Multidimensional Influences on Early Mathematical Skills: A Study of Elementary School Learners

Abstract

This study investigates the multifaceted influences on mathematical performance among elementary school students, focusing on various parental, technological, school-related, and social-emotional factors. Utilizing a descriptive-correlational research design, the study analyzed data from a sample of pupils at Lawaan III Elementary School, assessing how these different dimensions impact specific areas of mathematical proficiency, such as number identification, quantity discrimination, and problem-solving skills. The findings reveal significant correlations between certain parental and home environment factors, such as educational resources and parental engagement, with specific mathematical skills like number identification and missing number patterns. Conversely, technology-related factors, while prevalent in usage, did not show a significant impact on the mathematical performance, suggesting that their role might be more about engagement than educational effectiveness. Similarly, school-related factors like resource availability and teacher support, typically assumed to be crucial for academic success, did not demonstrate a significant direct impact on the measured outcomes. Additionally, social-emotional factors, although generally believed to influence academic performance, showed no significant direct correlation in this setting. These results underscore the complexity of factors influencing educational outcomes and suggest that effective interventions might require a more nuanced understanding of the interactions between these variables. This study contributes to the educational research by highlighting the need for comprehensive approaches that consider both traditional and non-traditional influences on learning.