Authors : Kriselle B. Obena

Volume/Issue : Volume 11 - 2026, Issue 1 - January

Google Scholar : https://tinyurl.com/yjx3dtfs

Scribd : https://tinyurl.com/y36zvdjj

DOI : https://doi.org/10.38124/ijisrt/26jan1112

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aimed to assess advanced algebra proficiency and its relationship to academic performance in engineering mathematics (Calculus 1, Calculus 2, Differential Equations) among civil engineering sophomore students, examining profile differences by sex and senior high school strand, and proposing an intervention program aligned with SDG 4 for quality education. Conducted at the University of La Salette, Inc., Santiago City, Philippines, the research employed a quantitative documentary analysis design on registrar records of 70 sophomores randomly sampled from 85 in Raosoft calculator at 95% confidence, 5% margin of error; 58.57% male, 85.71% STEM strand, using instruments including a demographic (sex, strand) and final grades from Advanced Algebra (PCEA 020), Calculus 1 (PCEA 001), Calculus 2 (PCEA 002), and Differential Equations (PCEA 005), analyzed using the frequencies and percentages, Mann-Whitney U, Kruskal-Wallis, and Spearman's rho (α=0.05). Key findings showed very good Advanced Algebra performance (mean=88.00, 47.14% very good), declining to passing/fair in engineering mathematics: Calculus 1 (mean=77.34, 61.43% passing), Calculus 2 (mean=79.09, 61.43% fair), Differential Equations (mean=76.57, 68.57% passing); no significant differences by sex (U=609.50, p=0.868) or strand (H=5.459, p=0.141), but positive correlations confirmed algebra's foundational role—Advanced Algebra-Calculus 1 (r=0.287, p=0.016), Advanced Algebra-Calculus 2 (r=0.285, p=0.017), Calculus 1-Differential Equations (r=0.290, p=0.015). In conclusion, strong algebra foundations unaffected by demographics reveal conceptual/application gaps causing performance drops in higher courses, necessitating targeted interventions; key recommendations propose the "Project MATH BOOST" with diagnostic assessments, remedial tutorials, workshops, peer mentoring, self-learning modules, and progress monitoring during free periods, integrating Salettinian values for holistic development.

Keywords : Advanced Algebra Proficiency, Academic Performance, Civil Engineering Sophomores, Engineering Mathematics, Calculus 1, Calculus 2, Differential Equations.

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