Authors : John Joshua Tabalba Galutan

Volume/Issue : Volume 11 - 2026, Issue 6 - June

Google Scholar : https://tinyurl.com/59vdfb5t

Scribd : https://tinyurl.com/4s8hnfaa

DOI : https://doi.org/10.38124/ijisrt/26jun1290

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Abstract : This review synthesizes literature on the predictive role of basic arithmetic skills in mathematics achievement among senior high school students. The objective is to examine how proficiency in fundamental operations; addition, subtraction, multiplication, division, fractions, decimals, and percentages affects learners’ performance in higher-level mathematics. Literature was gathered from ERIC, ScienceDirect, Google Scholar, and Philippine E-Journals, covering studies published between 2018 and 2025. Findings consistently highlight that arithmetic fluency is a significant predictor of mathematics achievement, reducing cognitive load and enabling students to focus on complex problem-solving. International assessments such as PISA reveal persistent gaps in foundational numeracy, particularly in the Philippines, where many learners struggle with basic computations. Theoretical frameworks including Piaget’s Constructivism and Sweller’s Cognitive Load Theory support the argument that arithmetic competence underpins advanced mathematical learning. However, gaps remain in localized empirical studies that specifically investigate Grade 11 students in the Philippine context. This synthesis underscores the importance of strengthening arithmetic foundations to improve mathematics achievement and recommends targeted interventions, remedial programs, and regression-based studies to establish predictive relationships.

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