Mathematics Learning Experiences and Problem-Solving Engagement Among Junior High School Learners in a Rural Philippine Secondary School Context: Insights from Abuyo National High School
DOI:
https://doi.org/10.55687/ste.v5i3.416Abstract
Mathematics learning experiences and problem-solving engagement significantly influence learners’ conceptual understanding, critical thinking, participation, and academic confidence in secondary education. This study explored the mathematics learning experiences and problem-solving engagement among Junior High School learners at Abuyo National High School, a rural secondary school in Nueva Vizcaya, Philippines. Anchored on Constructivist Learning Theory and Experiential Learning Theory, the study employed a descriptive qualitative research design to examine learners’ classroom experiences, participation, instructional interactions, and engagement in mathematical problem-solving activities. Participants included selected Junior High School learners and mathematics teachers of Abuyo National High School. Data were gathered through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Braun and Clarke’s (2006) thematic analysis approach was utilized in analyzing the gathered data. Findings revealed that collaborative learning activities, contextualized mathematics instruction, supportive teacher facilitation, and interactive problem-solving tasks significantly contribute to learners’ engagement and conceptual understanding in mathematics. Learners demonstrated greater participation and confidence when mathematics lessons were connected to real-life experiences and practical applications. The findings further revealed that positive teacher-learner relationships and learner-centered instructional approaches strengthen learners’ motivation and willingness to participate in mathematical discussions and problem-solving activities. However, challenges such as mathematics anxiety, limited conceptual understanding, fear of making mistakes, insufficient instructional resources, and varying learner abilities negatively affected participation and engagement. The study concludes that meaningful mathematics learning experiences and supportive instructional environments significantly contribute to learners’ problem-solving engagement and mathematical understanding in rural secondary school contexts. Strengthening contextualized instruction, collaborative problem-solving activities, and learner-centered pedagogical approaches is recommended to improve mathematics engagement and learning experiences among Junior High School learners.
Keywords: mathematics learning, problem-solving engagement, learner experiences, mathematics education, qualitative research, rural education, secondary education
References
References
Abana, A (2021). A Scrutiny of K-12 Strands and the Learning Program Vis-à-vis its Academic Performance. Psychology and Education Journal. 58 (2): 7977-7984
Andres, A. (2019). Achievement Goals and Mathematics Achievement of the Senior High School Students. International Journal of English and Education, 8 (2).
Andres, A. (2023). Establishing Quality Instrument for the Summative Assessment of Pre-Service Elementary Teachers. JETT. 14 (3), 9-16).
Andres, A.D. (2022). Metacognition and Performance in Mathematical Problem-Solving Among Bachelor of Elementary (BEED) Pre-service Teachers. Central European Management Journal, 30 (4). 86-95.
Antonio, A. (2021). Syntactical Scrutiny: Inaccuracies in the Lesson Planning of Non- Language Pre Service Teachers. International Journal of Arts, Sciences and Education,
Balog, P., & Gonzales, E. (2021). From Linguistic Landscapes to Teaching Resources: A Case of Some Rural Areas in the Province of Quezon. International Journal of Arts, Sciences and Education, 1(2), 23–44.
Banares, A. J. (2022). Reinterpreting Sonnet 18 by William Shakespeare through Stylistic Analysis. International Journal of Arts, Sciences and Education, 3(July Special Issue), 189–204. https://ijase.org/index.php/ijase/article/view/163.
Batang, B., Villa, F., Natividad, A., Gonzales, A., Cabansag, J., & Bangayan, O. (2025). Culturally-Informed Leadership and Management Practices in Philippine State Universities and Colleges: Navigating Institutional Excellence through Localized Governance and Academic Culture. International Journal on Culture, History, and Religion, 7(SI2), 751–770. https://doi.org/10.63931/ijchr.v7iSI2.243
Belarga, B., Guiquing-Clemente, B., Tulawie, A., Alih, C., Caban, R., & Manois, F. R. (2025). From Page to Praxis: The Role of Regional Literature in Shaping Culturally Grounded Teaching Methods in HEIs. International Journal on Culture, History, and Religion, 7(SI2), 356–371. https://doi.org/10.63931/ijchr.v7iSI2.206
Boaler, J. (2021). Mathematical mindsets: Unleashing students’ potential through creative mathematics, inspiring messages and innovative teaching (2nd ed.). Jossey-Bass.
Bonoan, K. C., Bunagan, K. A., Calangi , A. D., Chan, E. P., Corpuz , L. P. ., Deseo, J. M. ., Suarez, R. H., Sumulong, B. I. ., & Flores, A. R. (2021). A Comparative Study on the Knowledge, Attitude, and Practices (KAP) on the Preventive Measures Against Covid-19 of the Residents in Rural (Lobo, Batangas) and Urban (Taguig City, Metro Manila) Areas in the Philippines . International Journal of Arts, Sciences and Education, 1(3), 77–123. Retrieved from https://ijase.org/index.php/ijase/article/view/35
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Buncag, R. (2022). Parent-Assisted Modular Reading Program: Its Effect on Reading Performance During the Covid-19 Pandemic of Grade 5 Pupils of Biwag Elementary School, Tallag Cabagan Isabela. International Journal of Arts, Sciences and Education, 3(July Special Issue), 39–50. https://ijase.org/index.php/ijase/article/view/154
Caliboso, J., Bagalay, B., Santiago, M. Bayan, R., Aguinaldo, I., & Belo, J. (2025). Literary Texts as Cultural Tools: A Study on Contextualized Learning Strategies in Philippine Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 340–355. https://doi.org/10.63931/ijchr.v7iSI2.205
Camiring-Picpican, H., Flores, K., Caban, R., Mohadali, S., Galdonez, D., & Alih, C. (2025). Pedagogical Innovations Based on Philippine Cultural Practices: A Framework for Culturally Responsive Teaching in Higher Education. International Journal on Culture, History, and Religion, 7(SI2), 433–451. https://doi.org/10.63931/ijchr.v7iSI2.168
Caranguian, C. B. (2022). Family-related Factors Influencing Success in the Licensure Examination for Teachers. International Journal of Educational Sciences. 38 (1-3), 62-69.
Caranguian, C. B. (2023). Level of Parental Involvement as a Predictor of Academic Achievement and School Adjustment. Universidad de Granada.14(3), 138-143.
Casil-Batang, P. (2021). Exploring Gender Sterotypes in 21st Centrury Philippine Narratives. International Journal of Arts, Sciences and Education 2(1): 61-70
Casil-Batang,P. (2021). Focus of Experience in 21st Century Philippine Literature: A Content Analysis. International Journal of Arts, Sciences and Education 2(1): 1-14
Clemente B. & Clemente, R. ( 2023). Reading Comprehension Competence of First Year Social Science Students. International Journal of Arts, Sciences and Education. 4 (30, 165-184.
Clemente B. G ( 2019). Philippine Literature as a Vehicle to Strengthen Values Education. The Asian EFL Journal. 24(4), 443-468.
Decena, A. J. (2021). A Survey on the Reading Difficulties Of K-12 Learners In Selected Tagalog-Speaking Provinces: Basis for Intervention . International Journal of Arts, Sciences and Education, 1(2), 219–226. Retrieved from https://ijase.org/index.php/ijase/article/view/61
Dela Cruz, L., Aguinaldo, I., Alzate, L. J., Camero, C., Abiado, K. R., & Gumpal, B. (2025). Fostering Intercultural Competence through Culturally Responsive Pedagogy: Practices and Perspectives in Philippine Higher Education Institutions. International Journal on Culture, History, and Religion, 7(SI2), 36–50. https://doi.org/10.63931/ijchr.v7iSI2.187
Dela Cruz, L., Manera, A., Ramirez, E., Macato, D., Catbagan, R. J. I., & Tulawie, A. (2025). Bridging Cultures in the Classroom: Analyzing Pedagogical Approaches that Promote Intercultural Competence in Multicultural Higher Education Settings. International Journal on Culture, History, and Religion, 7(SI2), 242–261. https://doi.org/10.63931/ijchr.v7iSI2.202
Domingo- Alejo, J. (2022). Delving The Perceived Administrator’s Personality in Basic Education Unit. CEMJ. 30 (4), 2052-2060.
Domingo- Alejo, J. (2023). Exploring the Level of Morale of Teachers in Public Basic Education Unit. Rivista Italiana di Filosofia Analitica Junior. 14 (1), 482-496.
Domingo-Alejo, J. ( 2024). AI Integrated Administration tool design with ML Technology for Smart Education System. 2024 4th International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE). 1423-1428.
Edobane, R. (2025). Culturally Rooted Pedagogy in Technology and Livelihood Education: Assessing Curriculum Implementation in Western Visayas State Universities. International Journal on Culture, History, and Religion, 7(SI2), 568–586. https://doi.org/10.63931/ijchr.v7iSI2.226
Eijansantos, A. M., Alieto, E. O., Emmanuel, M. S., Pasoc, M. G. O., & Bangayan-Manera, A. (2021). Interspeaker variation in the negated perfective aspect of Zamboanga Chavacano. Linguistics and Culture Review, 5(S3), 287-309. https://doi.org/10.21744/lingcure.v5nS3.1528
Escobar, DT. (2022), Cybersecurity Knowledge of the Cagayan State University Academic Community: Basis for Cybersecurity Policy. Journal of Positive School Psychology. 6, (5), 4839–4850
Eustaquio, G. L. (2024). A Deep Analysis of Implementation of Technical Strategy using AI in MBS. 2024 4th International Conference on Advance Computing and Innovative Technologies in Engineering (ICACITE), Greater Noida, India, 2024, pp. 1472-1478, doi: 10.1109/ICACITE60783.2024.10617117.
Ferranco, M. (2025). Emotional Intelligence and Culturally Grounded Leadership: A Study of Small Business Owners in San Pedro, Laguna, Philippines. International Journal on Culture, History, and Religion, 7(SI2), 191–202. https://doi.org/10.63931/ijchr.v7iSI2.197
Flores, K., Gadaza, A., Galdonez, D., Pihnuton, J., Soriano, R., & Killip, A. J. (2025). Decolonizing Pedagogy: Integrating Indigenous Knowledge and Philippine Historical Narratives in Higher Education Curricula. International Journal on Culture, History, and Religion, 7(1), 333–356. https://doi.org/10.63931/ijchr.v7i1.130
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2019). School engagement: Potential of the concept and state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Frutas, M. L. (2019). The Art of Questioning and Its Relationship to Academic Performance. The Asian EFL Journal. 24 (4.2), 350-376.
Frutas, M. L. (2019). Reading Comprehension and Mathematics Problem Solving Proficiency of Filipino ESL Learners: An Imperative for Bridging the Gap. The Asian EFL Journal. 24 (4.1), 267-280.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Johnson, D. W., & Johnson, R. T. (2020). Joining together: Group theory and group skills (12th ed.). Pearson Education.
Kolb, D. A. (2019). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson Education.
OECD. (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2021). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving classroom interactions. Educational Psychologist, 56(2), 93–107. https://doi.org/10.1080/00461520.2021.1900456
Schoenfeld, A. H. (2019). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Studies in Technology and Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
License Terms
All articles published in Studies in Technology and Education (STE) are freely accessible under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This license grants users the right to read, download, copy, distribute, and link to the full texts for non-commercial purposes, provided that appropriate credit is given and that the original work remains unaltered and unchanged.
This article is made available in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
