Published March 13, 2026 | Version v1
Journal article Open

The Learning Barriers in Mathematics: Students' Academic Performance and Experiences

Authors/Creators

  • 1. Department of Education, Buenavista Integrated School, Zamboanga City, Philippines
  • 2. ROR icon Department of Education
  • 3. Department of Education, Zamboanga City High School-Main, Zamboanga City, Philippines

Description

Abstract. Learning barriers in mathematics remain a significant concern in secondary education, as they may influence students’ engagement, learning experiences, and academic outcomes. This study examined the common learning barriers in mathematics and their relationship to the academic performance of Junior High School students at Buenavista Integrated School during the School Year 2025–2026. Specifically, the research investigated cognitive, affective, and environmental barriers and explored students’ learning experiences in mathematics. A mixed-methods explanatory sequential design was employed, integrating quantitative and qualitative approaches. Quantitative data were collected from 119 Junior High School students using a structured survey questionnaire, while qualitative insights were obtained from interviews with selected participants. Descriptive statistics (mean and standard deviation) and Pearson correlation analysis were used to analyze the quantitative data. The findings revealed that students moderately experienced learning barriers across cognitive (M = 2.90), affective (M = 2.91), and environmental (M = 2.91) dimensions. Students’ academic performance in mathematics was rated satisfactory, with a mean grade of 83.45 (SD = 4.57). However, correlation analysis indicated no statistically significant relationship between learning barriers and students’ mathematics performance (r = −0.045, p = 0.626), suggesting that other factors may influence academic achievement. Qualitative findings further revealed that students struggled with complex mathematical concepts, relied heavily on teacher explanations and examples, experienced varying levels of home learning support, and reported anxiety during mathematics assessments. The study highlights the importance of addressing cognitive, emotional, and environmental factors in mathematics instruction. Strengthening instructional clarity, providing sufficient practice opportunities, and fostering supportive classroom and home learning environments may help improve students’ engagement and learning experiences in mathematics.

Keywords: academic performance, affective barriers, cognitive barriers, environmental barriers, mathematics learning, learning barriers.

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Additional details

Related works

Is published in
Journal article: 3116-4137 (ISSN)

Dates

Available
2026-03-13

Software

Repository URL
https://sites.google.com/view/ijroms/home

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