Theorizing Learning Gaps in High School Mathematics

Abstract

Background and Objectives: Despite mathematics being globally recognized as essential for academic success and the development of lifelong skills, Filipino high school students consistently perform poorly in national and international mathematics assessments. This chronic underperformance is especially visible in public schools and reflects deep-rooted issues beyond mere academic deficits. While most studies have focused on achievement scores and curriculum mandates, few have examined the local, lived realities that contribute to students’ non-attainment of expected mathematical competencies. To address this gap, the present study aimed to explain why students in Philippine public high schools fail to attain expected mathematics competencies by constructing a grounded, systemic-ecological model that uncovers the complex web of systemic, instructional, and affective factors contributing to mathematics learning gaps. Methodology: The study employed a qualitative grounded theory design, following the constructivist tradition of Charmaz (2014), to capture emergent patterns in participants’ narratives. Data were gathered from 10 purposively selected individuals (students, mathematics teachers, and school administrators) from a rural public high school in the northern Philippines. Using semi-structured interviews conducted in Filipino, the study elicited insights into participants’ experiences with the curriculum, instruction, learning resources, student motivation, and assessment. Transcripts were translated and analyzed using grounded theory coding procedures: initial coding, focused coding, constant comparison, memo writing, and theoretical integration. Saturation was reached through iterative coding and cross-group analysis. Main Results: The analysis yielded twelve interrelated thematic categories: (F1) Perceived relevance in real Life, (F2) Curriculum overload and fragmentation, (F3) Time constraints and interrupted class schedules, (F4) Foundational gaps and remedial needs, (F5) Teaching strategies and instructional clarity, (F6) Classroom engagement, (F7) Attitude toward mathematics, (F8) Student motivation, (F9) Access to traditional resources, (F10) Access to online platforms and videos, (F11) Use and misuse of technology, and (F12) Assessment formats and feedback processes. These categories were synthesized into a Systemic-Ecological Model of Mathematics Learning Gaps, which maps the interaction of factors across Bronfenbrenner’s ecological levels: microsystem (e.g., teaching strategies), mesosystem (e.g., curriculum continuity), exosystem (e.g., availability of resources), and macrosystem (e.g., educational policy and societal pressures). Discussions: The findings demonstrate that underachievement in mathematics arises from the convergence of curricular disconnection, limited instructional time, fragmented content delivery, and students’ emotional and cognitive responses to these constraints. Rather than being attributable to student or teacher failure alone, learning gaps result from systemic incoherence and insufficient contextual adaptation. Students’ declining motivation, foundational weaknesses, and disengagement are closely tied to how math is taught, assessed, and made relevant in real life. Conclusions: This study proposes a model that redefines mathematics learning gaps as products of ecological and systemic interactions rather than individual shortcomings. The proposed model underscores the need for coherent, inclusive, and context-sensitive reforms in curriculum, pedagogy, teacher development, and educational policy, particularly in under-resourced public schools. It contributes a localized and empirically grounded framework that can inform long-term solutions to improve mathematics achievement in the Philippine basic education system.