Abstract
Mathematical problem-solving is a critical skill that enables learners to apply mathematical concepts to real-life situations. However, many students—particularly those in alternative education settings—struggle with solving word problems due to difficulties in understanding mathematical language, which often leads to misconceptions and poor performance in assessments such as TIMSS and PISA. This study examined the effectiveness of the Math Mo, Gabay Ko: A Structured Tutorial Program to Enhance Problem-Solving Skills in Mathematics Among ALS Junior High School Students in Monkayo District, Davao de Oro. Specifically, it assessed the students' problem-solving performance based on their pre-test and post-test scores and determined whether a significant difference existed. Findings revealed a notable improvement in students’ post-test scores, indicating enhanced skills in solving word problems. Participants also reported increased confidence and better comprehension of mathematical problems. These results highlight the positive impact of the structured tutorial on the mathematical learning outcomes of ALS students. The study concludes that structured tutorial interventions can significantly improve mathematical proficiency in alternative education settings and recommends further implementation and evaluation of similar programs across other districts.
