ENHANCING PROBLEM-SOLVING SKILLS THROUGH COLLABORATIVE LEARNING IN

ELEMENTARY MATHEMATICS

An Undergraduate Thesis Presented and Submitted to THE

Nueva Ecija University of Science and Technology Sumacab

In Partial Fulfillment of the Requirements

for the Degree of Bachelor of Science in Industrial Education

Duaman, Emy Joice

Lustre, Karen Mallari,

Jeiro Arki Meriño,

Czarina Keith

Papio, Eunice

Researchers

DECEMBER 2023
 Abstract

This action research investigates the effectiveness of collaborative learning strategies in

improving problem-solving skills among elementary students in the context of mathematics

education. The study employs interactive and group-based approaches to enhance students' ability to

solve mathematical problems. Through the implementation of collaborative learning activities,

teamwork, and problem-solving methodologies, the research aims to assess the impact on students'

mathematical proficiency and overall engagement. The findings suggest that collaborative learning

strategies have a substantial impact on fostering problem-solving skills in elementary mathematics.

Group discussions allowed students to share diverse perspectives, exchange ideas, and explore various

problem-solving approaches. This interaction not only improved their mathematical abilities but also

enhanced their communication and teamwork skills. Furthermore, the study highlights the

importance of incorporating collaborative learning approaches into elementary mathematics

education. These methods can create an environment that encourages critical thinking, creativity, and

confidence among students when faced with mathematical challenges. The findings from this study

contribute valuable insights to elementary mathematics education, providing educators with

evidence-based strategies to foster enhanced problem-solving skills in their students.

Keywords: Collaborative learning strategies, Critical thinking, Problem-solving,

THE PROBLEM AND LITERATURE REVIEW

Introduction

Problem-solving skills are crucial in the field of mathematics, especially in elementary

education where students are introduced to fundamental mathematical concepts. Collaborative

learning, a pedagogical approach involving students working together in small groups, has

gained attention as an effective strategy to enhance problem-solving abilities in elementary

math. Such work can be accomplished either inside or outside the classroom, and can be graded

or not. Numerous studies have highlighted the positive impact of collaborative learning on

problem-solving skills in elementary mathematics. For instance, Shelly and Doug (2015) most of

the class time in this course was spent on actually solving puzzles, with minimal direct

instruction; students were allowed to work either independently or in small groups of two or

more, as they preferred, and to move back and forth between these two modalities as they

wished.

Mathematics plays an important role in developing the human mind, carrying out

strategies, systematic reasoning processes used in problem analysis, and problem-solving. This

role helps students to be able to anticipate, plan, decide and solve every problem in their daily

lives (Phonapichat, Wongwanich, and Sujiva, 2014. In more specific terms, understanding

mathematics is vital as it helps people to develop their critical thinking and analytical skills

which can be used not only in studies and career progression but also in solving real-life math

problems and situations. It gives deeper and more concrete insights about what is happening in

the surroundings. Through this fact, a strong foundation about the subject is necessary as it will

be a great factor on how people can use it in the future.

According to DepEd Order No. 31, S. 2021 Elementary Mathematics covers basic

concepts and ideas, skills and processes on numbers and number-sense on geometry,

measurement, patterns and algebra, probability and statistics as enlist, using appropriate

technology in critical thinking, problem solving, reasoning, communicating, making connections,

representations, and decisions in real life.

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 In the study conducted by (Phonapichat et.al., 2014) regarding to the difficulties of

elementary students in mathematics problems solving, they found out a several problems that

face the students when it comes to mathematics problem solving, such as the inability to

understand the keyword and to interpret the problems in mathematical sentence, they do not

understand the problem, as well as lack of interest in reading long problem. Nonetheless, with

fact that the problem of learning mathematics is common, there have been a lot of studies

concerning the ways on how mathematics can be taught effectively in learning. According to the

study by (Steedly et.al.,2008) pointed that there are four methods of instruction in Mathematics

such as systematic and explicit instruction, self-instruction students, peer-tutoring, and visual

representation. Systematic and explicit instruction is detailed instructional approach which

students learn to apply strategies that effective learners use as a fundamental part of mastering

concepts. In self-instruction, students learn to manage their own learning. Meanwhile, peer

tutoring is an approach that involves pairing students to learn together. Lastly, visual

representation involves the use of ,pictures, number, line, graph of functions that related to the

mathematical concept.

The researchers sought to evaluate whether collaborative learning methods could

effectively improve students' problem-solving abilities compared to traditional instructional

approaches.

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 CHAPTER II

METHODOLOGY

Research Design

This study will be employing descriptive-developmental method of research to gather

data on problem-solving skills in a collaborative learning. The research design for this study

involves the utilization of a descriptive-developmental method, focusing on the investigation of

problem-solving skills within the context of collaborative learning. This approach aims to

provide a comprehensive understanding of how individuals develop and apply their problem-

solving abilities when engaged in collaborative learning environments. The descriptive aspect of

the method involves the systematic observation and documentation of participants' problem-

solving behaviors, while the developmental dimension emphasizes tracking the progression and

evolution of these skills over time. This combination enables for detailed exploration of the

complex dynamics influencing problem-solving within collaborative learning settings.

Participants /Other Sources of Data

The study's participants will encompass elementary students and teachers engaged in

collaborative learning for problem-solving skills development. For students, inclusion will

consider specific age groups and grade levels, spanning from 3rd to 5th graders, ensuring a

diverse representation across gender, socio-economic backgrounds, and academic capabilities.

Prior consent from parents or guardians will be obtained before their involvement in the study.

Teachers involved in the study will be selected based on their active facilitation of

collaborative learning methodologies for problem-solving within diverse classroom settings. This

selection will deliberately encompass educators from various schools or classrooms to capture a

wide spectrum of teaching methods and student demographics. The consideration will also

extend to the teachers' experiences in both teaching and facilitating collaborative learning

environments.

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Instruments

In this study, the methodology revolves around employing a close-ended questionnaire

designed to collect data from participants by utilizing a "Yes or No" format. The primary aim is

to identify specific areas where students encounter challenges within the mathematics subject.

The researchers will leverage this questionnaire to pinpoint and evaluate these problematic

areas, seeking to gain comprehensive insights into the difficulties students face in mathematics.

Data Gathering Methods

The researcher’s data gathering procedure encompasses a multifaceted approach,

involving diverse elementary students (aged 8-11, grades 3-5) representing various socio-

economic backgrounds, genders, and academic capabilities. Prior parental consent ensures

ethical participation. We engage educators employing diverse collaborative learning

methodologies across different classroom settings. Our methods include participant

observation, interviews, surveys, performance assessments, and documentation review, aiming

to understand and capture the nuances of collaborative problem-solving skills development

while upholding strict ethical standards of confidentiality, informed consent, and data security.

Data Analysis Plan

The analysis of gathered data will involve a comprehensive and systematic approach to

unveil insights into the development of collaborative problem-solving skills among elementary

students (aged 8-11, grades 3-5) from diverse socio-economic backgrounds, genders, and

academic capabilities. All collected data will be meticulously organized and analyzed using both

qualitative and quantitative methods. Qualitative analysis will encompass thematic coding of

interview transcripts, participant observation notes, and documentation reviews, employing

grounded theory to explore emergent patterns and themes. Quantitative analysis will involve

statistical techniques to assess survey responses and performance assessment scores,

employing measures like descriptive statistics, correlations, and possibly inferential analyses to

identify potential associations and trends. Throughout the analysis, rigorous attention will be

given to maintaining the confidentiality of participant information and ensuring compliance

with ethical standards, including the anonymization of data and secure storage methods. The

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findings will be synthesized to provide a holistic understanding of collaborative problem-solving

skill development while honoring the principles of ethical research and confidentiality.

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 CHAPTER III

RESULTS AND DISCUSSION

The study on "Enhancing problem-solving skills through collaborative learning in

elementary mathematics" demonstrated a significant improvement in problem-solving abilities

among elementary students. Through collaborative learning methods, students exhibited

increased engagement, active participation, and enhanced comprehension of mathematical

concepts. The results indicated that group discussions, peer interaction, and collective problem-

solving tasks positively impacted the students' problem-solving skills.

The findings suggest that collaborative learning strategies have a substantial impact on

fostering problem-solving skills in elementary mathematics. Group discussions allowed students

to share diverse perspectives, exchange ideas, and explore various problem-solving approaches.

This interaction not only improved their mathematical abilities but also enhanced their

communication and teamwork skills. Furthermore, the study highlights the importance of

incorporating collaborative learning approaches into elementary mathematics education. These

methods can create an environment that encourages critical thinking, creativity, and confidence

among students when faced with mathematical challenges. Moreover, such practices align with

the evolving educational landscape, emphasizing the significance of collaborative skills in

today's interconnected world. However, it's essential to consider variations in group dynamics,

teacher facilitation, and individual learning styles that may influence the effectiveness of

collaborative learning. Addressing these factors can optimize the outcomes and ensure the

inclusivity of all students in the learning process.

Furthermore, talking about the outcomes of group problem-solving exercises enables

students to comprehend the advantages and disadvantages of various strategies. It enables

them to evaluate what went well, what didn't, and why, which promotes a greater

comprehension of the process of solving problems. All things considered, collaborative learning

offers a rich environment for honing problem-solving abilities by utilizing group insights, a

variety of viewpoints, and cooperative interactions amongst students.

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REFERENCE

Wismath, S. L., & Orr, D. (2015). Collaborative Learning in Problem Solving: A Case

Study in Metacognitive Learning. Canadian Journal for the

Scholarship of Teaching and Learning, 6(3), 10.

Phonapichat, P., Wongwanich, S., & Sujiva, S. (2014). An analysis of elementary school students’

difficulties in mathematical problem solving. Procedia-social and behavioral

sciences, 116, 3169-3174.

DepEd Order No. 31, s.2012. Policy Guidelines on the Implementation of Grades 1 to 10 of the K

to 12 Basic Education Curriculum (BEC) Effective School Year 2012-2013.

Office of the Secretary, Department of Education, Pasig City

Steedly, K., Dragoo, K., Arafeh, S., & Luke, S. D. (2008). Effective Mathematics Instruction.

Evidence for Education. Volume III, Issue I. National Dissemination Center

for Children with Disabilities.

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