Enhanced Subject-Integrated Instruction and Mathematical Problem-Solving Skills among Grade 10 Learners
DOI:
https://doi.org/10.67903/ijroms0493Keywords:
Enhanced Subject-Integrated Instruction, Interdisciplinary, Multidisciplinary, Problem-Solving Skills, TransdisciplinaryAbstract
Enhanced subject-integrated instruction connects knowledge and skills across subject areas and may support learners’ mathematical problem-solving abilities. However, limited studies have examined how different levels of integration relate to problem-solving skills. This study examined the relationship between enhanced subject-integrated instruction and the problem-solving skills of Grade 10 learners at Divine Word College of Calapan. Specifically, it determined the extent of multidisciplinary, interdisciplinary, and transdisciplinary integration; assessed learners’ problem-solving skills based on Kolb’s Experiential Learning stages; and examined their relationships and differences. Using a quantitative research design, data were gathered from 145 learners through a self-made questionnaire and a teacher-made assessment tool. Descriptive, inferential, and correlational analyses were employed. Findings showed that multidisciplinary, interdisciplinary, and transdisciplinary integration were implemented to a high extent, with mean scores of 3.29, 3.18, and 3.26, respectively. Learners demonstrated high to very high performance across the experiential learning stages, with mean percentage scores ranging from 90.29% to 91.71%, with Reflective Observation obtaining the highest score. Multiple regression revealed a strong positive association between subject-integrated instruction and problem-solving skills (R = .73), explaining 53% of the variance. All three integration dimensions significantly predicted problem-solving performance, with multidisciplinary integration having the largest standardized beta coefficient (β = .39). Repeated-measures ANOVA showed a significant difference among the three approaches, F(2, 288) = 3.05, p = .0491. Post-hoc analysis indicated a significant difference between multidisciplinary and interdisciplinary integration, while other pairwise comparisons were not significant. Based on these findings, a Mathematics Transitional Program is proposed to strengthen foundational mathematical and problem-solving skills and support Grade 10 learners’ transition from Junior High School to Senior High School.
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