Stimulating Active Learning in MAthematics Three Through a Collaborative Approach

Abstract

INTRODUCTION

This action research discusses how Collaborative Teaching Strategy stimulated active learning in Mathematics among the Grade Three learners of San Roque Elementary School. The teacher-researcher has noticed that many of the learners were hesitant to participate in the learning activities in Mathematics especially during guided practice and individual exercises in the application of skills. This study includes 72 pupils from the two sections of Grade Three each has an equal number of learners in the current school year.

METHODS

The research used the experimental method. The first section of pupils was directed to experience learning through a collaborative approach while the other section was exposed to doing exercises in an individual manner most of the time. Both classes were under the supervision of the teacher researcher. Systematic observation and interviews were applied to gather data. The study was carried out from June 11 to July 31 incorporating different teaching and learning strategies under Collaborative Approach, with data collected through qualitative and quantitative analysis.

RESULTS

Collaborative Approach has created more constructive effects in engaging the Grade Three learners in active learning in Mathematics than subjecting them to competitive and individualistic learning. The researcher hopes that this study will greatly benefit the pupils and teachers who are subjected to the utilization of a collaborative approach in the teaching and learning situation.

DISCUSSIONS

The results manifest that there is a need to stimulate the learners in learning Mathematics skills through a Collaborative Approach in order to achieve the desired learning outcome among them. Learner-driven activities prepared and applied by the teacher during instruction will make learning enjoyable among school children.