Solving Mathematical Words and Operational Problems Towards Learners’ Performance

Abstract

This study examines the challenges faced by Grade 6 learners of Linamon District, Lanao del Norte, during School Year 2025–2026 in solving mathematical problems. A descriptive-correlational and causal-comparative research design using a survey questionnaire to assess the difficulties. The focus was on logical reasoning, critical thinking, and mathematical operations, and their performance. A validated questionnaire was given to 197 learners from seven public schools. Learners experienced moderate difficulties in logical reasoning, with an overall mean score of 2.54, and critical thinking gained a mean score of 2.57. At the same time, mathematical operations posed fewer challenges and had a mean score of 2.44. Most learners achieved satisfactory performance, but a few only reached outstanding results. Correlation analysis showed a significant link between mathematical operations and performance, but no significant links were found with reasoning and critical thinking. Regression analysis confirmed that these difficulties did not predict overall mathematics achievement. To improve procedural fluency, reasoning, and critical thinking in math, comprehensive, learner-centered interventions—especially managing time pressure—are necessary.