The main purpose of the study was to improve the performance of Luray National High School II students regarding the rational function of general mathematics. To remedy this problem, the researcher focused on two main investigations. First, measure the level of difficulty encountered by 11th grade students in the subtopics of Rational Functions. Second, evaluate the factors that contribute to their difficulties. The study contributed to the SHS General Mathematics Curriculum Guide, Bloom's Taxonomy and the Constructivist Approach. This study used a descriptive-analytic method. A results test carried out by the researchers and a revised and adopted survey questionnaire were used as the research instrument. The result of the study showed that students found this topic very difficult. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayTherefore, students need proper facilitation and activities that engage students to change students' perception towards the topic. It further revealed that the factor that contributed most to the difficulties encountered was related to the students, particularly homework neglect, doubts about fundamentals, disgust with the subject, mental causes and lack of practice. However, the aspect Apathy towards methods under the teacher factor was found to be moderately serious, meaning that in many cases students experienced difficulties with the indicated indicators. The result of the study was the basis on which the researcher formulated the proposed program for Rational Functions in General Mathematics. This program will help teachers facilitate the classroom; consequently, improve students' performance in the said General Mathematics topic. KEYWORDS General mathematics, Rational functions, Difficulty Level 1 Mathematics involves the development of all types of deductive reasoning. It is a science that involves numbers and calculations. It is a tool for training a student's logical and critical thinking, reasoning and analysis. However, some people believe that mathematics is nothing more than a boring and difficult subject. With this negative attitude towards mathematics, many students perform poorly in mathematics and show little or no interest. However, Ganal (2014), stated that this was demonstrated in detail by the International Mathematics Olympiad, which showed that the Philippines ranked 79th out of 82 countries in 2003 and 80th out of 85 countries in 2004 With a maximum possible score of 225, 220 was China's highest score, 126 for Vietnam, 9 for Thailand and 16 for the Philippines. Furthermore, data from the Department of Education showed that the mathematics achievement rate of fourth grade students decreased from 50.70% in 2018. SY 2005-2006 to 47. 82% in SY 2006-2007. (Carballo, 2009) On average, fourth-year students achieved an MPS of 48.90 on the 2012 NAT, a better performance than previous years. However, the 75% target is still too difficult to reach. (Philippines Basic Education, 2013) The problem worsened as students entered high school. These students were mentally tortured due to their immersion in a more complicated mathematical subject, General Mathematics. The researcher experienced first-hand the difficulties encountered by last year's 11th graders precisely in the subjectRational functions. Aware of this problem, the researcher conducted this study with the aim of assessing the students' problem on the said topic among grade 11 students of Luray II National High School. The results served as the basis for the formulation of a proposed program for Rational Functions. The result of the study, intended to meet the current needs and concerns of students. This further aimed to improve the teaching-learning process to help students cultivate a positive attitude towards general rational functionsMathematics, appreciate the beauty of numbers and recognize the importance of mathematics in daily life. Simplifying the Complexities: Comprehensive and Detailed Program The output is titled “Simplifying the Complexities. " Contains a syllabus and attached lesson plans with learning activities and worksheets. A syllabus is an instructional program that consists of objectives, teaching-learning activities and summaries of the topics to be covered in Rational Functions. This syllabus has the following components: (a) learning objectives/skills; (b) Code; (c) Learning outcomes; (d) Teaching-learning activities; and learning mathematics, like any other subject, requires both the teacher and students to communicate and interact effectively. This output created by the researcher contains a section called Learning Package. This is a collection of developed written activities with the main purpose of teaching a concept/skill to a student are the following: (a) preliminary test to verify the students' prior knowledge on the discussion of the aforementioned topics; (b) lesson plan to guide the teacher on what to do; (c) Print-ready learning activities to help teachers manage their time in preparing such a lesson; and (d) post-test document. This learning package is self-paced. It is in line with the Curriculum Guide provided by the Department for Education. It requires less teacher preparation time and little direct teacher supervision. It serves as a guide for teachers dealing with the subject. The lesson plans prepared by the researcher followed the DLL format. It contained complete parts of a lesson plan. The learning activities adopted by the researcher were of three categories: individual, pair and group. This is because some activities need to be done individually by students, while others require multiple heads to perform. This also accommodates students' individual differences. These learning activities also address the presumed diversity of students a teacher typically has in his or her classroom. The instructions in these learning activities are explained in the simplest and most understandable way. The teaching activities and worksheets are attached as attachments to the lesson plans created. The last part is the post test at the end of the discussion of rational functions. The teacher should compare the pre-test and post-test results to see if there have been improvements. The primary purpose of this research was to determine difficulties in Rational Functions, a General Mathematics topic, among Grade 11 students at Luray II National High School. Specifically, we sought to answer the following questions: What is the level of difficulty encountered by 11th grade students at Luray II National High School in the following rational function learning skills: Representing real-life rational situations using rational functions Rational function, equation.