Relationship Between Mathematics and Science Academic Performance of Grade 6 Learners at Lawigan Elementary School, Schools Division of Bislig City: A Descriptive-Correlational Approach
DOI:
https://doi.org/10.5281/zenodo.20536252Keywords:
Mathematics performance, Science achievement, Grade 6 learners, descriptive-correlational research, Pearson correlation, academic enhancement planAbstract
This study determined the relationship between Mathematics performance and Science achievement among Grade 6 learners at Lawigan Elementary School, Schools Division of Bislig City, for School Year 2025-2026. It employed a quantitative descriptive-correlational design using documentary analysis of the learners' final grades in Mathematics and Science. Total enumeration was applied to include all 20 Grade 6 learners. The data were analyzed using frequency, percentage, mean, standard deviation, and Pearson product-moment correlation coefficient. Results showed that the learners' Mathematics performance was Satisfactory (M = 84.55, SD = 5.32), whereas their Science achievement was Very Satisfactory (M = 86.40, SD = 5.70). Correlation analysis revealed a very strong positive and statistically significant relationship between Mathematics performance and Science achievement (r = 0.938, p < .001). The findings indicate that learners who obtained higher grades in Mathematics also tended to obtain higher grades in Science. Since the design was correlational, the result establishes association rather than causation. An academic enhancement plan is proposed to strengthen numeracy, problem-solving, measurement, data interpretation, and integrated Math-Science learning tasks through remediation, enrichment, peer tutoring, teacher collaboration, and regular progress monitoring.
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