Assessment of Grade 7 Students’ Performance in Integer Operations: Implications for Remedial Programs

Abstract

Abstract. This study examined the performance of Grade 7 learners in integer operations in the Schools Division of Tacloban City during School Year 2025–2026 as basis for a proposed remedial learning program. It responded to the continued difficulty of learners in solving problems involving positive and negative integers, especially as they move from elementary to secondary Mathematics. The study assessed learners’ skills in addition, subtraction, multiplication, division, mixed operations, and problem-solving; identified their common errors; tested differences in performance when grouped by sex and previous Mathematics grade; and examined the relationship of performance with study habits and attitudes toward Mathematics. A quantitative method was used, particularly descriptive-correlational and descriptive-comparative designs. The respondents were 150 Grade 7 learners, 150 parents, and 28 Mathematics teachers from selected secondary schools. Data were gathered using a researcher-made achievement test and structured questionnaires on study habits, attitudes toward Mathematics, parental support, and school-related factors. The tools were checked by experts before use. Frequency, percentage, mean, standard deviation, Mean Percentage Score, t-test, ANOVA, and Pearson correlation were used to analyze the data. Results showed that learners performed better in addition and division but showed low mastery in subtraction and mixed operations. Their overall performance was at the Beginning level. The common errors were wrong interpretation of signs, confusion in choosing operations, double-negative errors, and wrong use of the order of operations. There were no significant differences in integer performance based on sex and previous Mathematics grade. There were also no significant relationships between integer performance, study habits, and attitudes toward Mathematics. Although learners had generally positive study habits, favorable attitudes, strong parental support, and available school resources, they still had difficulty with integer operations. The findings support the development of a remedial learning program focused on sign rules, conceptual understanding, step-by-step procedures, and correction of common errors.

Keywords: attitudes toward mathematics, integer operations, mathematics performance, remedial instruction, study habits.