Predictors in Understanding Polynomials and Functions Among Grade 9 and Grade 10 Students in Daram I District: Basis for Extension Support Program

Aim: This study aimed to assess Grade 9 and Grade 10 students' understanding of polynomials and functions by measuring their proficiency in foundational mathematics and analyzing the relationships among these skills to inform instructional support.Methodology: A quantitative descriptive-correlational design was utilized, with 200 students selected through stratified random sampling.Data were gathered using a 120-item mathematics proficiency test covering foundational and advanced concepts, and analyzed using descriptive statistics and gamma correlation.Results: Findings revealed that many students had low proficiency in foundational mathematics, particularly in patterns and algebra (M = 42%, SD = 19) and geometry (M = 38%, SD = 17), while performance in number and number sense was nearly proficient (M = 51%, SD = 18).Proficiency in polynomials and functions was low (M = 35%, SD = 12).Gamma correlation analysis showed that algebra ( = 0.622, p = 0.025) and geometry ( = 0.681, p = 0.013) were significantly associated with success in advanced mathematics, whereas number sense ( = 0.168, p = 0.16) was not.Conclusions: Weak foundations in algebra and geometry were found to hinder mastery of polynomials and functions.The study recommends strengthening these areas through scaffolded and spiral approaches, problembased learning, and the integration of digital tools such as GeoGebra and Desmos.Remediation programs and targeted teacher professional development are also advised to enhance instructional effectiveness and students' readiness for advanced mathematics.