ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— Enhancing problem-solving skills is crucial for academic achievement and daily practical application, yet a significant number of students face challenges in this area, particularly in subjects such as Mathematics. This research aims to identify the underlying causes of poor problem-solving skills among Grade 11 STEM students at Juan G. Macaraeg National High School during the first quarter of the 2023 – 2024 school year. The study adopts a mixed-methods approach, employing purposive and convenient sampling for learner interviews. To pinpoint the issues, students underwent a one-time quiz focused on exponential word problems, with those who performed poorly becoming interview respondents. Both teacher and student responses were categorized into think, talk, and write strategies. The study’s revelations include learners perceiving problem-solving as burdensome, akin to a weight on their shoulders, while teachers struggle with time constraints in delivering essential competencies. Additionally, teachers tend to overlook the significance of verbal communication when addressing worded problem-solving, while students often seek assistance from peers and knowledgeable individuals to navigate challenges. Furthermore, it was observed that neither learners nor teachers consistently applied the GRESA (Given, Required, Equation, Solution, Answer) method when solving word problems. Notably, the think-talk-write cooperative learning strategy, a recommended approach, was not integrated into the teaching-learning process for word problem-solving. This study underscores the importance of implementing the think-talk-write strategy to evaluate its potential impact on enhancing the problem-solving skills of learners. By addressing these identified issues, the research aims to contribute valuable insights and practical interventions to improve problem-solving proficiency in the academic context. Keywords — Think Talk Write Learning, Module, Performance, Assessment