Abstract
Mathematics is the cornerstone of schooling. Math instruction is very important to give students the skills and information they need to analyze and solve problems and become aware of their environment. Despite its central role, many Grade 10 students continue to struggle with mathematics, making it necessary to adopt adaptive strategies to overcome the difficulties they encounter. Although previous studies have examined mathematics learning difficulties and intervention strategies, limited research has focused on these concerns among students in rural Philippine public high schools. This study explores the mathematical difficulties encountered by Grade 10 students at Potia National High School, examining both causes and their effects on overall academic performance. Using a descriptive research design and a quantitative approach, data were gathered through a survey of 87 students and analyzed with descriptive statistics. The findings revealed that students generally experienced difficulties in learning mathematics, with an overall mean of 3.05. Understanding abstract mathematical concepts was identified as the most prominent difficulty, with a mean of 3.14. Factors contributing to these difficulties obtained an overall mean of 3.09, with ineffective teaching methods receiving the highest mean of 3.21. The perceived impact of these difficulties obtained an overall mean of 3.04, with the strongest reported impact being on students’ overall mathematics performance (M=3.16). To strengthen learners’ mathematical skills and cultivate a positive attitude toward mathematics, the study emphasizes the importance of targeted interventions. Recommended solutions include integrating educational software, online resources, and interactive gamified platforms, together with evidence-based teaching practices, to reduce test anxiety and highlight real-world applications. This study contributes localized evidence on mathematics difficulties among Grade 10 students in a rural Philippine public high school and provides a basis for developing adaptive measures to support students’ mathematics learning.