INFLUENCE OF COLLABORATIVE LEARNING ON STUDENTS’ MATHEMATICS ACHIEVEMENT

Autori

  • Christilyn F. Casinillo Tulang Integrated School, Esperanza, San Francisco, Cebu, Philippines
  • Jackferr B. Lacandula Luciano B. Rama Sr. Memorial National High School, Esperanza, Poro, Cebu, Philippines
  • Wendelyn M. Zanoria Hikarinomori Nursery School, Chikuzen, Asakura, Fukuoka, Japan

DOI:

https://doi.org/10.46827/ejes.v13i1.6485

Parole chiave:

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

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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Biografie autore

  • Christilyn F. Casinillo, Tulang Integrated School, Esperanza, San Francisco, Cebu, Philippines

    Christilyn F. Casinillo holds a Bachelor of Science in Education (BSEd) major in Mathematics and a Master’s degree in Teaching Mathematics, which demonstrates her commitment to broaden her knowledge and refining her teaching methodology. She is currently a Teacher III at Tulang Integrated School, where she teaches mathematics and science. She focuses on her professional growth and development through participation in various professional development opportunities, such as serving as a speaker in INSET trainings and a classroom demonstrator during graded observations, demonstrating her dedication to continuous improvement and the quality of instruction. She completed an action research project with NON-BERF funding that was accepted by the DepEd Division Research Committee, signifying her commitment to evidence-based teaching and educational innovation.

  • Jackferr B. Lacandula, Luciano B. Rama Sr. Memorial National High School, Esperanza, Poro, Cebu, Philippines

    Jackferr B. Lacandula holds a Master of Arts in Education with a specialization in Teaching Mathematics and is currently a Mathematics teacher. His professional interests focus on developing students’ holistic capabilities by providing diverse and meaningful learning opportunities in the classroom. He is committed to fostering students’ appreciation of Mathematics and helping them recognize its relevance and importance in their daily lives. To support active learning and deeper understanding, he integrates the Building Thinking Classroom approach as an instructional strategy to promote academic conversations, collaborative problem-solving, and critical thinking. His instructional practice emphasizes learner-centered environments that encourage engagement, conceptual understanding, and a positive disposition toward Mathematics.

  • Wendelyn M. Zanoria, Hikarinomori Nursery School, Chikuzen, Asakura, Fukuoka, Japan

    Wendelyn M. Zanoria holds a Master of Arts in Education with a specialization in Teaching Mathematics and is currently a Mathematics and English Language teacher. Her academic and professional interests focus on identifying and addressing students’ learning barriers through the integration of mathematical and language-based instructional approaches. Her work emphasizes evidence-based and learner-centered pedagogical strategies that support diverse learners, enhance mathematical understanding, and strengthen language proficiency in academic contexts. Central to her scholarly engagement is the examination of instructional practices that improve student engagement, learning outcomes, and instructional efficiency through interdisciplinary teaching in mathematics and language education.

Riferimenti bibliografici

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Pubblicato

2026-01-18

Fascicolo

V. 13 N. 1 (2026)

Sezione

Articles

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