The Influence of Social Trends-Based Instruction on Students’ Mathematical Problem-Solving Skills

Ezekiel O. Pelayo^1, and Rosie G. Tan¹

¹Unversity of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines

Cite this paper:
Ezekiel O. Pelayo and Rosie G. Tan. The Influence of Social Trends-Based Instruction on Students’ Mathematical Problem-Solving Skills. American Journal of Educational Research. 2025; 13(1):23-28. doi: 10.12691/education-13-1-3

Abstract

This study investigated the influence of social trends-based instruction on students' problem-solving skills in mathematics of finance lesson. The study employed a quasi-experimental design, comparing a social trends-based instruction group with a conventional instruction group. The participants of this study were the two intact classes of Bachelor of Science in Hospitality Management students of North Eastern Mindanao State University, Philippines. The study used researcher-made test based on National Council for Mathematics Teachers principles and standards to assess students' math problem-solving skills. The test was found to be both valid and reliable. The findings revealed that both instructional methods resulted in improvements in students' problem-solving skills as reflected in their pre-test and post-test mean scores. However, the social trends-based group demonstrated a more substantial increase, suggesting its potential as a more effective method. Statistical analysis using ANCOVA showed a significant difference in post-test scores between the two groups, suggesting that the type of instruction used had a significant impact on student performance. By connecting mathematics to real-world social trends, students became more engaged and motivated to learn. The study underscores the potential of social trends-based instruction to improve student learning and suggests the need for further research to explore the long-term impact of social trends-based instruction on student achievement in mathematics.

Keywords:
social trends-based instruction teaching method problem-solving skills

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	HYH Academy https://sites.google.com/view/hyhacademy/home.
[2]	Tomlinson, C. (2015). Teaching for excellence in academically diverse classrooms. Society, 52, 203-209.
[3]	Torres, R. C. (2021). Addressing the learning gaps in the distance learning modalities. ResearchGate, 1-4. https:// www.researchgate.net/ publication/352551820_Addressing_the_Learning_Gaps_in_the_Distance_Learning_Modalities.
[4]	Nepomuceno, C.T. (2009). “Entry Mathematics Competencies of West Visayas State University Freshman” Institutional Research. West Visayas State University, Iloilo City.
[5]	Schraw, G., Flowerday, T., & Lehman, S. (2001). Increasing situational interest in the classroom. Educational Psychology Review, 13(3), 211–224.
[6]	Suleiman, Y, and Hammed, A. Perceived causes of students’ failure in mathematics in kwara state junior secondary schools: implication for educational managers. Int J Educ Stud Math (2019).
[7]	Lubienski, S. T. (2001). A second look at mathematics achievement gaps: Intersections of race, class, and gender in NAEP data.. American Educational Research Association, Seattle, Wash.
[8]	Gravemeijer, K., Stephan, M., Julie, C., Lin, F. L., & Ohtani, M. What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15, 105-123.
[9]	Trimmer, W. and Hawes, P. (2015). In Blessinger, P. and Carfora, J. Inquiry-based Learning for Science, Technology, Engineering, and Math (STEM) Programs: A conceptual and practical resource for educators. United Kingdom: Emerald.
[10]	Eshetu, F., & Assefa, S. (2019). Effects of context-based instructional approaches on students’ problem-solving skills in rotational motion. 15 (2).
[11]	Vogelzang, J., Admiraal, W. F., & Van Driel, J. H. Scrum methodology as an effective scaffold to promote students’ learning and motivation in context-based secondary chemistry education. Eurasia Journal of Mathematics, Science and TechnologyEducation, 15(12).
[12]	Gilbert, J.K., Bulte, A.M.W., Pilot, A. (2011) Concept Development and Transfer in Context-Based Science Education. Int J Sci Edu, 33, 817-837.
[13]	Wright, Pete. (2016). Social justice in the mathematics classroom. London Review of Education. 14. 104-118. 10.18546/LRE.14.2.07.
[14]	Skovsmose, O., Yasukawa, K., & Ravn, O. Scripting the World in Mathematics and its Ethical Implications. Philosophy of Mathematics Education Journal, (26). http://www.google.com/url? (2011).
[15]	Butters, L. (2022). "Teaching Social Justice Issues Through Mathematics Curriculum". Research in the Capitol. 13. https:// scholarworks.uni.edu/rcapitol/2022/all/13.
[16]	Tuğluk, M. N., & Kürtmen, S. Teacher competencies in Turkey. Adıyaman University Journal of Social Sciences Institute, 30, 809–84 (2018).
[17]	Baran, M., Maskan, A. K., Baran, M., Türkan, A., & Yetisir, M. I. Examining high school students’ attitudes towards context-based learning approach with respect to some variables.International Journal Of Environmental And Science Education, 11(5), 851–865 (2016).
[18]	Whitehead D., Historical Trends in Work-Family: The Evolution of Earning and Caring, Handbook of Work-Family Integration Academic Press, (2008), Pages 13-35, ISBN 9780123725745.
[19]	Iwamoto, D., and Chun, H. (2020). The emotional impact of social media in higher education. Int. J. High. Educ. 9, 239–247.
[20]	NCTM, “Principles andsStandards for School Mathematics”, The NationalcCouncil of Teachers of Mathematics, Inc, USA, (2000).
[21]	Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London and New York, NY: Routledge Falmer.
[22]	Agayon A.J, Agayon AK. Teachers in the New Normal: Challenges and Coping Mechanisms in Secondary Schools, Journal of Humanities and Education Development 4(1).
[23]	Stadler, M. J., Becker, N., Greiff, S., & Spinath, F. M. (2016). The complex route to success: complex problem-solving skills in the prediction of university success. Higher Education Research and Development, 35(2), 365-379.
[24]	Ederer, P., Nedelkoska, L., Patt, A., & Castellazzi, S. (2015). What do employers pay for employees’ complex problem solving skills? International Journal of Lifelong Education, 34(4), 430-447.
[25]	Harris, M. M. (2019). Why We Teach Mathematics to Every Student: Determining Impact of Mathematics on Problem Solving.
[26]	Hoogland, K., de Koning, J., Bakker, A., Pepin, B., & Gravemeijer, K. (2018). Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance. Studies in Educational Evaluation 58 (2018): 122-131.
[27]	Garzon, J.R. (2023) Correlates of problem-solving difficulties among Ibarra NHS learners: Towards an evidence-based project impact, Psychologyand Education: A Multidisciplinary Journal. Available at: https://ejournals.ph/article.php?id=22645 (Accessed: 20 November 2024).
[28]	Cacho, R. et al. (2024) Influence of English and Filipino as Assessment Languages in Word-Problem Performance, Okara: Jurnal Bahasa dan sastra. Available at: https:// ejournal.iainmadura.ac.id/ index.php/okara (Accessed: 20 November 2024).
[29]	Salazar J, Vera M, Contreras Y, Gelvez E, Huérfano Y, Valbuena O. Journal of Physics: Conference Series 1514(1) 012026:1(2020).
[30]	Su, H.F., Ricci, F.A., & Mnatsakanian, M. Mathematical teaching strategies: Pathways to critical thinking and metacognition. Journal of Research in Education and Science (IJRES), 2 (1), 190-200 (2016).