' mathematics performance in different educational settings (A.B.I. Bernardo et al.,

2022).

Further afield, in Yogyakarta, Indonesia, a cross-sectional developmental study sought to assess

the proficiency in mathematical literacy among 8th to 10th-grade students. The study, conducted by H.

Retnawati and N.F. Wilandari (2019), illuminated improvements in literacy proficiency, pointing to

factors such as school level, gender, item form, content, context, and process literacy as influential in

determining mathematical literacy scores.

Literacy training in junior high schools in Yogyakarta, a qualitative approach was employed. The

study, led by Nur Anisyah Rachmaningtyas et al. (2022), shed light on the training strategies, including

daily reading habits, adaptive learning methods, and fostering critical thinking processes among students.

A study by Aulia Nurutami, Riyadi, and Sri Subanti (2018) delved into the mathematical literacy

ability of 8th-grade students in an Islamic secondary school at Yogyakarta. The study, characterized by

qualitative descriptive research, revealed varying levels of proficiency among students with high, average,

and low mathematical abilities.

Transitioning to the 21st century skills, one research endeavor aimed to describe the

mathematical literacy ability of students based on their mathematical ability. This qualitative descriptive

research, led by Aulia Nurutami, Riyadi, and Sri Subanti (2018), employed mathematical literacy tests

and interviews. The findings indicated that students with high mathematical ability demonstrated

proficiency in reaching Level 2 and Level 4 mathematical literacy PISA, while those with average
mathematical ability reached Level 2 Mathematical Literacy PISA. In contrast, students with low

mathematical ability struggled to reach mathematical literacy levels 2, 3, or 4 PISA.

Shifting the focus to attitudes and proficiency in mathematics among Senior High School (SHS)

students across different strands, a study by Adonis Fulgar Cerbito (2020) engaged 868 grade 11 senior

high students across various strands. Utilizing the Attitudes' Toward Mathematics Inventory (ATMI), the

study measured students' attitudes in terms of value, enjoyment, motivation, and self-confidence. The

results indicated a generally negative attitude towards mathematics, raising the need for teacher educators

to be mindful of students' attitudes across different strands and work towards improvement to positively

influence students' proficiency in mathematics.

Turning to feedback, a crucial element in learning contexts, Phil Race (2009) emphasized the

central role that feedback plays in student learning. The exploration delved into various forms of

feedback, including writing, face-to-face interactions, print, and electronic formats. The nuances of

feedback and its relationship with the development of competence were highlighted, providing educators

with insights into leveraging feedback effectively in teaching, learning, and assessment contexts.

Finally, the formal opening of Senior High School (SHS) in the Philippines in the 2016-2017

school year marked a significant phase in the K to 12 Basic Education System. With different tracks and

strands offered, including core, applied, and specialized subjects, the system aimed to prepare students for

their chosen careers upon entering tertiary education or the workforce. In this context, mathematics

emerged as a subject of great importance, stressing the need for meaningful and effective factors in

teaching to achieve the desired goals of an effective transfer of learning from teachers to students (Kapp,

2012).