Abstract
In this study, the researcher examines the level of mastery in problem-solving and the level of awareness of Six Thinking Hats among Grade 8 Mathematics learners at Alagao National High School in General Santos City. This was done for the development of a learning intervention using the Six Thinking Hats method to improve their problem-solving skills. Using a pre-experimental one-group pretest-posttest design, the study assessed students’ initial mastery levels, awareness of the Six Thinking Hats method, and the impact of the intervention. Results showed a low mastery level in key mathematical areas based on the pretest. However, there was an improvement in the posttest, with a statistically significant difference. Despite their low mastery, students demonstrated a high awareness of the Six Thinking Hats method. However, they showed limited understanding of the Red Hat, which involves emotional thinking. The intervention plan was validated as highly effective in terms of acceptability, appropriateness, content, relevance, and usability. The study suggests integrating the intervention into the Mathematics 8 curriculum, providing teacher training, and expanding its application to other subjects. Future research may explore its long-term impact and adaptability to diverse learning environments.
