Enhancing Problem-Solving Skills of Grade 9 students: Effectiveness of MATH-QUAD

Abstract

Despite the established importance of problem-solving in mathematics education, many
students continue to struggle with mastering quadratic equations, a foundational but often
challenging topic in the Grade 9 curriculum. While various interventions and digital tools have
been explored, there remains limited research on structured, school-based programs that
directly target mastery of quadratic problem-solving skills within the Science, Technology, and
Engineering (STE) curriculum. Addressing this gap, the present study investigated the
effectiveness of MATH-QUAD (Mastery Assistance and Training Help for Quadratic Equations) in
enhancing the problem-solving skills of Grade 9 students at Ramon Magsaysay (Cubao) High
School during the Academic Year 2024–2025. Using a quantitative research design, sixty-four
STE students participated in the study. A pre-test and post-test framework was employed to
assess the students’ proficiency in solving quadratic equations before and after the
intervention. Statistical analyses, including weighted mean, paired T-test, and Pearson’s r
correlation, were used to evaluate the impact of the program. Results indicated a marked
improvement in students' performance, with mean scores increasing from 22.13 (pre-test) to
26.44 (post-test). The T-test results showed a significant difference (p < 0.001), while a strong
positive correlation (r = 0.607, p < 0.001) suggested that prior knowledge contributed to
learning gains. These findings affirm the effectiveness of MATH-QUAD in supporting the
development of mathematical problem-solving skills among high school learners.
Keywords: Quadratic Equations, Problem-Solving Skills, MATH-QUAD, Mathematics Intervention,
STE Curriculum