Abstract

Teaching limits in calculus can be challenging because the concept of approaching a value is abstract and foundational to later topics. This study examined “Limit Quest,” an instructional tool using structured examples and progressive practice exercises, to improve the conceptual understanding and problem-solving skills of second-year Mathematics majors at Bestlink College of the Philippines. The study employed a quasi-experimental design involving 68 second-year Bachelor of Secondary Education Mathematics majors selected through total-population sampling. Researcher-developed pretests and posttests measured learning gains, while a survey questionnaire assessed student perceptions. Most respondents were aged 19–23 (83.82%), and 58.82% were female. Data were analyzed using descriptive statistics, weighted mean, and a t-test. Limit Quest was associated with a significant improvement in students’ comprehension of limits (t = 15.25, p = 0.00001 < 0.05). Students rated the tool favorably for active engagement (x̄ = 3.83), problem-solving skills (x̄ = 3.77), reflection (x̄ = 3.86), social interaction (x̄ = 3.81), and application of theory to real-world situations (x̄ = 3.77). Reported challenges included the need for facilitator support, adjustment difficulties among first-time users, and time constraints. The findings support Limit Quest as an instructional material for improving engagement, comprehension, and problem-solving in the study of limits. Its integration into calculus instruction may help make abstract concepts more concrete and interactive, provided that adequate guidance and implementation time are available.