Analytical and Numerical Skills of Senior High School Students
DOI:
https://doi.org/10.5281/zenodo.18185639Keywords:
Analytical skills, Mathematics proficiency, Mathematics Intervention, Numerical skills; Senior High School studentsAbstract
This study investigated the numerical and analytical skills of Senior High School students at Kananga National High School during the 2025–2026 academic year. The primary objective was to assess students' proficiency in numerical skills, including basic number knowledge, calculation, interpretation of mathematical information, and data analysis. Analytical skills were also evaluated, with a focus on problem identification, information gathering, solution development, and testing. The research compared skill levels between Grade 11 and Grade 12 students and recommended a mathematics intervention program informed by the findings. A descriptive research design was employed. From a population of 695 Senior High School students, 248 participants were selected through stratified random sampling to ensure fair representation across grade levels and strands in both Academic and Technical-Vocational-Livelihood tracks. Data collection utilized a researcher-made questionnaire comprising 20 items—10 assessing numerical skills and 10 assessing analytical skills—based on established indicators and the framework of Cababat and Pespeñan (2023). Data analysis involved mean and percentage scores, along with descriptive interpretation. The results indicated that Grade 11 students demonstrated proficiency in both numerical and analytical skills. Grade 12 students demonstrated proficiency in analytical skills, but showed only partial proficiency in numerical skills. Performance differences also appeared across strands. Humanities and Social Sciences students displayed stronger analytical skills. Technical-Vocational-Livelihood students exhibited comparatively lower numerical proficiency. The findings underscore the need to continuously strengthen basic numerical skills and develop targeted mathematics intervention programs, particularly for students in Grade 12 and those pursuing Technical and Vocational Livelihood education. Such initiatives are crucial for enhancing students’ preparedness for higher education and employment.
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