Influence of Mathematical Fluency on Mathematics Performance among First-Year Pre-Service Teachers in Isabela State University

Abstract

This study investigated the mathematical fluency and performance of first-year pre-service teachers in Isabela State University, focusing on conceptual and procedural fluencies and their relationship to performance in Mathematics in the Modern World. A total of 117 respondents, representing various fields of specialization, participated in the study. Findings revealed that respondents generally demonstrated partial proficiency in both conceptual (45.30%) and procedural (55.90%) fluencies, with procedural skills slightly higher than conceptual understanding. Mathematics majors exhibited significantly higher conceptual fluency compared to other specializations, while procedural fluency showed no significant differences across groups. Overall mathematics performance was found to be at a satisfactory level, with the largest proportion of students falling under the “Fairly Satisfactory” category. Correlation and regression analyses indicated that mathematical fluency does not significantly influence mathematics performance, suggesting that other factors may contribute more substantially to students’ achievement in mathematics. It is recommended that instructional strategies not only target procedural skills but also enhance conceptual understanding and application of mathematical knowledge to improve overall performance.