The study delves into the transformative potential of phenomenon-based learning enriched with formula derivation on students' mathematical reasoning in tertiary education. The study used a quasi-experimental pretest-posttest non-equivalent control group design. There were 2 experimental groups, one exposed to phenomenon-based learning alone and the other to phenomenon-based learning with classroom formula derivation activities, and one control group exposed to the conventional method. Multiple solution tasks were used to measure students’ level of mathematical reasoning. The data were analyzed using the mean, standard deviation, and ANCOVA. The analysis revealed that students exposed to phenomenon-based learning with formula derivation had the highest post-test mathematical reasoning score. The students in this group had a significantly greater level of mathematical reasoning than did those in the other three groups. Furthermore, students exposed to phenomenon-based learning alone may not outperform students exposed to phenomenon-based learning with formula derivation, but they still had significantly higher post-test mean scores than did students exposed to the conventional type of teaching. The researcher recommends that teachers in tertiary education use phenomenon-based learning with formula derivation in teaching mathematics and related courses since this instructional approach engages students in learning that is more focused on real-life issues, applies skills and knowledge from different subjects, and enhances important skills such as reasoning, problem solving, communication, and teamwork.

Authors:
Remelyn Cheng, Mapúa Malayan Colleges Mindanao, Philippines
Laila Lomibao, University of Science and Technology of Southern Philippines, Philippines

About the Presenter(s)
Dr. Remelyn A. Cheng is a full-time Associate Professor at Mapua Malayan Colleges Mindanao where she teaches mathematics courses. She is also an adjunct professor at the University of Immaculate Conception teaching research statistics.

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