Collaborative Learning and Skills Development of Grade 10 Students: Basis for Achievement in Mathematics

Abstract

INTRODUCTION

Collaborative learning is very important in achieving critical thinking. The main concern of this study focused on the effectiveness of collaborative learning techniques and skills development in the achievement of students.

METHODS

The study made use of semi-experimental research design among the 165 grade 10 students. A researcher-made questionnaire and summative test were the main sources of data. Responses and grades were interpreted using the mean, percent, Pearson Product -Moment Correlation Coefficient and Regression Analysis.

RESULTS

Student-respondents from Bulacnin National High School, Division of Lipa City perceived that the extent of effectiveness of collaborative learning as to think-pair-share, brainstorming, jigsaw puzzle, and peer tutoring aspect is "always observed". Most of the student-respondents performance level or mean achievement on collaborative learning in terms of think-pair-share as to knowledge, process, understanding, and performance is "Outstanding"; their performance level on brainstorming as to knowledge is "Outstanding”; in process, it is "Fairly Satisfactory", whereas in understanding and performance, they are "Very Satisfactory"; in terms of performance level in jigsaw puzzle technique as to knowledge, it is "Very Satisfactory, in process, it is "Satisfactory", in understanding, it is "Fairly Satisfactory", and in performance, it is "Poor"; lastly, the performance level in peer tutoring is seen as "Satisfactory". There revealed a significant correlation between perceived extents of the effectiveness of collaborative learning techniques and achievement of students in grade 10 mathematics. Regression of students' achievement in terms of knowledge, process, understanding, and performance is significantly affected by the application of collaborative learning. Even without using the different collaborative learning techniques, students still develop socialization, belongingness, learning, style, and sense of responsibility.

DISCUSSIONS

There is no significant relationship between the perceived extent of effectiveness in utilizing collaborative learning and achievement of students in grade 10 mathematics. It is partially sustained since there are perceived indicators on the collaborative learning techniques that are partially related. The hypothesis that collaborative learning techniques singularly or in combination are not significantly related to student's achievement in grade 10 mathematics is sustained.