Attitude on Cooperative Learning of Grade Five Mathematics Pupilsand its Relation to their Academic Performance in the Selected Public Elementary School in Municipality of Alfonso

Abstract

INTRODUCTION

The study evaluated the attitude on cooperative learning of grade five Mathematics pupils and its relation to their academic performance in the selected public elementary schools in the municipality of Alfonso. Specifically, the researcher sought to answer the following questions: What is the profile of the respondents in terms of sex, age, and school? What is the perceived attitude of Grade 5 pupil-respondents on cooperative learning? What is the academic performance of Grade 5 pupil-respondents in Mathematics? Is there a significant relationship between pupil-respondents attitude on cooperative learning and their academic performance? Is there a significant difference in the attitude of respondents on cooperative learning when grouped according to profile?

METHODS

The study utilized a descriptive research design with one hundred eighty-nine (189) grade five Mathematics pupil-respondents. The respondents were from Alfonso Central School, Kaytitinga Elementary School, and Pansin Elementary School. The researcher's modified instrument consists of 20 item questionnaire which was divided into two parts: the profile of the respondents and their attitudes on cooperative learning. The corrections, suggestions, and comments made by the validators regarding the items in the questionnaire were considered for the final draft.

RESULTS

Findings have shown that the pupil-respondents' profile in term of sex is mostly female, 10 years old in terms of age, with Alfonso Central School having the highest number of respondents. The result of this study found out that most pupil-respondents have a positive attitude on cooperative learning in Mathematics. In the academic performance of the pupil-respondents, they mostly received satisfactory during the first quarter in Mathematics. The data indicated that pupil-respondents embraced cooperative learning whether they have high grades or not but there are pupil-respondents still beginning to embrace it. Based on the study, there is no significant difference in the attitude of pupil-respondents toward cooperative learning when they are grouped according to sex and age but it is significant when they are grouped according to school.

DISCUSSIONS

Furthermore, this study may be replicated or may serve as a reference for future research. It is also recommended that researchers do further studies on the attitudes towards cooperative learning of pupils and its relation to their academic performance.