The Influence of Social Trends-Based Instruction on Students’ Mathematical Problem-Solving Skills

This study investigated the influence of social trends-based instruction on students' problem-solving skills in mathematics of finance lesson. The study employed a quasi-experimental design, comparing a social trends-based instruction group with a conventional instruction group. The participants of this study were the two intact classes of Bachelor of Science in Hospitality Management students of North Eastern Mindanao State University, Philippines. The study used researcher-made test based on National Council for Mathematics Teachers principles and standards to assess students' math problem-solving skills. The test was found to be both valid and reliable. The findings revealed that both instructional methods resulted in improvements in students' problem-solving skills as reflected in their pre-test and post-test mean scores. However, the social trends-based group demonstrated a more substantial increase, suggesting its potential as a more effective method. Statistical analysis using ANCOVA showed a significant difference in post-test scores between the two groups, suggesting that the type of instruction used had a significant impact on student performance. By connecting mathematics to real-world social trends, students became more engaged and motivated to learn. The study underscores the potential of social trends-based instruction to improve student learning and suggests the need for further research to explore the long-term impact of social trends-based instruction on student achievement in mathematics.