An Exploration of Collaborative Learning Strategy in Mathematics: A Psychological Case Study

Abstract

A collaborative learning strategy improves teaching-learning and helps students learn subjects like mathematics more efficiently. This study aimed to determine the perceptions among students on collaborative learning in mathematics and how this strategy helps them achieve success in mathematics. Ten (10) elementary learners were purposively selected to participate in an interview using the semi-interview guide, focus-grouped discussion, and observation notes. Cognitive development theory and socio-cultural theory were the foundation of this study. Consequently, a collaborative learning strategy employing a descriptive single case study design and thematic data analysis was used to address the issue. The findings were that students' perceptions were the following; collaborative learning strategy was a gateway of knowledge and supplement of learning, while academic motivation and think-pair-share dominance were how collaborative learning strategy helped them improve their academic performance. Results indicated that the collaborative learning strategy is an effective educational strategy to help them enhance their learning about the concepts and solve problems confidently in mathematics. Through this method, teachers and school administrators can design learning tasks that promote diversity and set high-performance standards for learners' mathematical skills.