Assessing Students' Problem-Solving Skills in Concrete-Representational-Abstract Approach

This study assessed the problem-solving skills in mathematics through Concrete-Representational-Abstract Approach of the Grade 8 students at San Agustin Institute of Technology of S.Y. 2024-2025. Specifically, the study seeks to: (1) ascertain the level of problem-solving skills of students in mathematics when exposed to CRA and non-CRA in terms of pretest and posttest; and (2) determine if there is a significant difference in students’ problem-solving skills in mathematics when exposed to CRA and non-CRA in terms of pretest and posttest. The study utilized a quasi-experimental design that involved two intact sections that were selected at random, one section exposed to CRA approach (n=44) and the other one is exposed to non-CRA approach (n=40). The data were collected using the researcher-made problem-solving questionnaire with an adopted rubric. Results revealed that both students in the CRA and non-CRA group have ‘Very Low’ level of problem-solving skills. Consequently, after the intervention, the posttest scores showed improvement for both groups. Additionally, the ANCOVA result revealed that CRA approach significantly enhanced problem-solving skills of the students compared to the non-CRA