EFFECTIVENESS OF THE BLOCK METHOD IN IMPROVING STUDENTS PROBLEM-SOLVING SKILLS IN MATHEMATICS: AN EXPERIMENTAL STUDY

EDUCATION

This study aimed to determine the effectiveness of the Block Method in improving students’ problem-solving skills in mathematics. A quantitative experimental research design was employed, and the study was conducted at Assumption College of Nabunturan, particularly within the Senior High School Department. Using a random sampling technique, 40 Grade 11 students from St. Nicholas of Myra section were selected and evenly divided into an experimental group, which received instruction using the Block Method, and a control group, which received conventional instruction. The primary research instrument was an adapted questionnaire derived from the Department of Education (DepEd) Learning Materials. To ensure accurate interpretation of results, statistical tools including the Mean, Paired t-test, and Independent t-test were applied. The findings revealed that while both groups demonstrated growth in problem-solving skills, the experimental group achieved a higher level of proficiency and mastery. This indicates that the Block Method provides structured guidance that enhances students’ ability to analyze, organize, and solve mathematical problems more effectively than traditional methods. The study suggests that incorporating the Block Method into mathematics instruction can foster greater confidence, skill mastery, and overall competence in problem solving. Educators are encouraged to adopt this instructional approach to support student learning, and future researchers are invited to explore its application in other grade levels and subject areas.

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