Nimeshkumar Patel Reviewer
Approved
Relevance and Originality
The manuscript focuses on the relationship between achievement in Pre-Calculus and Basic Calculus and subsequent performance in General Physics 1 and 2 among senior high school STEM students. This topic is clearly relevant to current efforts to improve curriculum sequencing and coherence in mathematics and science education. By examining two distinct mathematics subjects as predictors, the study provides more nuanced evidence than studies that rely on a single composite mathematics score. The work is particularly valuable within the context of senior high school reform, as it offers empirical support for maintaining strong mathematical preparation prior to advanced physics courses. The originality of the study would be enhanced by framing the findings more explicitly in terms of how they inform local curriculum policy and classroom practice rather than mainly confirming patterns already reported in earlier research.
Methodology
The correlational and regression based approach is appropriate for addressing the stated research questions. The use of archival grade data from official school records is a practical and objective method of data collection. The description of subject coverage in both mathematics and physics courses helps contextualize the statistical results. Nevertheless, grades may reflect not only student learning but also instructional style and assessment design. The methodology section would benefit from a clearer explanation of how grading consistency was ensured across cohorts and instructors. In addition, a brief justification for the use of linear regression, including a short discussion of model assumptions, would strengthen the methodological presentation.
Validity and Reliability
The sample size supports the reliability of the reported correlations and regression coefficients. The presentation of model fit indices and standardized coefficients suggests careful analytical work. However, the study relies on data from a single institutional setting, which limits the scope of inference. Cultural, curricular, and pedagogical differences across schools may influence the strength of the observed relationships. A more explicit discussion of these contextual boundaries would help readers assess the extent to which the findings can be generalized to other senior high school populations.
Clarity and Structure
The manuscript is organized in a logical sequence, allowing readers to follow the progression from research questions to statistical results and interpretation. Tables are clearly labeled and generally easy to interpret. Some passages in the results and discussion sections restate numerical values that are already visible in the tables, and these could be streamlined to improve conciseness. The inclusion of theoretical perspectives provides useful framing, although the narrative would benefit from tighter integration between theory and empirical findings to maintain a clear argumentative flow.
Results and Analysis
The results demonstrate consistent positive associations between mathematics and physics performance and indicate that Basic Calculus is a stronger predictor of General Physics 2 than Pre-Calculus. This pattern is plausibly explained by the greater mathematical abstraction required in advanced physics topics. The interpretation of regression coefficients is clear and appropriately cautious. The analysis could be deepened by discussing other factors that may account for the unexplained variance in physics achievement, such as prior exposure to physics concepts, student study habits, or levels of academic support. Overall, the findings provide useful evidence for educators and curriculum planners seeking to strengthen the alignment between mathematics preparation and physics instruction.
Nimeshkumar Patel Reviewer