Mathematical Reasoning Skills of Grade 10 Learners and Problem-Based Learning Strategy of the Teachers in Congressional District 1, SDO, Batangas Province

Abstract

Mathematical reasoning skills are essential in developing learners’ ability to analyze problems, think critically, and apply mathematical concepts in real-life situations. However, many Grade 10 learners still experience difficulties in conceptual understanding, logical reasoning, and problem-solving due to the continued use of traditional teaching approaches in Mathematics. This study investigated the mathematical reasoning skills of Grade 10 learners and the utilization of Problem-Based Learning (PBL) strategy among Mathematics teachers in Congressional District 1, Schools Division Office of Batangas Province.

Using a descriptive-correlational research design, data were gathered from 127 Grade 10 Mathematics teachers through a validated researcher-made questionnaire. The study assessed learners’ mathematical reasoning skills in terms of conceptual understanding, problem-solving skills, logical reasoning, critical thinking, and retention and long-term learning. It also examined the extent of utilization of PBL in terms of clarity, consistency, instructional design, and classroom environment. Frequency, percentage, weighted mean, ranking, and Pearson’s r correlation coefficient were used to analyze the data.

Findings revealed that learners demonstrated an above-average level of mathematical reasoning skills, with conceptual understanding obtaining the highest assessment and critical thinking receiving the lowest. Teachers highly utilized Problem-Based Learning strategies across all dimensions. Significant relationships were found between the utilization of PBL and learners’ mathematical reasoning skills, particularly in enhancing higher-order thinking and retention. However, teachers encountered challenges such as time constraints, limited instructional resources, and insufficient training in PBL implementation. The study concludes that effective utilization of Problem-Based Learning significantly enhances learners’ mathematical reasoning skills in Mathematics. It is therefore recommended that schools strengthen teacher training programs, provide adequate instructional resources, and integrate inquiry-based enrichment activities to support the consistent implementation of PBL in Mathematics instruction.