Assessing the Mathematical Proficiency and Critical Problem-Solving Capabilities of Key Stage 3 Students of SDO Iriga City
DOI:
https://doi.org/10.5281/zenodo.21066859Keywords:
mathematical proficiency, critical problem-solving capabilities, Key Stage 3 learners, mathematics achievement, adaptive reasoning, procedural fluencyAbstract
This study assessed the mathematical proficiency and critical problem-solving capabilities of Key Stage 3 learners of the Schools Division Office of Iriga City during School Year 2025-2026 as a diagnostic basis for targeted instructional interventions. A quantitative descriptive-correlational research design was employed. The respondents were 378 Grade 7 to Grade 10 learners selected through stratified random sampling. Data were gathered using validated assessment instruments that measured learners' academic performance in Mathematics, their mathematical proficiency across conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition, and their critical problem-solving capabilities across problem interpretation, strategy formulation, execution and analysis, and evaluation and reflection. Descriptive statistics, one-way analysis of variance, and correlation analysis were used. Findings showed that most learners were classified under the Proficient (31.7%) and Approaching Proficiency (30.2%) levels based on preceding Mathematics grades. Learners demonstrated a high overall extent of mathematical proficiency (WM = 3.39), with procedural fluency obtaining the highest mean (WM = 3.56) and adaptive reasoning the lowest (WM = 3.21). They also demonstrated a high overall level of critical problem-solving capability (WM = 3.35), with execution and analysis obtaining the highest mean (WM = 3.53) and evaluation and reflection the lowest (WM = 3.17). Significant differences were found in mathematical proficiency and critical problem-solving capabilities when learners were grouped by grade level and preceding Mathematics grade. The study concludes that mathematical proficiency is closely associated with critical problem-solving capability and that interventions should strengthen reasoning, strategic competence, reflection, and differentiated mathematics support.
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