Use of Collaborative Learning Strategies: Their Effects to Improving Skills of Students in Fraction Operation

Education

This study aimed to determine the effectiveness of collaborative learning strategies, particularly peer tutoring, in improving the skills of students in fraction operations. A quasi-experimental pretest-posttest design was utilized to assess the difference in students’ performance before and after the intervention. The respondents of the study were 34 out of 37 Grade 7 Section Apollo students who underwent both the pretest and posttest assessments. Mean and paired t-test were used as statistical tools to analyze the data and determine the significance of the results. The findings revealed that students demonstrated a low level of mastery in fraction operations during the pretest. However, after the implementation of collaborative learning strategies through peer tutoring, the posttest results showed a significant improvement, reaching a near mastery level. Furthermore, the paired t-test results indicated a highly significant difference between the pretest and posttest scores, confirming that the improvement in students’ performance was attributed to the intervention. These findings suggest that collaborative learning strategies encouraged active participation, cooperation, and enhanced conceptual understanding among students in solving fraction operation problems. Therefore, the study concludes that the use of collaborative learning strategies, specifically peer tutoring, is an effective mathematics teaching strategy in improving students’ skills and performance in fraction operations.

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