Relationship Between Prerequisite Mathematical Competencies and Trigonometric Learning Proficiency Among Grade 9 Students

Abstract. This study explores the relationship between prerequisite mathematical competencies and trigonometry learning proficiency among Grade 9 students at Bernardo Lirio National High School. It focuses on students’ mastery of basic algebraic expressions, rational expressions, and geometric properties of triangles, and their impact on proficiency in right triangle trigonometry, the Pythagorean theorem, special angles, and solving angles of elevation and depression. Using a descriptive-correlational design, data were collected from 216 students through a validated questionnaire. Results show strong mastery in algebraic and rational expressions and moderate mastery in geometric properties. Students demonstrated high proficiency in trigonometry, with significant positive correlations between foundational skills and trigonometric proficiency, especially in applied problem-solving. The study recommends reinforcing foundational skills, integrating real-world applications, providing targeted support, and monitoring progress to improve trigonometry learning outcomes. These findings offer valuable guidance for educators and curriculum developers to enhance mathematics education. Keywords: Prerequisite mathematical competencies; trigonometry learning proficiency; algebraic expressions; rational expressions; geometric properties