Enhancing Students’ Persistence in Mathematics Through Mathematical Logic-Based Instruction

This study examined whether mathematical logic-based instruction enhanced students’ persistence in mathematics at Tipas Integrated National High School. A nonequivalent control-group pretest–posttest quasi-experimental design involved 80 students in two intact classes, with 40 students per group. Persistence in classroom exercises, take-home assignments, group tasks, and examinations was measured using an adapted questionnaire. Data were analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, and Cohen’s d. At pretest, the experimental group (M = 2.52, SD = 0.49) and control group (M = 2.47, SD = 0.47) did not differ significantly, t(78) = 0.48, p = .63. At posttest, the experimental group (M = 2.89, SD = 0.40) scored significantly higher than the control group (M = 2.44, SD = 0.46), t(78) = 4.71, p < .001, with a large effect size, d = 1.053, 95% CI [0.582, 1.519]. Within-group improvement was significant for the experimental group, t(39) = 8.83, p < .001, but not for the control group, t(39) = −0.53, p = .60. Findings support the potential instructional value of mathematical logic activities, although nonrandom assignment limits causal interpretation. A proposed instructional guide prioritizes low persistence in classroom exercises and examinations.