Mathematical Fluency and Problem Solving Skills through a Reflective Practice Learning Approach

Abstract

The Reflective Practice Learning Approach (RPLA) was a learner-centered teaching approach that enhances students’ mathematical fluency and problem-solving skills, as well as reflective and meaningful learning experiences that encourage them to examined and improved their thinking. This study employed a quasi-experimental research design to determine the effect of the Reflective Practice Learning Approach (RPLA) on the mathematical fluency and problem-solving skills of Grade 11 students at Kiburiao National High School during the third quarter of School Year 2025–2026, and to identify significant differences between the RPLA and non-RPLA groups in terms of posttest and retention test results. A total of 61 students participated, with 30 in the RPLA group and 31 in the non-RPLA group. Both groups initially demonstrated low to very low levels of mathematical fluency and problem-solving skills in the pretest. After the intervention, both groups improved in the posttest and retention test, with the RPLA group showing greater gains than the non-RPLA group. The RPLA group achieved a high level of mathematical fluency and demonstrated better retention of skills over time, while the non-RPLA group remained at an average level. In problem-solving skills, both groups improved, but the RPLA group performed better and showed stronger retention. Thus, posttest and retention results indicated that the RPLA group outperformed the non-RPLA group in both domains. Reflective practice learning activities should be integrated into mathematics instruction to enhance and sustain learners’ mathematical fluency and problem-solving skills.