INTERLANGUAGE DEVELOPMENT IN L2 ACADEMIC WRITING: A STATE-OF-THE-ART REVIEW OF MEASUREMENT, TASK DESIGN, AND WRITTEN FEEDBACK IN EMI HIGHER EDUCATION
Abstract
This study employed an explanatory sequential mixed methods design to examine the mathematical investigation proficiency of senior high school (SHS) students in the Davao Region. In the quantitative phase, data were collected from students in using an adapted and validated mathematical investigation questionnaire, while in the qualitative phase, purposively selected participants were engaged in in-depth interviews and a focus group discussion. Descriptive and inferential statistics, including mean, standard deviation, t-test, and ANOVA, were utilized to determine the level of mathematical investigation proficiency and examine differences by sex and SHS strand. Findings revealed that students demonstrated an overall very low level of mathematical investigation proficiency, with significant differences observed across strands but not by sex. Qualitative results further explained these patterns, indicating that students’ very low proficiency was associated with a reliance on formula-driven procedures, limited exposure to investigative and non-routine mathematical tasks, and challenges in articulating mathematical reasoning and justifying solutions. The integration of quantitative and qualitative findings highlighted the influence of curricular exposure, instructional emphasis, and confidence on students’ performance in mathematical investigations. Based on these findings, the EXPLORE enhancement scheme was developed to provide targeted interventions aimed at improving students’ mathematical investigation proficiency.
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DOI: http://dx.doi.org/10.46827/ejes.v13i5.6631
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