Pretest-posttest design reveals significant improvements in reflective thinking and mindset in graduate students, suggesting effective instructional strategies.
This study investigates the impact of researcher-developed instructional materials for quantitative data analysis on the reflective thinking skills and mindset of graduate students in Mathematics Education at Central Mindanao University. Employing a one-group pretest-posttest design, 34 students participated in the intervention during the 2023–2024 academic year. Results revealed a statistically significant increase in reflective thinking scores (mean: 4.01 to 4.12, p = .026) and in the intelligence subscale of mindset (mean: 10.88 to 11.88, p = .027). While the character subscale also improved (mean: 11.79 to 12.35), this change was not statistically significant (p = .136). The findings suggest that targeted instructional materials can enhance both reflective thinking and growth mindset, particularly in the domain of intelligence, among graduate students studying quantitative data analysis.
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Jenyliza T. Ucang (2025) studied this question.
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