Competency Level in Mathematical Word Problem Solving and Their Relationship to Academic Performance among Grade 7 Students

Author(s)	Ms. Irish Catalogo Say-a
Country	Philippines
Abstract	This study examined Grade 7 students’ competency levels in mathematical word problem solving and their relationship to academic performance in a public secondary school in Davao del Sur, Philippines. A descriptive–correlational research design was employed involving forty-two (42) Grade 7 learners. A researcher-developed 40-item test assessed five domains: reading, comprehension, transformation, process, and encoding. Results showed high competency in reading but low competency in comprehension, transformation, process, and encoding, resulting in an overall classification of less competent. Academic performance likewise fell below expected mastery (M = 37.32). Pearson correlation analysis revealed a significant moderate relationship between competency levels and academic performance (r = .42, p = .006), indicating that higher competency corresponds to better achievement. These findings emphasize the importance of strengthening comprehension and mathematical representation through targeted instructional strategies integrating literacy and structured problem-solving frameworks
Keywords	Mathematical Word Problems, Student Competency Levels, Academic Performance, Problem-Solving Domains, Grade 7 Learners; Descriptive– Correlational Study.
Field	Mathematics
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-03-07
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.70655

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