Practical Inquiry Tasks for Problem Solving Transfer in Mathematics Classrooms

Abstract

This study investigated how practical inquiry tasks were associated with problem-solving transfer among Grade 10 learners in secondary Mathematics classrooms in San Pablo, Isabela. Using a quantitative predictive correlational design with an embedded performance-based transfer assessment, data were collected from 180 learners selected through proportionate stratified random sampling. Practical inquiry experiences were assessed across exploration, strategy flexibility, mathematical justification, and practical application, while transfer performance was measured through near-transfer and far-transfer mathematical tasks. Rasch measurement was used to evaluate task difficulty and learner ability, while quantile regression and relative importance analysis determined the contribution of inquiry dimensions across varying levels of transfer performance. Results showed that learners experienced a moderate level of practical inquiry and performed better in near-transfer than in far-transfer tasks, revealing difficulty in applying mathematical knowledge to unfamiliar problem structures. Practical application emerged as the strongest predictor of transfer performance, followed by strategy flexibility and mathematical justification. Exploration showed a weaker contribution, particularly among higher-performing learners. The inquiry dimensions collectively explained a substantial proportion of the variance in transfer performance. The findings indicate that inquiry becomes more effective when learners are required to adapt strategies, justify mathematical decisions, and apply concepts across varied situations. Mathematics instruction should therefore incorporate transfer-oriented tasks that move beyond routine procedures and provide sustained opportunities for flexible reasoning and practical application.