IJSTIP Published Article Details

Abstract The study aimed to determine the impact of the Bar Model Approach on improving Grade 7 students’ mathematical performance by enhancing students’ visualization and problem-solving skills in solving contextualized mathematical word problems involving algebraic expressions and formulas. Based on Bruner’s Concrete–Pictorial–Abstract Theory and Constructivist Learning Theory, the study utilized a quantitative pre-experimental single-group pretest–posttest research design. The participants were the 25 Grade 7 students of Cagdianao National High School for the School Year 2025 – 2026, selected through purposive sampling. The main instrument was a standardized teacher-made mathematics test that was validated by mathematics experts, was reliable, and consisted of 20 problem-solving items. The scoring system based on the rubric was used to measure the students’ visualization and problem-solving skills. The findings revealed that the respondents had a mean score of 12.8 in the pretest and 16.6 in the posttest, implying a significant improvement after being exposed to the intervention. Visualization skills increased from a mean score of 20.0 to 65.4, and problem-solving skills increased from 31.6 to 80.1. The paired-samples t-test results revealed statistically significant differences between pretest and posttest mathematical performance, visualization skills, and problem-solving skills. The results indicated that the Bar Model Approach was effective in developing conceptual understanding, visual representation, and mathematical reasoning. The study emphasized the significance of incorporating visual and model-based instructional strategies in mathematics instruction to enhance learners’ mathematics achievement and higher-order thinking skills. Keywords: Bar Model Approach, mathematical performance, mathematics education, problem-solving skills, visualization skills