Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 7 (2025)

The Influence of Problem-Solving Skills and Prior Achievement on Student Performance in a Literacy and Numeracy Program

Didith T. Yap | Maria Chona Z. Futalan

Discipline: Education

 

Abstract:

Following the 2022 EGMA results showing weak problem-solving skills among early learners in Negros Oriental, this study examined Grade 12 students’ perceived proficiency in problem-solving, prior academic performance, and actual results using the PS-ELANS tool. A descriptive-correlational design was used with 250 systematically selected students. Data were collected using a validated questionnaire and analyzed through appropriate statistical tests. Findings revealed that students rated themselves as moderately proficient in strategies like trial-and-error, guess-and-check, collaboration, and metacognition. However, they felt less skilled in using mathematical models, heuristics, working backward, and pattern recognition. Their PS-ELANS performance was moderate, while prior achievement was very satisfactory. A significant positive relationship was found between perceived proficiency and actual performance. Socioeconomic factors such as income level and parental education also had a significant effect on performance. The study recommends using PS-ELANS data to develop targeted interventions like peer mentoring and strategy-based workshops. Schools should train teachers in advanced problem-solving instruction and provide remedial support. Parents are encouraged to promote persistence and resilience in learning, while students should actively engage in lessons and seek extra challenges. Community support through scholarships and educational aid is also vital. This study highlights the importance of collaborative efforts among educators, families, and communities in strengthening students’ problemsolving abilities and addressing learning gaps.



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