A Comprehensive Examination of Factors Affecting Math Literacy at the Primary Level

Abstract

This study investigates the relationships between various environmental and personal factors namely, parental and home environments, technology usage, school resources, and social-emotional factors and mathematical literacy among students at Borromeo Brothers Elementary School. Utilizing a correlational design, the research assessed these factors' impacts on students' performance in mathematical tasks such as number identification, quantity discrimination, and problem-solving skills. Results from correlation analyses indicated that none of the examined factors showed statistically significant relationships with students' mathematical performance. This outcome suggests that the influence of these factors on mathematical literacy might be less significant than traditionally assumed, potentially overshadowed by other unexamined variables such as teacher effectiveness or broader socioeconomic conditions. These findings emphasize the need for educational institutions to consider a broader range of influences and tailor interventions more closely to the specific needs of their student populations. The study calls for further research to explore these dynamics over time and across different educational settings.