ABSTRACT
This study aimed to prepare instructional guide for the grade 9 mathematics to enhance students’ mathematics proficiency. The study sought to determine the profile of the respondents in terms of learning styles, ascertain the level of the mathematics proficiency of the students, find the difference on the level of mathematics proficiency of students when grouped according to profile variable, and identify topics in the mathematics proficiency test that students find difficult. It was limited to two hundred sixty- five Grade 9 students in the public junior high schools in Calaca District, for the SY 2021- 2022. Sample was selected through proportionate stratified random sampling. This study was a quantitative- descriptive, that utilized a combination of adapted questionnaire, the KLSI, and the researcher- made thirty (30)-item Mathematics Proficiency Test. Results showed that divergent learning style was dominant to almost half of the total respondents; majority of the respondents’ mathematics proficiency were in the developing level; there is statistically significant difference on the mathematics proficiency when grouped according to learning styles; and accommodative learners are more proficient than the learners with other learning styles. Students find difficulty on the topics about characterizing and describing the roots of quadratic equation, quadratic inequalities, quadratic functions, graphing quadratic functions and analyzing the effects on its graph and solves problems involving quadratic functions.
Keywords: learning style, mathematics proficiency test, instructional guide
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