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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

In order to obtain and use the necessary knowledge to

accomplish the desired learning goal, collaborative learning

encourages students to actively communicate with one another and

express themselves to other students (Lin, 2019). Teachers can

offer some assistance in the meantime and eventually support

scaffolding efforts to increase students' learning autonomy (Chen,

2013). This shows that collaborative learning has been

demonstrated to have a significant impact on students'

development in a variety of areas and enhance their social skills

(Feri1 & Erlind, 2014). The development of students' social skills

may be a side effect of education and teamwork (Pang et al.,

2018). Additionally, collaborative learning supports students' deep

learning and development of higher-order thinking abilities

(Rokhaniyah, 2016). However, conducting collaborative learning

also calls for specialized abilities. Effective peer communication,

peer assessment, problem-solving, and the potential for students to

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start teaching each other to increase learning capacity are all made

possible by well-planned collaborative learning (Togatorop, 2015).

In global context, as learning theory has evolved, so too has

the education system in Malaysia. In line with constructivism,

students collaborate with one another to accomplish assignments

and engage in discussions that advance their knowledge. Theories

of behaviorism concentrate on how people behave as a result of

their responses to stimuli in order to establish whether or not a

learning environment exists. Collaborative learning has its roots in

Jean Piaget's cognitive development theory, which suggests that

people learn by adapting to changes in their environment. This is

known as cognitivism. Additionally, learning theory is viewed as a

cognitive activity that generates mental models that represent

perceptions of reality, according to the emerging constructivism

theory (Alzahrani & Woollard, 2013).

In the Asian perspective, Lei (2012) cited that Asian children

have been found to benefit academically and socially from

collaborative learning. Asian overseas students find it challenging to

assimilate into a collaborative learning environment in the UK,

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especially given their cultural background and overall lack of prior

expertise in the field. However, Huang discovered that collaborative

learning makes Asian foreign students more autonomous and

critical thinkers because it gives them the chance to participate in

group discussions and because it increases their self-confidence in

public speaking and expressing their viewpoints. Additionally, they

have a positive outlook on the lessons they have learned through

collaborative learning. Asian foreign students, according to Cross

and Hitchcock, are more inclined to experiment with active learning

strategies and to gain more learning abilities through collaborative

learning than through other conventional teaching techniques.

In the Philippines, the curriculum for education is being

improved to become an outcomes-based education that places the

student at the center of learning. The diversity of the learners is

taken into account, and group work is highly valued. Several

teaching strategies were developed to improve the teaching-

learning process in order to adapt to this new curriculum.

Collaborative learning is employed for effective education since

many Filipino students demonstrate interest through hands-on

activities and interactive ways (Castaneda, 2019).

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In the locality of Ruparan National High School, there were

no prior studies that discussed the significant relationship of

collaborative learning and academic achievement.

Objective of the Study

The study aims to examine the Impact Collaborative Learning

on Academic Achievement of Mathematics in Ruparan National High

School. The specific objectives of the study were as follows:

1. Determine the level of Collaborative Learning?

1.1 Students Attitude

1.2 Student Social Interaction Skill

2. What is the level of Academic Achievement?

2.1 Grade Point Average(GPA)

3. Is there a relationship between Collaborative Learning and

Academic Achievement?
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Significance of the Study

This study would be beneficial to the following:

Students. Students will profit from this because it might

encourage their growth and inspire them to keep learning. This

shows that students are interested about learning as a whole,

which is a crucial basis for their future. Additionally, based on the

outcome, the students will be able to make improvements.

Teachers. It provides teachers with knowledge of the ideal

procedures for a classroom environment. It enables them to

comprehend how various students learn in order to modify their

lesson to meet these demands. Since the students would find it

engaging, this will enhance their teaching effectiveness.

Future Researcher. Gaining knowledge that they may use

as a guide and a reference while conducting research on the impact

of collaborative learning on mathematical academic

accomplishment.
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Scope and Limitation of the Study

The study intends to examine the impact of collaborative

learning on academic achievement of mathematics. The data

collection will take place at Ruparan National High School, for the

academic year 2022-2023. The researcher will choose Grade 9

students.

Definition of Terms

The following terms are defined either operationally or

theoretically, as they are used in the study.

Collaborative learning – Small groups of students use the

collaborative learning method to enhance both their own and one

another’s learning. It is a group learning activity designed so that

each learner is held responsible for their own learning and

encouraged to improve the learning of others. Learning is based on

the socially regulated transfer of knowledge between learners in

groups.

Academic achievement – Whether a student will be given the

chance to continue their study is determined by their academic

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performance as indicated by their grade point average (GPA). As a

result, academic success determines one’s eligibility for higher

education and, depending on the educational degrees one earns,

influences one’s choice of profession after graduation. Academic

success is crucial for a nation’s wealth and development, in addition

to its value for the individual. (Steinmayr 2014)

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CHAPTER II

Review of Related Literature

This chapter introduces a variety of literary pieces and

academic studies from numerous writers that have a significant

bearing on this review. The literature reviews included in this study

were from reputable publications such academic books, journals,

and internet papers.

Collaborative Learning

Collaborative learning (CL) is a pedagogical method of

instruction that turns the student from a passive recipient of

knowledge into an active contributor (Bransford, 2006). In order to

participate in collaborative learning, students must go from

passively memorizing and regurgitating knowledge to actively

processing and synthesizing it. Collaborative learning’s objective is

to create settings where students can co-create knowledge (Chi &

Wylie, 2014). As a result, students can improve their

communication abilities, social and teamwork skills, and conflict

resolution skills (Ravenscroft & Luhanga, 2014). According to

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research, creating lessons that emphasize collaboration at a high

level has many advantages. Student problem-solving abilities,

critical thinking abilities, the ability to conceive ideas, discuss

solutions, and receive peer feedback can all be developed through

collaborative learning activities (Moore, 2009).

According to Lipman’s (2003) theory, CL environments are

communities of inquiry (CoI) where members are engaged in

critical thinking, deliberation, challenge, and the development of

problem-solving skills. Garrison (2015) notes that just having

students work in groups does not guarantee that they will acquire

critical thinking skills or build knowledge. In order to encourage

students to acquire cognitive involvement through social

interactions, learning experiences need to be planned so that group

projects are not only simple social interactions (BouJaoude, 2016).

Collaborative learning and results related to personal and

societal responsibility are positively correlated, according to a

growing corpus of empirical research (Cruce, Wolniak, Seifert, &

Pascarella, 2006). Collaborative learning was recently defined by

O’Neill (2012) as an active learning process that improves traits

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including academic motivation, social and political engagement,

and openness to variety. Additionally, undergraduate students who

engage in collaborative learning are more likely to succeed

academically and have favorable opinions of the learning

experience (Colbeck, Campbell & Bjorklund, 2000). The prevailing

consensus is that collaborative learning is essential for both

academic success and cognitive development (Barkley, Cross &

Howell Major, 2005). The relationship between collaborative

learning and educational results, particularly practical skills and

openness to variety, as well as personal and cognitive growth, is

the subject of this review of the literature. We also talk about the

roles of academics in encouraging group learning.

Research on collaboration, according to Lai (2011), has

three main strands: research comparing group performance to

individual performance; research identifying the circumstances that

support or undermine collaboration as more or less effective; and

research examining the characteristics of interactions that assess

the impact of collaboration on learning and achievement, including

moderators like the use of new technologies that facilitate

numerous interactions. Research has been done in this area, for

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instance, on creating interactive learning environments

(Borokhovski, 2012), integrating technology into postsecondary

education (Schmid, 2014), and the effects of cooperation on

student learning (Tomcho & Foels, 2012).

Students Attitude

Ajzen (2005) defined attitude as a way to react favorably or

unfavorably to a thing, idea, or event. Most modern social

psychologists concur that appraisal is the defining quality of

attitude. Students attitudes can be observed by observing how they

act when performing a task, and an attitude is the way in which a

person views things or activities. Khan (2016) defines attitude as a

student perspective on events or activities. A students attitude is a

psychological construct that refers to their mental and emotional

state of being (Perloff, 2003).

According to Brown (2007), attitudes are something that are

developed over time based on the influence of parents, peers, or

interactions with various people on various occasions. Attitudes

affect how a person views themselves, other people, or something

in general. Khan (2016) further said that a variety of factors,

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including a learner’s social background, a lack of appropriate

instruction, a lack of competitiveness, and many others, might

influence how attitudes are formed. Since attitudes are something

that are instilled in a person, it is crucial to instill the best positive

attitude in the student from an early age because it will influence

his behavior in the future. Another thing that must be done is to

maintain a healthy environment.

Student Social Interaction Skill

It becomes difficult to explore how pupils interact with one

another or with the teacher in a classroom. The way students

engage in class affects the teacher and students or other students

who are participating in communication transfer, so people can

discover how successful the learning process is (Dagarin, 2004).

Researchers and professional experience have demonstrated for

decades that classroom contact has a substantial impact on

learning a foreign language. These studies provide significant

information on numerous interactional viewpoints. On the other

hand, Thapa&lin, as stated in Rukmini&Jiwandono (2015), hold that

classroom interaction can aid students in increasing their language

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proficiency while also boosting their self-esteem, communication

skills, and social bonds.

Today, student interaction as a component of collaborative

learning has grown to be a crucial factor that must be taken into

account during the teaching and learning process. Numerous

studies have shown that this cooperation improves pupils' learning.

Interaction between students' various experiences, viewpoints, and

prior knowledge fosters high-level comprehension and cultivates

literate thinking (Anderson& Soden, 2001). Students who

participate in meaningful conversations often show improved text

comprehension. They also gain a fresh understanding through

meaningful conversation, which improves their ability to understand

texts.

Academic Achievement

In the increasingly competitive global marketplace,

education is now expected to foster motivated, inventive, and

creative mindsets. The Grade Point Average (GPA) model is used to

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determine a student’s academic achievement level in higher

education. Based on a formal assessment process, the student’s

GPA is regarded as the primary indicator of academic

accomplishment. Through the level of engagement in the activity

units, students achieve academic success. Due to its detrimental

effects, low academic achievement is a significant challenge for

both students and higher education institutions. Therefore, it is

necessary to simultaneously improve these accomplishments in a

number of ways. Universities and other stakeholders are required

to identify the critical elements that lead to academic achievement.

Regarding the role of information technology, e-learning strategies

can raise academic achievement in higher education. (Gat, 2021).

Collaborative Learning on Academic Achievement

Collaboration between instructors has been shown in studies

to increase teachers’ effectiveness, which in turn increases

students’ learning achievement. Moolenaar (2012) evaluated the

relationship between the teacher cooperation network and

students’ accomplishment as well as the mediating roles of

teachers’ collective efficacy views in light of the paucity of research

on the subject. Data on student success as well as the instructors’

 15

survey were analyzed by the researchers. The results demonstrated

that strong teacher collective efficacy and better student

achievement were related to effective teacher collaboration. Similar

to this, Mora-Ruano, Heine, and Gebhardt (2019) examined

German PISA data from 2012 and discovered that teacher

collaboration significantly increased student achievement. Similar to

this, Ronfeld et al. (2015) used survey data to analyze teacher-to-

teacher collaboration at the individual and school levels to better

understand its nature and impact. According to the study, teachers

who collaborate in an all-encompassing and supportive way gain

personally and professionally, and high-quality cooperation results

in better learning outcomes for children. Reeves, Pun, and Chung’s

(2017) study also looked at how the type and frequency of

collaborative activities affected the impacts of teacher cooperation.

To ascertain which of the five predictors of collaboration influenced

students’ success, teacher job satisfaction, and teacher confidence

in Japan and the United States, data from the Trend in

International Mathematics and Science Study (TIMSS) was

analyzed.
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Theoretical Framework

The emergence of various theories such as Behaviorism by Lev

Vygotsky, followed by Cognitivism by Albert Bandura and then
came out with Constructivism theory by Jean Piaget and Lev
Vygotsky. Theories believe with the emergence of these three
theories are believed been able to overcome the flaws in teaching
and learning approaches.

Theories of behaviorism focus on behavior as a result from

responses to stimuli, in order to determine the existence of learning
environment. Learning in collaborative was rooted from Jean
Piaget’s cognitive development theory, where this theory suggest
people to learn adapting the change in their surroundings, which is
referring to Cognitivism. Then the emergence of constructivism
theory has stated that learning theory is seen as a cognitive activity
that produces mental models that represent perceptions of reality
(Alzahrani & Woollard, 2013). Constructivism can be classified as
an ideal theory, as what it made up form the idea of the
behaviorism and cognitivism theory.

Conceptual Framework

INDEPENDENT DEPENDENT

Collaborative Academic
Learning Achievement
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Figure 1. Schematic Diagram showing the Interaction of the

Variables. Study entitled: Impact of Collaborative
Learning on Academic Achievement of Mathematics.

Hypotheses of the study

The following null hypotheses will be tested at 0.05 level of

significance.

H0: There is no significant relationship between Collaborative

Learning and Academic Achievement of Mathematics

CHAPTER III

METHODOLOGY
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This section presents the research design, research locale,

research instrument and how the data were gathered.

Research Locale

The study will be carried out at Ruparan National High

School, which is located in Barangay Ruparan, Digos City, Davao

del Sur.

Figure 2. Map of Ruparan National High School

Research Design
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The researchers used descriptive method in this study. The

results relied on the questionnaires distributed. The correlation

method was used because it determined the relationship between

Collaborative Learning and Academic Achievement. This method

tried to find out the occurrence of students grade in their

mathematics subject.

Respondents of the Study

The researcher will secure a list of Grade 9 students, and the

number of respondents was determined using enumeration

technique. Using this technique, the total number of respondents

expected to arrive was 83. The inclusion criteria in considering the

participation of the research subjects in this study was that the

respondents were currently enrolled as Grade Nine students in

Ruparan National High School for the academic year 2022-2023,

provided that they are willing to participate in the study.

Sampling Design
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The researchers will use total enumeration technique to

gather respondents for this study. There are 83 total number of

grade nine students in Ruparan National High School

Table 1. Distribution of Respondents

SECTION POPULATION SAMPLE SIZE

Emerald 40 40

Amethyst 43 43

TOTAL 83 83

For the academic year 2022-2023, Table 1 shows the sample size

distribution of grade nine students at Ruparan National High

School. A total of 83 grade 9 students will become the respondents

to the survey. In addition, the table presented the population for

each section.

Research Instrument
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For this study the data were collected mainly from two

areas- Students’ achievement and students’ attitude toward the

used of collaborative learning. Student Questionnaire (see Appendix

C) determined students opinions about working with partners. The

questionnaire was taken from Bhowmik (2016). In Students Social

Interaction Skill (see Appendix D), the questionnaire was proposed

by Picciano (2002) and adopted by Spears (2012).

Data Gathering Procedure

The researchers observed the following steps in conducting the

study on Impact of Collaborative Learning on Academic

Achievement of Mathematics.

1. The researchers submitted a letter of permission to the

school President for the approval to conduct the study.

2. By the given approval of the school President to conduct the

study, the researchers personally administered the

instrument to the target respondents of the study.

3. The researchers retrieved the administered instruments

immediately after the respondents were done with their

answer.
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4. The data gathered were tallied based on the sub-problems

of this study and were treated using the appropriate

statistical tool.

Statistical Tool

The data gathered through the questionnaires were tallied

and treated use the following tools.

Mean. This tool is used to determine the level of

collaborative learning and academic achievement of mathematics.

Pearson r. This tool is used in order to determine the

significant relationship between the two variable.

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