Effectiveness of Cooperative Learning in Enhancing Mathematics Performance of Grade Five Pupils at Puting Kahoy Elementary School

Abstract

INTRODUCTION

The cooperative learning approach has been around in the past. Over the last decade, cooperative learning has emerged as the leading approach to classroom instruction. Traditional class activities create a win-win situation, where one can only succeed if other loose, while cooperative learning is the direct opposite of it, here conquest of all is the success of all.The primary purpose of this action research is to identify the effectiveness of cooperative learning in enhancing mathematics performance of Grade 5 pupils and the result will be a basis for the action plan.

METHODS

The study is a quasi-experimental design. Non-Equivalent Groups, Posttest Only is the design style of the study with one group receiving treatment (cooperative learning instructional method) and the other (control) group receiving more traditional lecture/discussion teaching method. The researcher used random selection by cluster sampling, a sampling technique where the entire population is divided into groups or clusters, and a random sample of these clusters is selected. The data in this study were collected, tabulated and analyzed with the application of the statistical procedure.

RESULTS

It was therefore concluded that the experimental and control groups had the same pre-test performances in Mathematics, there is no significant difference between the academic performance in Mathematics of both control and experimental groups in the pre-test, the experimental group performed much better than the control group after the intervention was utilized, there is a significant difference between the academic performance in Mathematics of both control and experimental groups in the posttest and there is a significant difference between the pretest and posttest of both control and experimental groups.

DISCUSSIONS

The experimental and control groups had the same pre-test performances in Mathematics.

There is no significant difference between the academic performance in Mathematics of both control and experimental groups in the pre-test. The experimental group performed much better than the control group after the intervention was utilized.

There is a significant difference between the academic performance in Mathematics of both control and experimental groups in the posttest. There is a significant difference between the pretest and posttest of both control and experimental groups.