Enhancing Senior High School Students’ Mathematical Problem-Solving Skills Through Innovative Teaching Strategies

Teaching and Learning

This study investigated the relationship between the level of innovative strategies employed by senior high school mathematics teachers and the extent of students’ problem-solving skills. Using a quantitative correlational research design, the study assessed the extent to which four key innovative teaching strategies such as collaborative learning, technology integration, project-based learning, and inquiry-based learning correlate with students’ problem-solving abilities in terms of understanding mathematical concepts, problem-solving approaches, motivation, and application skills. Data were gathered from selected senior high school teachers and students through validated survey instruments. Spearman’s rho correlation analysis revealed statistically significant positive relationships (p = 0.000) across all variables, with inquiry-based and project-based learning showing the strongest associations. Specifically, inquiry-based learning had the highest correlation coefficients, notably 0.562 for understanding mathematical concepts and 0.544 for motivation in problem-solving. These findings suggest that the implementation of innovative strategies significantly enhances students’ mathematical problem-solving skills. The study supports recent literature advocating for the integration of learner-centered and inquiry-driven approaches to foster deeper mathematical understanding and engagement among students. Recommendations include the sustained professional development of teachers in innovative pedagogical practices and the integration of these strategies into regular mathematics instruction.

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