Instructional Factors Affecting the Mathematics Performance and Problem-Solving Skills of Grade 7 and Grade 8 Students in Panan-awan Integrated School
DOI:
https://doi.org/10.65339/ijsair.V2.I2.543Keywords:
Assessment and Feedback, Classroom Management, Instructional Factors, Instructional Materials, Learner Engagement, Mathematics Performance, Problem-Solving Skills, Teaching StrategiesAbstract
This study examined the instructional factors affecting the mathematics performance and problem-solving skills of Grade 7 and Grade 8 students at Panan-awan Integrated School during School Year 2025–2026. The study was anchored on Constructivist Learning Theory by Piaget (1970), Vygotsky’s Zone of Proximal Development (1978), and Sweller’s Cognitive Load Theory (1988), emphasizing learner-centered instruction, guided learning, and effective management of cognitive processes. A quantitative descriptive-correlational research design was employed. The respondents consisted of 30 Grade 7 and Grade 8 students selected through convenience sampling. Data were gathered using a researcher-made and expert-validated structured questionnaire utilizing a four-point Likert scale, supplemented by observation and performance tests. Data were analyzed using frequency count, percentage, weighted mean, and Pearson Product-Moment Correlation Coefficient. Findings revealed that instructional factors—teaching strategies, instructional materials, classroom management, assessment and feedback, and learner engagement—were generally rated highly and were evident in mathematics instruction. Students demonstrated moderate mathematics performance in computational skills, conceptual understanding, and accuracy in solving mathematical tasks. In problem-solving, learners showed basic ability in understanding problems and carrying out solutions but demonstrated weaknesses in planning appropriate strategies, solving independently, and checking and interpreting results. Correlation analysis showed significant positive relationships between instructional factors and mathematics performance (r = 0.62) and between instructional factors and problem-solving skills (r = 0.65), indicating that stronger instructional practices were associated with better learning outcomes. The study recommends strengthening instructional approaches, expanding the use of instructional materials and technology, increasing opportunities for guided and independent problem-solving, and providing continued institutional support for teachers. The study aligns primarily with Sustainable Development Goal (SDG) 4 – Quality Education by promoting effective mathematics instruction, learner engagement, and improved educational outcomes. It also reflects support for SDG 9 through instructional innovation and technology-supported learning practices. The study contributes to sustainability by providing evidence that may guide instructional improvement, strengthen institutional decision-making, and support long-term educational development through enhanced mathematics competence and problem-solving skills among junior high school learners.
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