Paper Key : IRJ************484
Author: Edda P. Montano
Date Published: 02 Jul 2024
Abstract
Poor mathematics achievement has been a problem in education. This study aims to determine the significance of the relationship among mathematical proficiency, English language competence, emotional intelligence, and mathematics achievement of Grade 10 learners. Using a descriptive-correlational approach involving 300 grade 10 learners selected through stratified random sampling, it is concluded that all variables used in the study are not significantly correlated with each other. Thus, the Holistic Learning Theory is denied. Adopting an inclusive approach that incorporates diversified instructional strategies, emphasizes the broader range of skills, provides targeted intervention programs, refines holistic educational frameworks, supports continuous research, and ensures equitable access to resources and support for all students is recommended. Keywords: Mathematical Proficiency, English Language Competence, Emotional Intelligence, and Mathematics Achievement
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