Improving Mathematical Skills of Grade V Pupils of Bilogo Elementary School through Collaborative Learning

Abstract

INTRODUCTION

Collaborative learning is an umbrella term for a variety of educational approaches involving a joint intellectual effort by student and teachers together. It engages students in challenging tasks or questions. A significant shift away from a typical teacher-centered or lecture-centered type milieu in a classroom. In this regard, the researcher intended the aftermaths of collaborative learning. In this study, the researcher integrates the use of collaborative learning in teaching Mathematics among Grade Five pupils.

METHODS

This study used a descriptive type of research; the researchers include all Grade v pupils no sampling technique was utilized. A lesson plan was used as a guide in the presentation of topics. Written and practical tests served as the main data gathering instrument in this study. Frequency, percentage, and ranking were the statistical treatment used to tabulate the data gathered.

RESULTS

Collaborative learning activities immerse students in challenging tasks or questions and help create new ideas to develop higher-order reasoning and problem-solving skills. Majority of the respondents had high performance in addition and subtraction using collaborative learning. In this note, collaborative learning can be applied in teaching addition and subtraction of the whole number.

DISCUSSIONS

The results demonstrate that collaborative learning is a useful tool for better Mathematics classroom management. It is also an active strategy in teaching pupils to arouse their interest in Mathematics.