Mathematical Problem-Solving Skills through Inquiry-Based Learning and Academic Performance of Grade 7 Students

Abstract

This study examined the mathematical problem-solving skills of Grade 7 students through inquiry-based learning and its relationship with their academic performance in Mathematics. The research employed descriptive and correlational methods and was conducted among selected public secondary schools in Antipolo City, namely Antipolo National High School, Dela Paz National High School, and San Jose National High School, during the School Year 2025–2026. The respondents were described in terms of demographic and socio-economic profiles, including age, sex, sibling position, family size, parents’ educational attainment, occupation, and monthly income. A researcher-made questionnaire-checklist was utilized to assess students’ problem-solving skills, focusing on problem comprehension and analysis, strategy planning and application, and reasoning and justification. Students’ academic performance was measured using their average grades in Mathematics for the first and second quarters. Data were analyzed using frequency and percentage, weighted mean, one-way analysis of variance (ANOVA), and correlation analysis.Findings revealed that most respondents were 13-year-old female students, primarily first-born, belonging to small families. Most parents were high school graduates, with fathers engaged in various occupations and mothers commonly serving as housewives. The results indicated that students demonstrated a high level of mathematical problem-solving skills across all domains. Their academic performance in Mathematics was generally satisfactory to very satisfactory. Certain profile variables, such as mother’s educational attainment, father’s occupation, and monthly family income, showed significant differences in some aspects of problem-solving skills. Furthermore, a significant positive relationship was found between students’ mathematical problem-solving skills and their academic performance.The study concluded that inquiry-based learning significantly enhances students’ mathematical problem-solving skills and contributes positively to their academic performance. It is recommended that school administrators, teachers, students, and parents collaborate to strengthen the implementation of inquiry-based learning strategies to further improve learners’ mathematical competencies. Future researchers are encouraged to explore additional variables and contexts to enrich the understanding of students’ problem-solving development.