IJECE Published Articles

Abstract This study assessed the extent to which Grade 6 completers of Claver Central Elementary School demonstrated essential mathematical learning competencies as defined in the K to 12 Mathematics Curriculum Framework. Using a quantitative descriptive-correlational design, the research evaluated the proficiency of learners in Numbers and Number Sense, Measurement, Geometry, Patterns and Algebra, and Statistics and Probability. Respondents included both pupils and their teachers, with data gathered through validated questionnaires. Statistical tools such as mean, standard deviation, t-test, ANOVA, and Pearson correlation were employed for analysis. Findings revealed that the Grade 6 completers achieved a moderate level of proficiency across the five mathematical domains. Significant differences were observed when competencies were grouped according to age, sex, and general weighted average in Mathematics. Moreover, discrepancies were identified between teachers’ and pupils’ assessments of competencies, while a significant correlation existed between learners’ general weighted average and their self-assessed mathematical proficiency. The study highlights the need for sustained efforts in improving mathematics instruction, including enhanced teacher professional development, curriculum refinement, and increased parental involvement. These findings provide useful implications for school administrators and policy makers in strengthening mathematics education outcomes. Keywords: Mathematics Education; Essential Learning Competencies; Grade 6 Learners; Philippines; Student Performance