Collaborative Teaching Strategies: as Tools for Enhancing the Performance of Grade IV Pupils in Mathematics at Paaralang Elementarya Ng Calubcub1

Abstract

INTRODUCTION

This study aims to determine the effect of established collaborative teaching strategies on the achievement of both general and special education students in a fourth-grade math inclusion classroom. It involved Pre and Post-Test as well as interviews with teachers to determine their perceptions on the effects of using collaborative approach in teaching Mathematics. The findings of this study suggested that teaching Mathematics using the collaborative approach may have a positive effect on pupil's behavior. Findings led to the information that teachers play a vital role in developing the performance of pupils in Mathematics.

METHODS

This presents a brief description of the research design, the subject of the study, data gathering instruments used, data gathering procedure, data analysis used, and the statistical methods used in presenting, analyzing, and interpreting data.

RESULTS

This part presents the data gathered together with the corresponding analysis and interpretation. The data presented are in tabular form and organized in a sequential manner following the order of presentation of the specific problem.

DISCUSSIONS

Performance in Mathematics depends on how well the pupils understood their lessons and how well they retained the concepts taught to them. In measuring the respondent's performance, they were given a researcher-made test that covers all the learning areas tackled within the curriculum. The researcher used the six types of collaborative learning strategies conducive in enhancing the academic performance of Grade IVpupils in Mathematics at Paaralang Elementarya ng Calubcub 1. Upon review of pre-test and post-test, it was found that the pupils of Grade IV from Paaralang Elementarya ng Calubcub 1 made a gain of 23% in their overall learnings during the presentation and discussion of lessons within the curriculum. In summary, the administered pre-test and post-test about Mathematics based on the K to 12 curriculum had a positive effect on pupil's outcomes. The 23% increase in the result evidently revealed that lectures and activities during Mathematics time really aided the pupils to attain more knowledge about number facts and problem-solving.