Learning Outcomes of Cooperative Teaching Strategies in Solving Triangle Trigonometry among Selected Grade 9 Students at Francisco Osorio National High School S. Y. 2018-2019

Abstract

INTRODUCTION

Emergence of this research started in the author's search for a more productive facilitated teaching strategy. Collaborative and cooperative teaching strategies are the author's way of increasing the academic performance in Mathematics yet the need to develop it strategically creates a meaningful scenario and a greater difference in the curriculum of Trigonometry.

METHODS

This study utilized the descriptive-comparative analysis research design. Thirty-eight (38) Grade 9 students with an achievement level of less than satisfactory level in their Second Quarter Final Grades underwent a Modular Intervention Program integrated into their curriculum.

RESULTS

The results affirmed that there is a significant difference between the pre-test and post-test after the series of strategic cooperative modular intervention was given. These indicate that 96% of the respondents have an increased performance level in their post assessment. Most students in the intervention program have effectively completed tasks with shared responsibilities and portrayed zealousness in solving problems. The learning outcomes of learners with facilitated teaching displayed an advanced result in their session assessments and in turn created an atmosphere where creative thinking is visible.

DISCUSSIONS

Cooperative teaching strategies have significant effects on the learning outcomes of students' performance in Mathematics. It is evident that most respondents elicit a positive behavior when group collaboration took place. The issue of instructional competence which is inversely proportional to the degrading academic performance rate of students in Mathematics is the sole reason modification of innovative teaching strategies and integration of collaborative learning should transpire. Thus, there is a need for research innovations, for meaningful development of classroom instruction, and for the breadth of positive learning outcomes to provide a dynamic change in the discipline of Triangle Trigonometry.