Abstract
Mathematical reasoning, the cognitive process of drawing logical conclusions and solving problems based on mathematical concepts, is fundamental for academic success and lifelong learning. This study investigated the proficiency levels in mathematical reasoning among Grade 10 students in a private secondary school in Bacolod City, Philippines. Focusing on four domains: algebraic, geometric, proportional, and statistical reasoning, the study employed a quasi-experimental, one-group pretest–posttest design. A total of 215 students initially participated in the pre-test, after which the section with the lowest average score underwent a two-week intervention using Learning Activity Sheets (LAS). The same assessment tool was administered as a post-test to measure improvements. Quantitative results revealed significant gains in algebraic, geometric, and proportional reasoning, with geometric reasoning showing the most notable improvement. Statistical reasoning improved modestly, remaining the most challenging domain for many students. Student feedback further supported the effectiveness of the LAS, highlighting improved comprehension, structured problem-solving, and better recall of key concepts. The study concluded that well-designed LAS interventions can effectively improve students’ reasoning skills and may serve as a model for classroom-based instructional strategies.
