Assessing the Problem-Solving Abilities and their Difficulties in Learning Mathematics as Basis for Instructional Strategies Framework

Problem-solving abilities in mathematics are essential for developing critical thinking and analytical skills, enabling students to apply logical reasoning to real-world situations. Understanding the strategies and challenges students face in mathematical problem-solving can help educators design more effective instructional approaches to enhance learning outcomes. This study focused on assessing the problem – solving abilities and difficulties in learning mathematics as basis for instructional strategies of Grade 9 students of San Miguel National High School. A total of 110 students were respondents including 30 experts for acceptability of instructional strategies framework. Respondents were selected through total enumeration. This study employed Research and Development (R&D) research design. The main research instrument employed in this study was the researchers’ made questionnaire covering some topics of third quarter in the most essential learning competency of grade 9. Mean and standard deviation determined the student’s problem-solving abilities and difficulties as classified in Level of SOLO Taxonomy. For the acceptability of students and experts, mean and standard deviation was also employed. One-Way Analysis of Variance (ANOVA) was used to determine the significant difference on the problem – solving abilities of students when classified in Level of SOLO Taxonomy. The study revealed that findings highlight the need for targeted interventions to enhance students’ problem-solving skills, particularly in re-examining solutions. Moreover, for experts, instructional strategies framework is generally well-received and considered suitable for implementation in educational settings. Hence, the data indicate that the instructional strategies framework is well-accepted by students, demonstrating effectiveness in various aspects of learning. Lastly, the ANOVA results revealed that there is no sufficient evidence to conclude that the problem-solving abilities of students significantly differ across the classifications of the SOLO Taxonomy.