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Title
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PROBLEM-BASED LEARNING AS AN INSTRUCTIONAL STRATEGY FOR STRENGTHENING GRADE 10 STUDENTS’ PROBLEM-SOLVING SKILLS OF MEASURES OF POSITION
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Author(s)
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DARIFE S. BAHOY
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Affiliation
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MISAMIS UNIVERSITY
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Degree Program
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Bachelor of Secondary Education (BSEd) – Math
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Contributor
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SY, MIGUELA L. - Adviser
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BALUYOS, GENELYN R. - Instructor
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Year
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2026
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Abstract
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Problem-Based Learning (PBL) has been recognized as an effective instructional
strategy in improving learners’ problem-solving skills, engagement, and motivation in
Mathematics. This study examined the effect of Problem-Based Learning on students’
problem-solving skills in measures of position and probability during the School Year
2025–2026 in one of the public secondary schools in Ozamiz City. A one-group pretestposttest design was utilized through instructional sessions that incorporated problem-based
activities, collaborative tasks, and real-life mathematical situations. The participants were
purposively selected and completed pretest and posttest assessments on problem-solving
skills, engagement, and motivation. Statistical tools such as frequency, percentage, mean,
standard deviation, and paired t-test were used to analyze the data. Findings revealed that
before the implementation of Problem-Based Learning, learners demonstrated low
problem-solving skills, engagement, and motivation in measures of position and
probability. After the intervention, learners’ problem-solving skills, engagement, and
motivation improved. The results further revealed a statistically significant difference
between the learners’ scores before and after the implementation of Problem-Based
Learning. These findings confirm that Problem-Based Learning is an effective instructional
strategy for enhancing learners’ problem-solving skills, engagement, and motivation in
Mathematics.
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Keywords
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Problem-Based Learning, engagement, mathematics, measures of position, motivation, probability, problem-solving skills
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Collaborating Institution
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Department of Education
