Effects of Embodied Cognition Through Arts-Based Strategies in Developing Mathematical Competencies of Grade 7 Learners of Leonarda D. Vera Cruz National High School
John Ezekiel S. Ungria, Rogel L. Limpiada
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Source: Crossref
Published: Oct 25, 2026
DOI: 10.65339/ijsis.v1.i3.224
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This study examined the effects of embodied cognition through arts-based strategies on the mathematical competencies of Grade 7 learners at Leonarda D. Vera Cruz National High School, Unisan, Quezon, Philippines. Grounded in Embodied Cognition Theory and an Input–Process–Output–Outcome framework, the study employed a descriptive quasi-experimental, single-group pretest–posttest design involving 26 Grade 7 learners during School Year 2025–2026. Data were collected using a researcher-developed, validated 20-item competency test and analyzed through mean scores, mean percentage scores (MPS), standard deviations, learning gains, and paired-samples t-tests. The intervention incorporated movement, gestures, artistic expression, and kinesthetic activities to develop three mathematical competencies. Results revealed improvements in using positive and negative numbers to describe directions or opposites (38.46% to 73.63%), locating integers on a number line (41.67% to 91.03%), and performing addition and subtraction of integers (19.78% to 58.24%). The respective learning gains were 35.17, 49.36, and 38.46 percentage points, with a reported overall mean gain of 41.00 percentage points. Statistically significant pretest–posttest differences were observed across all competencies (p < .001). Locating integers demonstrated the greatest improvement, while integer operations remained the most challenging competency. The findings supported the development of a Mathematics 7 lesson exemplar integrating arts-based activities, movement, and formative assessments. Although the absence of a comparison group limits causal interpretation, the results suggest that embodied arts-based instruction is a promising approach to strengthening mathematical understanding. The study aligns with Sustainable Development Goal 4 (Quality Education) by supporting learner-centered approaches to foundational numeracy. Its educational sustainability contribution lies in providing a structured instructional resource that may support continued teaching improvement and meaningful Mathematics learning.
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