Abstract
This study investigates the Mathematics 6 learning competency, teaching strategies, and challenges encountered by indigenous learners in the Balabac District, with the participation of Mathematics teachers. Employing a descriptive research design and utilizing a survey with close-ended questions, the study examines the demographic profiles of both teachers and students through frequency count and percentage analysis. Additionally, Pearson r Correlation is utilized to evaluate the relationship between student competency and perceived challenges, while ANOVA is employed to discern significant differences in student competency based on teaching strategies. Findings reveal that most pupil respondents are female students aged 11 and beneficiaries of the 4Ps program. Most teachers are married, aged between 20–29, and possess a bachelor's degree. Despite these demographics, students have not attained the expected proficiency levels in mathematical domains. Teachers predominantly employ interactive teaching strategies. Learners face challenges, including a lack of permanent housing and distant schools. Interestingly, the study observes no significant relationship between student competency and perceived challenges, nor among competency levels based on teaching strategies. Consequently, the study recommends further exploration of additional factors influencing learners' Mathematics competency.
