Exploring the Impact of Social, Psychological, and Environmental Factors on Secondary Learners’ Poor Numeracy Achievement

Numeracy skills are vital for individuals to effectively navigate and succeed in today’s increasingly quantitative and data-driven world. Elementary education plays a crucial role in developing a strong foundation in numeracy skills among students. However, there is a significant concern regarding poor numeracy achievement, not only among elementary learners, but secondary learners, as well. Many students struggle with basic mathematical concepts, which can have long-lasting implications for their educational journey and future opportunities. Program for International Student Assessment (PISA) is a benchmarking tool used by the Organization for Economic Co-operation and Development (OECD) to assess achievement and the application of key knowledge and skills of 15-year-olds in reading, math, and science every three years. The Philippines took part for the first time in 2018 and finished second to last in science and math and last in reading out of 79 participating nations and economies. In all three PISA courses, the vast majority of Filipino pupils fell short of the required competency levels, with the socioeconomic status disparity being particularly large. These findings highlight how urgently the Philippines’ basic education system needs to improve its quality. Early math and numeracy skills are crucial for later academic success. This includes math achievement as well as other subjects such as reading (Fuson, Sarama, & Clements, 2015). The significance of early math has been demonstrated by a number of studies (Aubrey & Godfrey, 2003; Aunio et al., 2015; Clerkin & Gilligan, 2018; Jordan et al., 2009). The basis for future mathematical concepts and potential careers is laid by the learning that occurs during early infancy.