2026 IJRSE – Volume 15 Issue 6
Available Online: 9 March 2026
Author/s:
Fulgencio, Marc Paul G.*
Philippine Women’s University, Jose Abad Santos Memorial School, Philippines (marcpaul.fulgencio@gmail.com)
Bonifacio, Joel C.
Philippine Women’s University, Jose Abad Santos Memorial School, Philippines (jcbonifacio@pwu.edu.ph)
Buenaventura, Angelina C.
Philippine Women’s University, Jose Abad Santos Memorial School, Philippines (acbuenaventura@pwu.edu.ph)
Gutierrez, Diana Cynthia G.
Philippine Women’s University, Jose Abad Santos Memorial School, Philippines (dgutierrez@pwu.edu.ph)
Abstract:
The present study uses a lesson study to explore how teachers can integrate the Sustainable Development Goals (SDGs) into a Grade 11 mathematics lesson on inverse functions. The research team situates the research in the Philippine context. The team draws on literature that highlights the SDGs as a framework for linking learning to real-world issues and that positions lesson study as a collaborative model for refining mathematics instruction. The study applied the Plan-Do-See lesson study cycle in an urban private senior high school, using two Grade 11 sections: Section A experienced typical lessons, and Section B participated in an SDG-integrated research lesson. Next, the team analyzed pretest and posttest scores with independent-samples and paired-samples t-tests. The team also analyzed debriefing transcripts through thematic analysis. The results show that Section B outperformed Section A on the posttest, with a moderate effect size, while both sections showed small to moderate, but statistically non-significant, post–pre gains. The qualitative findings reveal that SDGs make mathematics lessons more relevant. SDG integration also widens students’ awareness of social and environmental issues and fosters critical thinking. SDG integration can also face limited time, students’ lack of prior knowledge of the SDGs, and the need for cross-curricular coordination. The study concludes that lesson study is a viable framework for designing, testing, and refining SDG-integrated mathematics lessons and recommends earlier introduction of the SDGs, stronger teacher collaboration, and further research with larger samples and richer assessments.
Keywords: critical thinking, inverse functions, lesson study, mathematics education, senior high school, Sustainable Development Goals
DOI: https://doi.org/10.5861/ijrse.2026.26807
Cite this article:
Fulgencio, M. P. G., Bonifacio, J. C., Buenaventura, A. C., & Gutierrez, D. C. G. (2026). Using lesson study to explore the integration of Sustainable Development Goals in Grade 11 mathematics. International Journal of Research Studies in Education, 15(6), 65-79. https://doi.org/10.5861/ijrse.2026.26807
* Corresponding Author