Mathematical Competence and Problems Encountered Among the Senior High School, Danao District, Bohol

Mathematical competence among students is consistently emphasized in different countries because it is regarded as the most significant topic for the nation's growth and development. This study was conducted in the four public senior high schools in the District of Danao, Bohol. 247 respondents were willing to participate in the survey out of a total population of 299 Grade 12 students who are officially enrolled and taking mathematics subjects. They were requested to answer two sets of questionnaires used in this study—first, the researcher-made questionnaire used to assess the students' mathematical competence. The study revealed that the students’ mathematical competence in both general mathematics and statistics and probability was low. Furthermore, students had a poor level of mathematical mastery. This means that the students did not attain mastery of the learning competencies in both general mathematics and statistics and probability, especially in the second quarter of general mathematics, particularly in logic. Second, a structured questionnaire adapted from Rameli & Kosnin (2016) to identify the problems and difficulties encountered by students in mastering learning competencies. The study shows that students were moderately serious about the problems and difficulties they encountered in mathematics, particularly in the nature of math as a subject and self-factor. Since the students' academic performance was very satisfactory, the results showed that there is a relationship when they are grouped by age, sex, and track. It was also revealed that there is sufficient evidence to indicate a relationship between age and mathematical competence. When they are grouped by sex and track, however, there is insufficient evidence to prove a relationship. When problems and difficulties were grouped by age and sex, the results were similar. But apart from that, there is a relationship between track and problems and difficulties encountered. Furthermore, the problems and difficulties faced in math, as well as mathematical competence and academic performance, were statistically significant to each other. As a result, there is a need to plan and coordinate instruction to improve students' competence as well as academic performance as a result of the problems and difficulties they encountered in mastering mathematical learning competencies.