NON-VERBAL REASONING ABILITY AND PROBLEM-SOLVING

COMPETENCE OF MATHEMATICS
PRE-SERVICE TEACHERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 39
Issue 1
Pages: 32-37
Document ID: 2025PEMJ3741
DOI: 10.70838/pemj.390105
Manuscript Accepted: 04-29-2025
 Psych Educ, 2025, 39(1): 32-37, Document ID:2025PEMJ3741, doi:10.70838/pemj.390105, ISSN 2822-4353
Research Article

Non-Verbal Reasoning Ability and Problem-Solving Competence of Mathematics

Pre-Service Teachers
April Joy E. Tongcua,* Allan Jay S. Cajandig
For affiliations and correspondence, see the last page.
Abstract
The ability to engage in non-verbal reasoning and problem-solving is essential for future mathematics teachers, as
these competencies underpin effective teaching and mathematical understanding. However, the relationship between
these abilities remains insufficiently explored. This study aimed to assess the level of non-verbal reasoning and
problem-solving competence among mathematics pre-service teachers at Ramon Magsaysay Memorial Colleges and
to examine the correlation between the two variables. Employing a quantitative research design, the study involved
30 pre-service teachers selected through simple random sampling. Data were gathered using a structured test
composed of two parts: non-verbal reasoning (sequence completion, odd-one-out identification, common feature
recognition, and application of operations) and problem-solving competence (understanding the problem, strategy use,
explanation, reasoning, computation, and procedural accuracy). Descriptive statistics and Pearson correlation analysis
were used to analyze the data. Results indicated that the participants exhibited strong non-verbal reasoning skills,
particularly in applying operations and identifying patterns. In contrast, their problem-solving competence was
moderate, with notable weaknesses in providing explanations and logical reasoning. A weak positive correlation (r =
0.198) was found between non-verbal reasoning and problem-solving competence, suggesting that non-verbal
reasoning is not a strong predictor of problem-solving ability. These findings imply that while non-verbal reasoning
supports mathematical thinking, other cognitive and pedagogical factors significantly influence problem-solving
development. The study recommends that teacher education programs implement targeted and differentiated
interventions to strengthen both non-verbal reasoning and problem-solving skills independently. Enhancing these
abilities can contribute to the development of well-rounded, competent mathematics educators.
Keywords: non-verbal reasoning, problem-solving competence, mathematics pre-service teachers

Introduction
Teachers are tasked with cultivating critical thinking, creativity, and problem-solving skills in their students by applying mathematical
concepts to real-life situations. Developing non-verbal reasoning abilities enhances problem-solving efficiency and a deeper
understanding of mathematical principles, contributing to academic success and practical application (NCTM, 2000). Strong non-
verbal reasoning skills are associated with higher performance in tasks involving patterns, sequences, and spatial relationships, which
are essential in advanced mathematics scenarios (Zhou, 2022).
On the other hand, problem-solving competence is more than finding solutions; it involves understanding mathematical concepts,
identifying patterns, and applying logical thinking. It can be cultivated through practice, exposure to different types of problems, and
learning from both successes and failures. Developing this competence leads to a solid foundation for success in related fields beyond
mathematics (NCTM, 2000).
Furthermore, despite the importance of non-verbal reasoning and problem-solving in mathematics, there is a lack of research on non-
verbal reasoning abilities in mathematics education. Kercood, Zentall, and Lee (2004) highlight challenges faced by students with
learning disabilities, such as difficulties in sequential planning and attention, which suggest the need for a better understanding of non-
verbal reasoning in mathematics instruction.
Additionally, Beitlich et al. (2015) emphasize the importance of diagnostic skills in mathematics education, pointing out that pre-
service teachers need to understand how non-verbal reasoning and problem-solving competencies contribute to diagnostic proficiency.
CMO #11 s. 1999 and CMO #30 s. 2004 emphasize the importance of practice teaching in preparing globally competitive educators
by providing hands-on experience and mentorship (Vega, 2008). This research aims to assess the level of non-verbal reasoning ability
and problem-solving competence and explore their relationship through a correlational quantitative study.
This study aims to investigate the levels of non-verbal reasoning ability and problem-solving competence among mathematics pre-
service teachers at Ramon Magsaysay Memorial Colleges for the school year 2024–2025. The research seeks to determine the
relationship between these two constructs and propose an instructional framework to enhance problem-solving competence in relation
to non-verbal reasoning.
Specifically, the study examines the components of non-verbal reasoning, such as sequence completion, identifying odd ones,
recognizing common features, and applying operations, as well as problem-solving competence in terms of understanding, strategies,
explanation, reasoning, computation, and procedural accuracy. Additionally, it explores the role of metacognitive skills in improving
mathematical problem-solving performance.

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 Psych Educ, 2025, 39(1): 32-37, Document ID:2025PEMJ3741, doi:10.70838/pemj.390105, ISSN 2822-4353
Research Article

Research Objectives
This study aimed to investigate the levels of non-verbal reasoning ability and problem-solving competence among mathematics pre-
service teachers at Ramon Magsaysay Memorial Colleges for the school year 2024–2025. Specifically, the researcher sought to answer
the following research objectives:
1. To determine the performance of mathematics pre-service teachers in non-verbal reasoning in terms of:
1.1 completing the sequence;
1.2 identifying the ‘odd one out’;
1.3 identifying common features; and
1.4 applying operations.
2. To assess the overall level of non-verbal reasoning achievement among mathematics pre-service teachers.
3. To evaluate the level of problem-solving competence of mathematics pre-service teachers in terms of:
3.1 understanding and strategies;
3.2 explanation and reasoning; and
3.3 computation and procedures.
4. To examine the significance of the relationship between non-verbal reasoning ability and problem-solving competence among
mathematics pre-service teachers.
5. To propose an instructional framework aimed at improving mathematical problem-solving competence by addressing aspects
related to non-verbal reasoning.

Methodology
Research Design
The study utilized the descriptive-correlational research design. This method was used to observe occurrences affecting the sample
population by collecting numerical data and statistically analyzing it to identify relationships between variables (Sreekumar, 2023).
Specifically, a correlational study approach was employed to examine the connection between non-verbal reasoning ability and
problem-solving competence among mathematics pre-service teachers. Since correlational studies are non-experimental, the researcher
did not manipulate the variables but analyzed their natural behavior to identify correlations (Cherry, 2023). Moreover, a test instrument
was used to assess the levels of non-verbal reasoning ability and problem-solving competence, making this method appropriate for
measuring the respondents’ competencies.
Respondents
The study was conducted at the main campus of Ramon Magsaysay Memorial Colleges (RMMC), a private higher education institution
located along Beatiles Street, Pioneer Avenue, General Santos City, South Cotabato, Philippines. Established in 1957 as Mindanao
Vocational School and renamed in 1978 in honor of former President Ramon Magsaysay, RMMC offers a wide range of academic
programs in teacher education, liberal arts, business, engineering, social work, and technical-vocational courses. Recognized by DepEd,
CHED, and PACUCOA, RMMC provides an ideal academic environment for research involving future educators.
The target population comprised 33 mathematics pre-service teachers enrolled in the Bachelor of Secondary Education (BSED) major
in Mathematics program during the academic year 2024–2025. Based on Gay’s (2012) sample size recommendation for small
populations, a sample of 30 respondents was determined to be appropriate.
Simple random sampling was employed to ensure that every individual had an equal and independent chance of being selected,
promoting objectivity and reducing selection bias. Fourth-year students were specifically chosen as respondents, as their advanced
cognitive and pedagogical training made them suitable for exploring the relationship between non-verbal reasoning and problem-
solving competence in mathematics education.
Instrument
To acquire data from the respondents, the researcher directly compiled essay questions from the English 10 Book used in public schools.
The instrument was personally administered by the researcher during the pretest and posttest, and used the original Structural-Response
Instruction Worksheet.
Instrument
This study used a standardized test questionnaire consisting of 20 items for non-verbal reasoning and 10 items for problem-solving.
The non-verbal reasoning test, developed by the Math Centre Community Project (Mathcentre, 2003), included four components:
completing a sequence, identifying the odd one out, identifying common features, and applying operations. The problem-solving test
was sourced from the Program for International Student Assessment (PISA), an international assessment that evaluates students’
competencies in Mathematics, Science, and Reading (OECD, 2006). Pilot testing was conducted to ensure reliability, with Cronbach's
alpha yielding a reliability coefficient of 0.83 for the non-verbal reasoning test and 0.72 for the problem-solving test, indicating

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Research Article

acceptable internal consistency.

Procedure
This study used specific steps to gather data, beginning with the finalization of the title and statement of the problem. The researcher
reviewed related literature, prepared the research instruments, and administered a test on non-verbal reasoning and problem-solving
competency to BSED fourth-year students at Ramon Magsaysay Memorial Colleges. The test was validated by a panel of three expert
evaluators with advanced degrees in Mathematics and Mathematics Education. A pilot study was conducted to ensure the reliability of
the instruments. After obtaining permission from the program director, the researcher distributed and collected the test papers, which
were then analyzed and interpreted to obtain the study's findings.
Data Analysis
This study used a variety of statistical tools to analyze the collected data. To address sub-problems 1, 2, and 3, frequency counting, a
transmuted 60-based scoring system, and percentage analysis were employed. Sub-problem 4 was analyzed using the Pearson
correlation coefficient, which assessed the relationship between non-verbal reasoning ability and problem-solving competency by
measuring the linear correlation between the two variables.
Results and Discussion
This section analyzes the findings derived from the data collected through research instruments to assess the level of non-verbal
reasoning ability and problem-solving competence among mathematics pre-service teachers during the academic year 2024-2025 at
Ramon Magsaysay Memorial Colleges. It also presents the results of the correlation analysis between non-verbal reasoning ability and
problem-solving competence of the respondents.

Table 1 presents the distribution of non-verbal reasoning ability levels of mathematics pre-service teachers in completing a sequence.
The results indicate that most respondents demonstrated proficiency, with an overall mean score of 19. Specifically, 30% achieved an
excellent rating, 50% were proficient, 17% performed satisfactorily, and 3% required improvement, while none received a poor rating.
These findings highlight a range of proficiency levels, with the majority performing well. Interestingly, this contrasts with de Castro's
(2007) study, where only 27% of pre-service teachers exhibited weak reasoning, and none demonstrated coherent mathematical
reasoning. In contrast, 80% of the current study’s respondents scored proficient or higher.

Table 1. Distribution of the Performance in Non-verbal Reasoning

among Mathematics Pre-service Teachers in Completing a Sequence
Score Range Frequency Percentage % Verbal Description
21-25 9 30.00 Excellent
16-20 15 50.00 Proficient
11-15 5 17.00 Satisfactory
Total 30 100.00
Mean=19.00 (Proficient)

Table 2 presents the distribution of scores of mathematics pre-service teachers in the non-verbal reasoning ability test for identifying
the odd one out. The results show that respondents demonstrated proficiency in this area, with an overall mean score of 17.90.
Specifically, 27% achieved an excellent rating, 43% were proficient, 23% performed satisfactorily, and 7% required improvement,
while none received a poor rating.
These findings suggest varying levels of competence, with most participants performing well. The results align with the study by
Luchavez and Caloc (2024), which highlighted those pre-service teachers in the Philippines exhibited strong mathematical proficiency
when provided with structured enrichment programs and effective pedagogical training, enhancing their analytical reasoning skills.

Table 2. Distribution of the Performance in Non-verbal Reasoning of

Mathematics Pre-service Teachers in Identifying the Odd One Out
Score Range Frequency Percentage % Verbal Description
21-25 8 27.00 Excellent
16-20 13 43.00 Proficient
11-15 7 23.00 Satisfactory
6-10 2 7.00 Needs Improvement
Total 30 100.00
Mean=17.90 (Proficient)

Table 3 illustrates the performance of mathematics pre-service teachers in the non-verbal reasoning test, focusing on their ability to
identify common features. The data reveal that the respondents displayed strong competence in this skill, reflected by an overall mean
score of 17.10, indicating a high level of proficiency in recognizing similarities among a set of figures.

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Research Article

Table 3. Distribution of the Performance in Non-verbal Reasoning of

Mathematics Pre-service Teachers in Identifying Common Features
Score Range Frequency Percentage % Verbal Description
21-25 6 20.00 Excellent
16-20 15 50.00 Proficient
11-15 8 27.00 Satisfactory
6-10 1 3.00 Needs Improvement
Total 30 100.00
Mean=17.10 (Proficient)

Table 4 displays the performance of mathematics pre-service teachers in the non-verbal reasoning test, particularly in applying
operations. The results indicate that the respondents excelled in this area, with an overall mean score of 19.73, reflecting strong
competence in manipulating figures through a set of operations. The data show that 37% of the participants performed excellently, 50%
demonstrated proficiency, and 13% attained average scores, while none received low or very low ratings. These findings suggest
varying levels of proficiency, with most respondents performing well in applying operations, although this variation in scores contrasts
with patterns observed in other aspects of non-verbal reasoning.
Table 4. Distribution of the Performance in Non-verbal Reasoning of
Mathematics Pre-service Teachers in Applying Operations
Score Range Frequency Percentage % Verbal Description
21-25 11 37.00 Excellent
16-20 15 50.00 Proficient
11-15 4 13.00 Satisfactory
Total 30 100.00
Mean=19.73 (Proficient)

Table 5 shows the mean scores and standard deviations of mathematics pre-service teachers in the non-verbal reasoning test. The data
reveal that the respondents achieved a proficient level of performance, with an overall mean score of 18.43 and a grade equivalent of
81%. Among the four reasoning abilities, applying operations yielded the highest mean score (19.73, 85%), reflecting greater
proficiency in manipulating abstract relationships. In contrast, identifying common features recorded the lowest mean score (17.10,
79%), suggesting that respondents found it relatively more challenging to identify shared characteristics, a skill important in
mathematical categorization. The standard deviations, which range between 3.83 and 4.03, indicate moderate variation in performance
across the participants.
Table 5. Distribution of the Level of Achievement in Non-verbal Reasoning of
Mathematics Pre-service Teachers
Reasoning Abilities Mean Grade Equivalent % SD Verbal Description
Completing a sequence 19.00 83 3.83 Proficient
Identifying the odd one out 17.90 81 4.03 Proficient
Identifying common features 17.10 79 3.98 Proficient
Applying Operations 19.73 85 3.92 Proficient
Overall 18.43 81 3.94 Proficient

Table 6 outlines the distribution of problem-solving competence levels among pre-service teachers, indicating moderate proficiency
with an average score of 16.81 (69%) and notable variability in performance, as reflected by standard deviations ranging from 5.55 to
6.42. These results are consistent with previous studies by Pentang et al. (2024) and Dangkulos (2023), which found that pre-service
teachers exhibited average problem-solving dispositions but struggled with overall performance. The study highlighted strengths in
"Understanding and Strategies" (77%) but identified weaknesses in "Explanation and Reasoning" (64%), where participants had
difficulty clearly justifying their solutions. To address these deficiencies, integrating explicit reasoning exercises and problem-based
learning models into teacher training programs is recommended. Policymakers should also introduce standardized benchmarks to
improve problem-solving preparedness, while future research should explore how academic backgrounds and subject preferences
impact problem-solving performance.
Table 6. Distribution of the Level of Achievement in Problem-solving of Mathematics Pre-
service Teachers
Skills Mean Grade Equivalent % SD Verbal Description
Understanding and Strategies 24.80 77 5.71 Satisfactory
Explanation and Reasoning 7.07 64 6.42 Poor
Computation and Procedures 18.57 70 5.55 Satisfactory
Overall 16.81 69 5.89 Satisfactory

Table 7 shows the correlation between components of non-verbal reasoning (NVR) and different aspects of problem-solving
competence. The strongest correlation (0.461) is between Identifying Common Features and Understanding and Strategies, suggesting
that recognizing patterns enhances strategic thinking in problem-solving. A moderate correlation (0.299) between Overall NVR Ability
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Research Article

and Computation and Procedures indicates that better non-verbal reasoning contributes to stronger procedural skills. However,
correlations with Explanation and Reasoning are weak or negative, suggesting that non-verbal reasoning alone does not improve verbal
explanations in problem-solving tasks. The weak correlation (0.198) between Overall NVR Ability and Overall Problem-Solving
Competence indicates that problem-solving involves various cognitive and instructional factors beyond non-verbal reasoning. These
findings highlight the importance of integrating both non-verbal and verbal reasoning exercises in teacher training programs to develop
well-rounded problem-solving skills.
Table 7. Correlational Analysis between the Non-verbal Reasoning Ability and Problem-Solving Competence
among Mathematics Pre-service Teachers
Indicator Understanding Explanation and Computation and Overall PS Competence
and Strategies Reasoning Procedures
Completing a sequence 0.233 -0.244 0.207 0.061
Identifying the odd one out 0.224 -0.065 0.229 0.142
Identifying common features 0.461* -0.034 0.275 0.263
Applying Operations 0.128 0.028 0.193 0.132
Overall NVR Ability 0.346 -0.102 0.299 0.198

Conclusions
The study found that mathematics pre-service teachers exhibit high non-verbal reasoning abilities, particularly in applying operations,
completing sequences, identifying the odd one out, and recognizing common features. These skills are essential for developing critical
thinking and problem-solving abilities in their future students. However, while the respondents showed moderate competence in
understanding, strategies, computation, and procedures, they demonstrated weak performance in explanation and reasoning, suggesting
gaps that need to be addressed through targeted instructional strategies. The study also revealed that there is no significant relationship
between non-verbal reasoning and problem-solving competence, indicating that non-verbal reasoning alone is not a strong predictor of
problem-solving skills. This highlights the need for further research to explore other factors influencing problem-solving abilities and
develop tailored interventions to enhance these competencies.
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Affiliations and Corresponding Information
April Joy E. Tongcua, LPT, MAT
Ramon Magsaysay Memorial Colleges – Philippines
Allan Jay S. Cajandig, PhD
Sultan Kudarat State University – Philippines

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