Root Cause Analysis of Systemic and Learner-Based Challenges and Experiences in Junior High School Mathematics Learning
Document Type
Paper presentation
School Name
University of San Agustin
School Code
N/A
Abstract / Executive Summary
Mathematics challenges and persistent learning difficulties continue to hinder junior high school students’ achievement, confidence, and engagement in Mathematics, creating barriers to inclusive and sustainable education. This study examined the systemic and learner-based causes of mathematics learning difficulties using Root Cause Analysis (RCA) as a diagnostic framework. A correlational research design was used, with data gathered from junior high school students using five whys method. Identified causes were classified into Human Knowledge-Based Errors, Performance Factors, Organizational
Knowledge Transfer, and Organizational Process Factors, and further grouped as learner- based or systemic. Findings revealed that the most frequent problem areas were content
difficulty, solutions and formulas, comprehension, reinforcement and mastery, and problem solving. Predominant learner-based causes included weak foundational skills, procedural overload, attention constraints, and mathematics anxiety, while systemic causes involved instructional pacing, clarity of explanations, and limited reinforcement opportunities. Cramer’s V analysis showed significant associations between problem category and factor type, and between factor type and source type, indicating patterned links between observed difficulties and underlying causes. The study strongly suggests revisiting and redesigning learning plans and curriculum maps through Root Cause Analysis (RCA) to directly address learner-based difficulties such as foundational skill gaps, cognitive overload, attention issues, and mathematics anxiety. It also recommends implementing evidence-based professional development for mathematics teachers focused on differentiated instruction, formative assessment, and data-driven, learner-centered practices to support inclusive and resilient mathematics learning aligned with Sustainable Development Goal 4 (Quality Education).
Keywords:
root cause analysis, mathematics challenges, learner-based challenges, systemic factors, learning difficulties
Root Cause Analysis of Systemic and Learner-Based Challenges and Experiences in Junior High School Mathematics Learning
Mathematics challenges and persistent learning difficulties continue to hinder junior high school students’ achievement, confidence, and engagement in Mathematics, creating barriers to inclusive and sustainable education. This study examined the systemic and learner-based causes of mathematics learning difficulties using Root Cause Analysis (RCA) as a diagnostic framework. A correlational research design was used, with data gathered from junior high school students using five whys method. Identified causes were classified into Human Knowledge-Based Errors, Performance Factors, Organizational
Knowledge Transfer, and Organizational Process Factors, and further grouped as learner- based or systemic. Findings revealed that the most frequent problem areas were content
difficulty, solutions and formulas, comprehension, reinforcement and mastery, and problem solving. Predominant learner-based causes included weak foundational skills, procedural overload, attention constraints, and mathematics anxiety, while systemic causes involved instructional pacing, clarity of explanations, and limited reinforcement opportunities. Cramer’s V analysis showed significant associations between problem category and factor type, and between factor type and source type, indicating patterned links between observed difficulties and underlying causes. The study strongly suggests revisiting and redesigning learning plans and curriculum maps through Root Cause Analysis (RCA) to directly address learner-based difficulties such as foundational skill gaps, cognitive overload, attention issues, and mathematics anxiety. It also recommends implementing evidence-based professional development for mathematics teachers focused on differentiated instruction, formative assessment, and data-driven, learner-centered practices to support inclusive and resilient mathematics learning aligned with Sustainable Development Goal 4 (Quality Education).
