Phenomenon-Based Approach in Enhancing Academic Achievement among Students in Mathematics

This study examined the effectiveness of the Phenomenon-Based Approach (PBA) versus the Traditional Approach (TA) in teaching mathematics to Senior High School students at Polonuling National High School, Philippines. Using a quasi-experimental design, pretests and posttests measured students' problem-solving skills. While pretest scores showed no significant difference, posttest results favored PBA, highlighting improved critical thinking and conceptual understanding. Statistical analysis confirmed PBA's superior impact on learning. The study advocates for PBA integration into curricula, teacher training, and interdisciplinary collaboration to enhance mathematical learning and 21st-century skills.