INFLUENCE OF COLLABORATIVE LEARNING ON STUDENTS’ MATHEMATICS ACHIEVEMENT

Christilyn F. Casinillo, Jackferr B. Lacandula, Wendelyn M. Zanoria

Abstract


Collaborative learning has been interestingly considered by most researchers as an effective strategy in enhancing students’ mathematics performance. This research assessed the influence of collaborative learning towards the Grade 7 students’ mathematics achievement at a public national high school in Cebu, Philippines, for the school year 2023-2024 using a descriptive correlational research design. There were 141 respondents who answered the questionnaire about their perception towards collaborative learning, and their performance was assessed using their second-quarter grades in Mathematics. The data gathered were treated using frequency count, percentage, weighted mean, and Pearson’s r. The results revealed that the respondents have a positive perception towards collaborative learning, and most of them have outstanding mathematics performance. Moreover, there was a weak positive correlation between the respondents’ perception towards collaborative learning and their mathematics achievement. The results suggest the important influence of utilizing collaborative learning in math instruction. It is recommended that the educators utilize the strategy in lessons that require critical thinking skills so that students can validate their assumptions on certain mathematical tasks that need analysis.

 

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Keywords


collaborative learning, mathematics achievement, descriptive-correlational design, Grade 7 students

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i1.6485

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