Home⇛SARIRIT: The University Research Journal (formerly QSU Research Journal)⇛vol. 14 no. 2 (Special Issue) (2025)

Mathematical Problem-Solving Skills Through React Strategy

Coralyne S. Salinas

Discipline: Mathematics

 

Abstract:

This study investigated the effectiveness of the REACT (Relating, Experiencing, Applying, Cooperating, Transferring) learning strategy in enhancing Grade 7 students’ problemsolving skills involving integers at Ifugao Village Integrated School (SY 2024–2025). The goal was to determine whether REACT-based instruction leads to better outcomes compared to traditional teaching methods. A quasiexperimental, non-equivalent pretestposttest control group design was employed. Two intact classes totaling 54 students were selected through purposive sampling. The experimental group was taught using the REACT strategy, while the control group received traditional instruction. A validated 40-item multiple-choice test aligned with Grade 7 mathematics competencies served as the pretest and posttest. Data analysis included descriptive statistics, t-tests, and effect size computations. Results showed that both groups improved, but the REACT group achieved significantly higher gains. The experimental group had a larger mean difference in test scores, with a moderate effect size (Cohen’s d = 0.582). Notably, the strategy benefited low-performing students, suggesting that REACT can help bridge performance gaps. Although high achievers showed greater absolute gains, low achievers experienced substantial relative improvements. In conclusion, the REACT learning strategy significantly enhances mathematical problem-solving skills and promotes more equitable student performance. It is recommended for classroom integration, with professional development support for teachers. Differentiated instruction should be applied to maximize the benefits for all learners. Future research should explore the REACT strategy across other mathematical domains, grade levels, and its long-term effects on students’ understanding and attitudes toward mathematics.



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