Abstract
This study took deeper look on how much the students applied problem solving skills learned from previous mathematics subject delivered through Anchored Instruction (AI) to other domains using pre-test - post-test Nonequivalent Control Group Design with English proficiency as moderator variable. The contents considered in AI were problems in Arithmetic, Advanced Algebra and Trigonometry. Results revealed that AI affected significantly better extent of transfer of the problem solving skills to General Chemistry but opposite results were found in Solid Mensuration while no significant difference in Analytic Geometry. English proficiency significantly moderated extent of transfer of problem solving skills to other domains like Solid Mensuration and General Chemistry. No interaction effect was found between English proficiency and teaching model. It is recommended that AI be considered as facilitator of transfer of problem solving skills in General Chemistry and enhancements can verify results in Solid Mensuration and Analytic Geometry.
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