Abstract
Mathematics serves as a foundational discipline for academic success and career readiness, yet persistent disparities in student performance highlight the need for deeper insights into mathematical competencies. This study rigorously examines the proficiency levels of Grade 11 students in General Mathematics using the Center for Educational Measurement (CEM) assessment results. Specifically, it evaluates students’ performance across three critical domains—Functions and Their Graphs, Basic Business Mathematics, and Logic—determines the association between sex and mathematical achievement through Chi-square analysis, and investigates the correlation among these competencies using Spearman’s rank-order correlation. A random sample of 145 students was analyzed. Normality testing via the Shapiro-Wilk test confirmed that the data were not normally distributed, necessitating nonparametric statistical techniques. Findings reveal that the majority of students fall within the Average and Moving Towards Average performance levels, signaling a pressing need for targeted intervention. No statistically significant association was found between sex and mathematical performance (χ² = 1.98, p = .577), reinforcing the argument that achievement differences are not inherently sex-driven but influenced by instructional and environmental factors. Moreover, strong positive correlations among the three mathematical domains suggest that competency in one area enhances performance in others. These findings have profound implications for curriculum development, pedagogical strategies, and policy-making, advocating for data-driven instructional reforms to bridge learning gaps and elevate students’ mathematical proficiency. This study provides a critical foundation for reshaping mathematics education through evidence-based interventions, ensuring equitable learning opportunities and fostering academic excellence.
