i

COOPERATIVE LEARNING: ITS EFFECTIVENESS AS A PLATFORM FOR

TEACHING MATHEMATICS AMONG INTERMEDIATE GRADE PUPILS
OF CANTIL-E ELEMENTARY SCHOOL: BASIS FOR JIGSAW
PROGRAM

A Research Paper

Presented to the Faculty of the College of Teacher Education

NEGROS ORIENTAL STATE UNIVERSITY

In Partial Fulfillment of the Requirements for the Degree, Bachelor of Elementary

Education major in General Curriculum

WENNY ROSE C. ALBINA AND JADE B. YUNGOT

2023

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter provides the general explanation of what the researchers will discuss

in this research paper. This chapter will contain the following subheadings: introduction,

review of related literature, statement of the problem, conceptual framework, theoretical

framework, scope and limitations, significance of the study, and operational definition of

terms.

INTRODUCTION

This research is essential in identifying the effectiveness of Cooperative Learning

as a platform for teaching Mathematics among pupils in the intermediate grades, and as

to what extent does Cooperative Learning promotes productivity, efficiency, positive

interdependence, and practicality among these learners at Cantil-e Elementary School in

learning the said subject area.

Most of us often encounter the term Cooperative Learning as a joint together

activity where pupils work together towards the same goal. Cooperative Learning can

also be defined as students working together to “attain group goals that cannot be

obtained by working alone or competitively” (Johnson, Johnson, & Holubec, 1986).

Breneiser (2012) also suggests that the use of any cooperative learning techniques

allowing students to work in groups mostly results into better performance than those

who prefer to work alone. Despite of the popularity of Cooperative Learning, what is not

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known about this teaching method are the possible misconceptions about implementing it

inside the classroom and some drawbacks that may occur when it is not being applied

correctly. It is important to be aware of there negative factors in order for the researchers

to develop possible solutions to somehow make use of this strategy more efficiently and

effectively in different perspectives.

Mathematics is a subject that helps pupils develop their problem solving, critical,

and analytical skills through various activities and exercises. Cooperative Learning on the

other hand is used to foster active-student learning in the field. Through this research, the

researchers aims to determine the extent of the effectiveness of using Cooperative

Learning as a platform for teaching Mathematics among the pupils in the intermediate

grades at Cantil-E Elementary School to increase learning engagement. As much as

possible, the researchers also intent to develop any means to utilize and enhance the use

of Cooperative Learning in the educative process through the implementation of Jigsaw

program that would give more opportunities for learners to collaborate with their peers

and to experience learning in a manner of interaction and active engagement.

REVIEW OF RELATED LITERATURES

This presents the review of related literature and studies of the constructs of this

research study; productivity of the learners in terms of learning mathematics, efficacy of

the learners in terms of learning mathematics, interdependence among learners in terms

of learning mathematics, and responsibility of the learners in terms of learning

mathematics. These constructs along with other related studies will help the researchers

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determine the effectiveness of using Cooperative Learning as a platform in teaching

Mathematics.

Productivity of the learners in terms of learning mathematics. The

productivity of the learners in terms of learning mathematics shows how effective

Cooperative Learning is as a platform for teaching the said subject. Research into the

behaviors of people in groups grew markedly in the second half of the twentieth century.

During the two decades before World War II, a number of studies on individuals’

behaviors in groups demonstrated that their behaviors changed when they were exposed

to the influence of others. Shawn (2020) found that when people could see and hear other

people working, their own work also increased both in quantity, therefore individuals are

more likely become productive working in groups than individually.

In an article by Abdu and Schwarz (2020) entitled “Split Up, but stay together:

Collaboration and Cooperation in Mathematical Problem Solving”, they focus on how to

train students learn together with the influence of solving a mathematical problem. They

then observed an increase ratio of cooperation among the students and as well as the

advancement in mathematical problem solving. Abdu and Schwarz identified the critical

role of coordination in a collaborative activity. For a group learning to be productive, the

learners involved should be able to negotiate, communicate, and adjust their individual

targets to reach and achieve the common goal. This is why cooperative learning plays an

active role in supporting learners in working together towards success.

Another study by Klang N. et al. (2021) entitled “ Mathematical Problem-Solving

Through Cooperative Learning – The Importance of Peer Acceptance and Friendship”, it

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was stated that students’ problem solving skills can be enhanced through participation in

small group discussions. This allow the learners to have the opportunity to explain certain

solutions about a particular problem, clarify their thinking and at the same time, to

enhance their understanding about the problem at hand. To Samesa (2021), this also

examines how the implementation of cooperative learning in the teaching process fosters

students' comprehension of mathematics by enabling them to use language for conceptual

understanding and reasoning, which they can then apply to actual life circumstances.

These learning opportunities offered in cooperative learning help students use their

knowledge more effectively while simultaneously cultivating an openness to one

another's ideas on how to establish solutions to certain problems.

A study entitled “Teacher Practices that Promotes Productive Dialogue and

Learning in Mathematics Classroom” by Webb N.M. et al. (2019), it states that

Cooperative Learning sought to understand the links between the dynamics of student-

directed small-group works and student achievement, thus, directing the focus of

instruction towards the learners through Cooperative Learning that fosters productive

student participation. Through implementing Cooperative Learning, teachers will be able

to take a closer look to the details of the classroom with mathematical interaction. This

take place both on how students were able to produce and share their ideas as as well as

establishing other practices that teachers may use to understand how creating an active

environment shape the students’ learning in terms of mathematics.

Efficacy of the learners in terms of learning mathematics. The efficacy of the

learnerd in terms of learning mathematics demonstrates the effectiveness of using

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Cooperative Learning as a platform for teaching the subject. A study by In’am and

Satrusino (2021) entitled the Effects of Cooperative Learning on Pre-Schoolers’

Mathematics Problem-Solving Ability aims to investigate the efficiency of Cooperative

Learning on pre-schoolers’ verbal mathematics problem-solving abilities. This also

presents the observational findings of the related processes and of the teacher’s

perspectives about the application of the said program. Two groups were being

experimented and one control group participated in the study. In the result of the study,

the researchers found that the pre-schoolers in the experimental group experienced larger

improvements in their problem solving abilities with various resources than those in the

control group.

According to Nikmah S.Z. (2022) in his study entitled “ Make a Match Type

Cooperative Learning to Improve Mathematics Learning Outcomes”, he stated that in a

conventional learning program where students are only passive recipients of information,

learning becomes stiff, uninteresting, and tends to be boring for the learners to actually

engage and participate. Such way of learning simply cannot stimulate student

development and would rather provide the, difficulty finding their own way of learning.

Through Cooperative Learning, students can help not just themselves but as well as their

peers to discuss and express their opinions in order for their knowledge to be honed and

developed to support each other’s shortcomings. This would then lead them to become

more efficient in their learning process, in undertaking, and in applying these newly

gained knowledge and information into the real world and not only limited to classroom

activities and assessments. Thus, cooperative learning was proven to promote learning

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efficacy among learners through actual application of the skills and knowledge being

delivered to them.

A study by Kane L. (2018) entitled “Cooperative Learning in Math Education”

states how Cooperative Learning helps in developing a child’s social skills which later

can be beneficial in nurturing his/her learning process like dealing with other people,

solving problems, and being aware of what is around her. Another study by In’am and

Sutrisno (2020) entitled “ Strengthening Students’ Self-Efficacy and Motivation in

Learning Mathematics through Cooperative Learning Model” proposed that both

student’s efficacy and motivation drives them throughout their capability to understand

and appreciate mathematics. To Ciftci and Yildiz (2019), students with high efficacy will

always be convinced to do their best in everything they do and perform certain activities

with a clear goal in mind to achieve.

Interdependence among learners in terms of learning mathematics. The

interdependence among learning in terms of learning mathematics happens as a result of

using Cooperative Learning as a platform for teaching the said subject. In a study by

Chiriac, Rosander, and Frykeda (2019) entitled, “ Am Educational Intervention to

Increase Efficacy and Interdependence in Group Works”, it was emphasized that

cooperative learning s a specific interactional educational approach to group work where

collaboration with clear structures help pupils enhance their performance in achieving a

common goal. Through cooperative learning, pupils will be taught more about how to

work in groups and as well as how to relate and interact with each other in performing a

group activity where all perspectives must be taken into account.

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Positive interdependence is the heart of collaboration tasks. In a Cooperative

Learning condition, each member has a unique contribution to the common effort, each

member’s effort is necessary and required for the success of the group. Another study

entitled, “Does Cooperative Learning Increase Students’ Motivation in Learning?” by

Tran (2019), it was stated that cooperative learning has been connected to better social

network and mindset development in students’ social support, learning attitude and skills,

self-belief, and motives. This supports how cooperative learning also enhance better

interconnection among students than those we are expose to competitive and

individualistic learning. Social collaboration has been known to promote achievement,

quality, and existence to students throughout their learning process, thus, being able to

establish a positive interdependence with other learners creates a more meaningful

learning experience. To Le (2018), between cooperative learning and other traditional

learning methods, cooperative learning is indeed more effective to enhance students’

positive attitude both with the learning material and to his/her peers for better learning

outcome and knowledge comprehension. This is also visible to learners who perceive

mathematics negatively, when they are surrounded with peers who perceive mathematics

positively, that learner can also absorb the same energy and be motivated to learn

mathematics. Small interaction among peers who shares the same goal would lead to a

big change that would somehow affect their learning process. Interacting and depending

to other learners to improve one’s learning capabilities create opportunities for self

evaluation rather than interacting with the material alone.

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A study by Han and Son (2020) entitled, “Cooperative Learning and Interpersonal

Competence in Classroom Environment”, it was included that interpersonal competence

is an important driver of achievement in the society, this is why schools have begun to

provide students with various opportunities for cooperative learning in classroom

environments. Hence, its implementation creates more opportunities for learners to

interact and depend to others while at the same time valuing their own learning, making it

more meaningful and effective throughout the learning process.

Responsibility of the learners in terms of learning mathematics. The

responsibility of the learners in terms of learning mathematics shows the effectiveness of

using Cooperative Learning as a platform for teaching the subject. In an article entitled,

“The Best Cooperative Learning Involves Release of Responsibility” by Judy Higgins

(2021), she stated that when students work together on interactive classroom activities, it

helps to strengthen the students’ communication, social, and critical thinking skills. When

collaborating in small groups, students will have the opportunity to take responsibility of

their own learning. Collaborative learning strategies in relation to a student-centered

classroom, this requires the teacher to give up a few responsibilities for classroom

instruction to the learners, allowing them to take the lead in their learning process. With

the help of cooperative learning, students will be given the chance to learn form others’

experiences and work with diverse peer groups. Working along with other learners with

different backgrounds, ideas, and perspectives in learning allows each and one of them to

develop a sense of responsibility to deal with these differences and to act harmoniously

towards the same goal. This of course is not impossible with the help of the facilitators

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(teachers) that help these students manage the appropriate level of rigor that each learner

should attain throughout the group activity or throughout the lesson as a whole.

They also included a lot of promotional interaction in this article, where each

member helps and encourages one another to learn. They exchange information, clarify

what they did and did not understand, and teach each other. When each member is

accountable in their own task, they will develop group accountability to ensure that

everyone knows what to do and can guide themselves to know, trust, accept, and support

one another. In another article by Sule Betul Tosuntas entitled, “Diffusion of

Responsibility in Group Work: Social Loafing”, he stated that in the context of

Cooperative Learning, a group work can be used as an effective learning strategy for it

provides great contribution to students in terms of taking responsibility, being tolerant,

doing research, developing critical thinking and social skills, and as well as providing

self-confidence in accordance with new learning approaches. Nevertheless,

disagreements and various problems may arise among group members who are not

fulfilling their responsibilities and whose group work does not based on cooperative

learning principles.

In order to not ignore the dimensional procedure in a particular group work,

attention is drawn to self-peer and group evaluation, this would then allow the learners to

not only be responsible with their own learning but as well as to offer assistance when

needed to other learners who are having difficulty in their learning process (Sridhran et

al., 2018).

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According to Zorlu and Sezek (2020), the most important features of cooperative

learning are the group goals, sharing ideas and materials, division of responsibilities, and

group awards. Others factors such as productivity, efficacy,interdependence, and

responsibility should also be considered to determine the extent of effectivity of

cooperative learning when applied specifically in teaching Mathematics to young learners.

STATEMENT OF THE PROBLEM

The aim of this study is to determine the extent of effectiveness of using

Cooperative Learning as a platform for teaching Mathematics to the Intermediate Grade

pupils of Cantil-e Elementary School to increase their learning engagement.

To obtain essential knowledge, data and information, this research sought to

answer the following questions:

1. How effective is Cooperative Learning in teaching Mathematics in terms of

the productivity among intermediate grade pupils?

2. How effective is Cooperative Learning in teaching Mathematics in terms of

efficacy of the intermediate grade pupils?

3. How effective is Cooperative Learning in teaching Mathematics in terms of

the interdependence among intermediate grade pupils?

4. How effective is Cooperative Learning in teaching Mathematics in terms of

developing a sense of responsibility among intermediate grade pupils?

5. How effective is Cooperative Learning as a platform for teaching

Mathematics to intermediate grade pupils of Cantil-E Elementary School?

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6. What program can be proposed to enhance the level of effectiveness in using

Cooperative Learning as a platform for teaching Mathematics?

CONCEPTUAL FRAMEWORK

The conceptual framework of this study as shown in figure 1 below serves as a

guide for the researchers to carry out this study. Supported by the two theories namely:

the Social Interdependence Theory by Johnson & Johnson and the Sociocultural Theory

by Lev Vygotsky. The researchers attempts to examine the Effectiveness of Cooperative

Learning as a platform for teaching Mathematics among intermediate grade pupils to

increase learning engagement.

Productivity of the learners in terms of learning Mathematics refers to the level of

effort which a learners executes in accomplishing positive academic results and

willingness to seek for more knowledge and methods on how to improve their learnings

and be able to successfully apply it in certain situations. Effective implementation of

Cooperative Learning can lead to productivity among learners in studying the subject.

Efficacy of the learners in terms of learning Mathematics refers to the success of

the learners to be able to grasp and comprehend different concepts of mathematics from

numerical to it’s different terms and rules, this also focuses on how learners with learning

efficacy in mathematics be able to demonstrate their learning and at the same time share

it to other learners who are willing to learn it from them, thus this construct is a result of

an effective Cooperative Learning instruction implementation.

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Interdependence among learners in terms of learning Mathematics refers to the

sense of unity and oneness of two or more individuals working together in a certain task

and sharing them the same goal. With the effective implementation of Cooperative

Learning, students does not only develop their mathematical skills but as well as their

social skills in communicating with their peers and establishing good relationships with

them.

Responsibility of the learners in terms of learning Mathematics refers to the

ability of the learners to have a sense of awareness in their individual role in a specific

collaborative task. Being responsible allows a learners to be able to do what they do best

and contribute to the improvement and development of the entire group he/she belongs.

Developing a sense of responsibility among learners in doing mathematical group tasks

measures the effectiveness of implementing Cooperative Learning as a platform for

teaching Math subject.

The Jigsaw program is the proposed program of the researchers to enhance the

implementation of Cooperative Learning in the learning process specifically as a platform

for teaching Mathematics. In this program, before teaching a new lesson in mathematics,

teachers will first group a number of students to become experts on a specific lesson.

Once these students already gained enough information about the topic or lesson, the next

thing to do is for them to share the information to their classmates until everyone already

gained and learned the new information. This program offers a way to help learners

understand and retain information about certain topics in Mathematics while they develop

their collaborative skills as well.

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Independent Variables Dependent Variables

Productivity of the
learners in terms of
learning
Mathematics

Efficacy of the
learners in terms of
learning The extent of the
Mathematics effectiveness of
using Cooperative
Learning as a Jigsaw
platform for Program
teaching
Interdependence Mathematics
among learners in
terms of learning
Mathematics

Responsibility of the
learners in terms of
learning
Mathematics

Figure 1: Schematic Diagram of the Conceptual Framework of the Study

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THEORETICAL FRAMEWORK

The main purpose of this study is to examine the effectiveness of using

cooperative learnimg as a platform for teaching Mathematics to intermediate grade

learners of Cantil-e Elementary School to increase learning engagement. These are the

following theories to which this study is anchored:

Social Interdependence Theory by Johnson & Johnson (2009) states that

positive interdependence occurs when people believe they can accomplish their goals if

and only if the other people they are collaboratively related to also accomplish their goals.

As a result, they support one another's attempts to do so. In relation to our study,

interdependence within a group specifically in the context of cooperative learning is

essential since knowing that each learners are diverse means they have their own unique

contributions to the common effort that would allow the group to work together towards

the same goal. As a relation to our study, learners become more motivated when they are

aware that there are other learners who have the same goal as them. This sense of

motivation will then drive them to work with those who has the same mindset as them

and to innovate and make both of their ideas work towards the same achievement.

According to Kurt Lewin (1935), a group’s essential quality is its members’

interdependence which makes the group a dynamic whole. In a cooperative learning

condition, when there is no oneness within a cooperative learning activity, then the

process of accomplishing a particular task will be chaotic, thus, with interdependency

among members, they would be motivated when they discover that their other members

have the same mindset as them in achieving something. In the end, instead of competing

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against each other, they will work together and support each other to attain the same

objective.

Another variable that can be linked to this theory is the sense of responsibility

among learners. When each member in a group are aware of what they need to do, then

they also share a common responsibility throughout the process of executing their

assigned tasks. When an individual has no clear vision of his own role within a group, the

he/she will also not be able to perform his/her responsibility very well making his/her

other group mates to carry his/her responsibilities instead. In Social Interdependence

Theory, it doesn’t only mean that individuals should be dependent to the performance of

their other members, but instead, they have their own roles and responsibilities to carry

out in order for this “cooperative learning” to happen. One must be aware of his/her own

part within a certain group and be able to share his/her her knowledge and encourage

other members to learn. Responsibility and interdependency should go together, when

members are dependent to each other, they should also be aware of their own

responsibilities as an individual and as a part of a whole group where they guide and

support each other in developing one’s own learning. Interdependence and responsibility

among learners in learning mathematics explains the effectiveness of using Cooperative

Learning as a platform for teaching the said subject area, according to Johnson and

Johnson (2009), positive interdependence results in promotive interaction, hence, when

members are dependent to each other they should also be aware of their own

responsibility as an individual and as a part of a group.

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Sociocultural Theory by Lev Vygotsky asserts that a child’s cognitive

development and learning ability can be guided and mediated by their social interactions.

This theory also states that learning is a crucially social process as opposed to an

independent journey of discovery. Vygotsky expands on this by stating that a child’s

learning benefited greatly from being guided by a more knowledgeable member of the

community such as parents, teachers, and peers. In relation to our study, this theory

explains how social influence which can happen through cooperative learning can

provide a more meaningful and effective learning experience for the learner. With this,

the learners can ask questions and even some clarifications for the things he/she is finding

difficult to understand or perform. Or on the other hand, that learner can also give his/her

opinions, views and share his/her knowledge about a particular topic to those who do not

know making it a kind of give and take process of learning through social interaction.

The work of Vygotsky is based on the premise that knowledge is social,

constructed from cooperative efforts to learn, understand, and solve problems. When a

learner is surrounded by other individuals or co-learners that guides and supports him/her

throughout his/her learning process, that learner will also become more productive to

learn certain tasks. As the learner takes on an activity along with a more knowledgeable

other which in our case let’s say in a small group activity for example, if that learner is

having a hard time performing the activity, his/her members can help him to improve,

and gradually, that learner will become productive in learning how to do the activity and

somehow become more competent to perform the activity independently in the future. It

also suggests that human learning is largely a social process and that our cognitive

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functions are formed based on our interactions with those around us (Cherry, 2022). A

child’s learning is greatly benefitted for being guided by a more knowledgeable member

of the society (which can be parents, teachers, and even peers) that would result into a

productive and effective learning process.

In a cooperative learning setting guided by this theory, teachers can create a group

compose of those who excel in class and those who are slow learners. Those who excel in

class will collaborate with the slow learners and guide them in certain lessons wherein

they are having a hard time understanding. These set of learner will assist and guide other

learners until they fully understand the given topic and be able to carry it out

independently. This would help in developing the learners’ productivity and learning

efficacy since they are able to get various support and encouragement coming from their

support systems including their peers through the use of the cooperative learning method.

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Sociocultural Theory
Social Interdependence Theory
(Lev Vygotsky, 1962)
(Johnson & Johnson, 2009)

Efficacy and Productivity among

Interdependence and learners in learning Mathematics
Responsibility among learners in measures the effectiveness of using
learning Mathematics explains the Cooperative Learning as a platform
effectiveness of using Cooperative for teaching the subject area.
Learning as a platform for teaching
the said subject area.

Jigsaw Program

Figure 2: Schematic Diagram of the Theoretical Framework of the Study

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SCOPE AND LIMITATIONS OF THE STUDY

This study focuses on the Effectiveness of Cooperative Learning as a platform for

Teaching Mathematics to the Intermediate Grade pupils of Cantil-e Elementary School.

The researchers will come after the following constructs as a scope in conducting this

study. First is the level of productivity of the intermediate grade pupils in terms of

learning mathematics. Second, the level of efficacy of the learners in learning

mathematics. Third, the level of interdependence among learners in learning mathematics.

And lastly, the level of responsibility of the learners in terms of learning mathematics.

The data collection will be conducted to the 60 randomly selected intermediate grade

pupils of Cantil-e Elementary School who will be the participants of this research study.

The pupils from grades 1-3 or the primary level are not within the scope of this

research. The data collection of this study would be done through the utilization of survey

questionnaires. The research questionnaire to be used contains the different constructs in

terms of learning mathematics through cooperative learning only, thus, the data collection

from this study will be the basis for the Jigsaw program.

SIGNIFICANCE OF THE STUDY

This presents the following beneficiaries of this research. The purpose of this

study is to determine the extent of the effectiveness of using Cooperative Learning as a

platform for teaching Mathematics to Grade 5 pupils at Cantil-E Elementary School. The

findings of this study will be beneficial to the following various sectors:

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The Teachers of Cantil-E Elementary School. The findings of this study is

beneficial for the teachers as well as for those pre-service teachers to be aware of how to

implement cooperative learning and how to enhance its effectiveness to be applied in a

certain subject matter which in this study it focuses on mathematics. Teachers who

promotes cooperative learning in a classroom setting will then have the necessary

strategies for it to be more effective and conducive for learning.

The Intermediate Grade Learners of Cantil-E Elementary School. This study

will be beneficial as well for the pupils, any possible improvement that would enhance

the effectiveness of cooperative learning as a platform in teaching mathematics will pave

the way to provide the pupils a better and meaningful learning experience.

The Parents and Guardians of the Intermediate Grade Learners. This

research study also benefits the parents of the pupils, as they enrolled their child in this

educational institution, it comes with self-assurance that their child will receive

meaningful learning experiences which fosters productivity, efficiency, positive

interdependence, and practicality throughout the teaching and learning process.

The DepEd teachers in Dumaguete City. This research is also beneficial to the

DepEd teachers in Dumaguete City in integrating and as well as developing cooperative

learning activities in their teaching and learning process. This research will help them

figure out the advantages of implementing Cooperative Learning that would foster both

tue development of the learner and the teacher as well.

The future researchers. This research will be a helpful reference for the future

researchers who plans to discover more about Cooperative Learning and for them to

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establish other programs that would be beneficial for the improvement of the present

implementation of Cooperative Learning to the teaching and learning process.

OPERATIONAL DEFINITION OF TERMS

In order to avoid possible misunderstandings to the terms used in this study, the

researchers present the operational definition of terms of the following key terms or

words used in this study “ Cooperative Learning: Its Effectiveness as a Platform for

Teaching Mathematics among the pupils in the Intermediate Grade of Cantil-E

Elementary School”.

Cooperative Learning as a platform for teaching Mathematics. In this study,

this refers to a teaching approach wherein the students are given the opportunity to work

together to attain group goals that cannot be obtained by working alone or competitively.

Extent of Effectiveness of using Cooperative Learning as a platform for

teaching Mathematics. This is defined in this research as the method of determining the

range or the scope of how a particular thing works specifically in terms of determining

the adequacy of using Cooperative Learning in teaching Mathematics to intermediate

grade learners.

Productivity of the learners in terms of learning Mathematics. defined in this

study as the level of effort that the learners execute in accomplishing positive academic

results thus they are motivated to seek for more methods to improve and be able to apply

their learning through different given tasks.

Efficacy of the learners in terms of learning Mathematics. In this study, this

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refers to the success of the learners to be able to grasp and comprehend the lesson or task

given thus they are able to demonstrate their learning and even share to other learners.

Interdependence among learners in terms of learning Mathematics. In this

study this refers to the sense of unity and oneness of 2 or more individuals or learners

especially in working together in a certain task or activity to become dependent with each

other to seek and achieve the same goal/result.

Responsibility of the learners in terms of learning Mathematics. This is

defined in this study as the ability of the learners to know and be aware of their own role

in a specific collaborative activity or task. With a sense of awareness and responsibility,

that learner will be able to perform what he/she do best that would benefit the entire

group he/she belongs to.

Platform for teaching Mathematics. In this study, this defined as the means of

delivering a particular instruction in a specific subject area which in this case refers to

Cooperative Learning as a method in teaching Mathematics to intermediate grade pupils.

Intermediate Level of Cantil-e Elementary School. Defined in this study as

those learners from Grades 4-6 in the elementary level which also serves as the

participants and chosen respondents in gathering the data to be used in this research.

Respondents of the study. This refers to the pupils from the intermediate grade

(Grades 4-6) of Cantil-e Elementary School who will provide the data to be evaluated in

this study.

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CHAPTER 2

RESEARCH METHODOLOGY

This chapter will discuss the research design, population and sampling, participants

of the study, research environment, research instrument, validation of instrument, data

gathering procedure, and statistical treatment of data being utilized by the researchers

in conducting this research study.

RESEARCH DESIGN

This research is a quantitative-qualitative research. A Quantitative research

design is objective and measurable and are based on probability and likelihood (Wilson

B., Austria M., & Cassuci T., 2021). On the other hand, Qualitative research design is

more on a subjective and structured side, it centers around life experiences and meanings,

it is also basee on perception and can be different for each person (Wilson B., Austria M.,

& Cassuci T., 2021). The researchers will be utilizing both Quantitative and Qualitative

research design through the use of an adapted research survey questionnaire for data

collection. Tue researchers will make use of the Quantitative research design in the

research survey questionnaire with the application of the likert scale and as well as in

determining the mean, average, and standard deviation of the data to be collected. On the

other hand, Qualitative research design will also be utilized by the researchers through

providing the corresponding descriptions to each given levels of the likert scale.

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POPULATION AND SAMPLING

According to Momoh O. (2022), population is defined as a group of individual,

items or objects from which samples will be taken. The targeted population in which this

study will be conducted are the pupils from the intermediate grades of Cantil-e

Elementary school. Each intermediate level are divided into two section. Grade IV –

Sections Loquere (20 boys and 13 girls) and Trumata (20 boys and 17 girls), Grade V –

Sections Asiong (17 boys and 20 girls) and Puntero (18 boys and 18 girls), and Grade VI

– Sections Catan (12 boys and 19 girls) and Quilikite (14 boys and 15 girls). A total of

203 pupils all in all from Grade 4-6.

Table 1. The Population Distribution of Intermediate Grade Pupils of Cantil-e

Elementary School
Intermediate Grade and Age No.
Section Range of pupils Boys Girls Total
10 yrs. old 26 pupils
Grade IV Section Loquere 11 yrs. old 7 pupils 20 13 33
10 yrs. old 20 pupils
Grade IV Section Trumata 11 yrs. old 17 pupils 20 17 37
11 yrs. old 27 pupils
Grade V Section Asiong 12 yrs. old 10 pupils 17 20 37
11 yr.s old 15 pupils
Grade V Section Puntero 12 yrs. old 21 pupils 18 18 36
12 yrs. old 9 pupils
Grade VI Section Catan 13 yrs. old 22 pupils 12 19 31
12 yrs. old 16 pupils
Grade VI Section Quilikite 13 yrs. old 13 pupils 14 15 29
203

In getting the samples from the population of 203 pupils, the researchers decided

to use simple random sampling to obtain the possible participants in this study. To

conduct the simple random sampling, the researchers will gather the total population and

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

 25

assign each pupil a number. The researchers will randomly call from those assigned

numbers until the required number of respondents is reached. The researchers choose

simple random sampling since the total number of the population is an odd number it

would be complicated to apply sampling using intervals amd aside from that, simple

random sampling is also convenient and easy to use than other methods of sampling.

PARTICIPANTS OF THE STUDY

The participants of the study are the 60 intermediate grade pupils of Cantil-e

Elementary School enrolled for the S.Y. 2022 – 2023 who were randomly selected

through simple random sampling. Each intermediate grade level were divided into two

sections. Thus, these 60 chosen learners were comprised of both boys and girls whose age

ranges from 10 to 11 years old for Grade IV pupils (10 pupils from 2 Sections) therefore

there will be 5 girls (3 girls with the age of 10 and 2 with the age of 12) and 5 boys (4

boys with the age of 10 and 1 with the age of 11) from section Loquere, and another 5

girls (2 girls with the age of 10 and with the age of 11) and 5 boys (all at the age of 11)

from section Trumata. For the participants in Grade 5, there will also be 5 girls ( all at

the age of 11) and 5 boys (3 boys at the age of 11 and 2 at the age of 12) from section

Asiong and another 5 girls ( 2 girls at the age of 11 and 3 at the age of 12) and 5 boys (3

boys at the age of 11 and 2 at the age of 12) from Section Puntero. Lastly, for the Grade

6 there will be another 5 girls ( 4 girls at the age of 12 and 1 at the age of 13) and 5 boys

(all at the age of 12) from section Catan and another 5 girsl and 5 boys from section

Quilikite.

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RESEARCH ENVIRONMENT

This research study will be conducted at Cantil-e Elementary School which is a

public elementary located at 6 kilometers west of the center of Dumaguete City with the

school Id: 119945. The school is located 1.5 kilometers west of the south bound national

highway along the side of Junob-Cantil-e road and 2.5 kilometers west of the south

bound national highway passing Banilad-Bajumpadan road. The total enrollment

population for the academic year 2022-2023 is 560 pupils ranging from Kindergarten to

Grade VI. There are 16 teachers and a school principal in this educational institution with

14 classrooms accommodating each section in each year level including the intermediate

grade pupils which this study is directing to. All intermediate grade levels are divided

into 2 sections.

In Grade IV section Loquere, it is comprised of 33 pupils with 20 boys and 13

girls at the age of 10 to 11 years old. In section Trumata, it has a total number of 37

pupils with 20 boys and 17 girls whose age ranges from 10 to 11 years old. In Grade V

section Asiong, it has a total number of 37 pupils with 17 boys and 20 girls, on the other

hand, section Puntero has a total number of 36 pupils with 18 boys and 18 girls, the age

of these Grade V pupils ranges from 11 to 12 years old. And in Grade VI, there is a total

number of 31 pupils in section Catan with 12 boys and 19 girls whose age ranges from 12

to 13 years old, on the contrary, there are only 29 pupils in section Quilikite with 14 boys

and 15 girsl whose age also ranges from 12 to 13 years old.

For the Grade IV with 2 sections, each classroom has 2 doors for the entrance and

exit. Inside is consist of student desks arranged in columns with 5 desks per row and a

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

 27

teachers table in front and at the back. It also has a cabinet for books, class materials,

student portfolios and other outputs located at the left side of the room. Both classroom

also has their own 2 ceiling fans. For the Grade V with 2 sections, each classroom also

have 2 doors for the entrance and exit, student desks arranged in columns with 4 desks

per row. It has only one teachers table, 2 ceiling fans and a stand fan. For the Grade VI

with also 2 sections, each classroom also has 2 doors for the entrance and exit with

student desks inside arranged in columns with 5 desks per row. It has two teachers table,

a cabinet for learning materials and outputs. It also has a bigger board than the other

intermediate grade classrooms. All classrooms in the intermediate grade has a pleasing

and well ventilation rooms that provides a conducive learning environment for learners.

RESEARCH INSTRUMENT

The research questionnaire being used in this research study was adapted and

realigned to gather the necessary data. In creating the research survey questionnaire for

this study, the researchers looked for sample survey questionnaires for productivity,

efficacy, interdependence, and responsibility. The survey questionnaire being utilized in

this study was adapted and realigned from the survey questionnaires of other researchers

that demonstrates similar constructs. The adapted and realigned survey questionnaires in

this study are based on the following sources: Benjamin Schenkel’s questionnaire entitled

“The Impact of an Attitude towards Mathematics on Mathematics Performance” for the

productivity. Ms. Jennilyn Balbalosa’s questionnaire entitled “Factors Affecting

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

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Mathematics Performance” for efficacy. And Klara Plains and Tall’s “ Survey to Know

other Teaching Strategies to Use” for interdependence and responsibility who, we asked

permission to. Lastly, the final part of the questionnaire containing the statements that

determines the level of effectiveness of cooperative learning as a platform for teaching

Mathematics to intermediate grade pupils were constructed by the researchers. The

survey questionnaire for this research study is composed of 5 parts: the level of

productivity of the intermediate grade pupils in learning mathematics, the level of

efficacy of the learners in terms of learning mathematics, the level of interdependence

among learners in learning mathematics, the level of responsibility of the learners in

terms of learning mathematics, and the level of effectiveness of cooperative learning as a

platform for teaching mathematics to intermediate grades.

Each part of the survey questionnaire contains the profile of the respondents

(name, grades & section), directions, scaling using the likert scale, and the survey

statements for each construct. Part I focuses on the level of productivity of the learners in

learning mathematics. Part II elaborates the level of efficacy of the learners in terms of

learning mathematics. Part III discusses the level of interdependence among learners in

learning mathematics. Part IV focuses on the level of responsibility of the learners in

terms of learning mathematics. Part V highlights the level of effectiveness of cooperative

learning as a platform for teaching Mathematics to intermediate grades.

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DATA GATHERING PROCEDURE

To obtain the essential information to be used in the study, the researchers follows

a particular procedure on how to gather the quantitative and qualitative data used in the

study. The following steps are as follows:

Start

Draft a letter of
request to the
Division
Superintendent

Draft a letter of
Finalize and print Send the letter request to the
Submit for Y Approval of the Y
the letter request request to the Principal to conduct
approval by the School’s Division the research survey at
and have it School’s
research adviser Superintendent Cantil-e Elementary
signed Division
Superintendent School

N
N
Approval by N
Rewrite the A Rewrite
the research the letter
letter adviser request
request

Send the letter to the Finalize the

principal of Cantil-e letter request to
Elementary School the principal
together with the and print
approved letter from
the Division Supt.

Arrange schedule Approval by the

Collect the Conduct with the principal Y
survey school principal
the of Cantil-e of Cantil-e
questionnaires survey Elementary School Elementary
School

A N

Submit for
statistical B
End
treatment

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VALIDATION OF INSTRUMENTS

The survey questionnaire for this research study will be subjected to content and

construct validation. Validators will be chosen through their qualifications. For validation,

the researchers will find three experts to validate for each category.

STATISTICAL TREATMENT OF DATA

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In’am, A., & Sutrisno, E. S. (2021, January). Strengthening Students’ Self-efficacy and
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NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

 SURVEY QUESTIONNAIRE ON COOPERATIVE LEARNING AND ITS
EFFECTIVENESS AS A PLATFORM FOR TEACHING
MATHEMATICS AMONG INTERMEDIATE GRADE
PUPILS OF CANTIL-E ELEMENTARY SCHOOL:
BASIS FOR JIGSAW PROGRAM

Name: __________________________ Grade & Section: ____________

Directions: Please put a check mark ( ) to the number that best describes your
answer to the given statement. Follow the scale below as your guide.

RATING DESCRIPTION INTERPRETATION

SCALE

5 ——— Most Productive 95 - 100

4 ——— More Productive 94 - 90
3 ——— Productive 89 - 85
2 ——— Less Productive 84 - 80
1 ——— Not Productive 79 - 75

PART I: Level of productivity of the intermediate grade learners in terms of

learning Mathematics

Rating Scale
Statements of Productivity of the learners in terms of
learning Mathematics
1 2 3 4 5

1.I actively participate in any cooperative activities involving

mathematics.
2. I become more motivated to learn mathematics through
cooperative learning.
3. I gain more ideas on how to solve problems through
collaborating with my classmates.
4. I perform best when I do an activity along with my
classmates.
5. I was able to give and gain new information about
mathematics through cooperative learning.

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Name: __________________________ Grade & Section: ____________

Directions: Please put a check mark ( ) to the number that best describes your
answer to the given statement. Follow the scale below as your guide.

RATING DESCRIPTION INTERPRETATION

SCALE

5 ——— Most Efficient 95 - 100

4 ——— More Efficient 94 - 90
3 ——— Efficient 89 - 85
2 ——— Less Efficient 84 - 80
1 ——— Not Efficient 79 - 75

PART II: Level of efficacy of the learners in terms of learning Mathematics

Rating Scale
Statements of Efficacy of the learners in terms of learning
Mathematics
1 2 3 4 5

1.I gain deeper understanding of the lesson through Cooperative

Learning.
2. Cooperative Learning ensures a more effective and meaningful
learning experience.
3. Cooperative Learning offers a wide ray of learning
opportunities.
4. Cooperative Learning enhance my learning experience about
mathematics through interaction.
5. I was able to apply what I’ve learned through cooperative
activities.

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Name: __________________________ Grade & Section: ____________

Directions: Please put a check mark ( ) to the number that best describes your
answer to the given statement. Follow the scale below as your guide.

RATING DESCRIPTION INTERPRETATION

SCALE

5 ——— Most Interdependent 95 - 100

4 ——— More Interdependent 94 - 90
3 ——— Interdependent 89 - 85
2 ——— Less Interdependent 84 - 80
1 ——— Not Interdependent 79 - 75

PART III: Level of interdependence among learners in terms of learning

Mathematics
Rating Scale
Statements of Interdependence of the learners in terms of
learning Mathematics
1 2 3 4 5

1.It helps in developing my interpersonal skills through

interacting and communicating with my classmates.
2. It encourages me to adapt to new situations and new people.

3. I learn to depend on my members as they depend on me in

doing cooperative activities involving mathematics.
4. Doing cooperative activities helps us to make effective
learning outcomes as a group.
5. The interaction with peers in doing an activity help improve
my performance.

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Name: __________________________ Grade & Section: ____________

Directions: Please put a check mark ( ) to the number that best describes your
answer to the given statement. Follow the scale below as your guide.

RATING DESCRIPTION INTERPRETATION

SCALE

5 ——— Most Responsible 95 - 100

4 ——— More Responsible 94 - 90
3 ——— Responsible 89 - 85
2 ——— Less Responsible 84 - 80
1 ——— Not Responsible 79 - 75

PART IV: Level of responsibility of the learners in terms of learning Mathematics

Rating Scale
Statements of Responsibility of the learners in terms of
learning Mathematics
1 2 3 4 5

1.It helps me to develop self-awareness in doing my assigned

task in a group activity.
2. I was able to share the load of work with my group members
as I do my part.
3. I become aware that I am also responsible for any mishaps that
may happen within my group.
4. I improve myself through accepting constructive criticisms
and suggestions.
5. I actively seek out feedback from others in any cooperative
activities.

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Name: __________________________ Grade & Section: ____________

Directions: Please put a check mark ( ) to the number that best describes your
answer to the given statement. Follow the scale below as your guide.

RATING DESCRIPTION INTERPRETATION

SCALE

5 ——— Most Effective 95 - 100

4 ——— More Effective 94 - 90
3 ——— Effective 89 - 85
2 ——— Less Effective 84 - 80
1 ——— Not Effective 79 - 75

PART V: Level of effectiveness of Cooperative Learning as a Platform for teaching

Mathematics to Intermediate Grades

Rating Scale
Statements of Effectiveness of using Cooperative Learning as
a platform for teaching Mathematics
1 2 3 4 5

1.It develops my knowledge, skills, and attitude in terms of

learning mathematics.
2. I understand lessons in mathematics better through cooperative
learning.
3. It build my confidence to solve mathematical problems with
the help of my classmates
4. I improve my skills in Mathematics through cooperative
activities.
5. I never perceive mathematics as a difficult subject anymore
with the help of cooperative learning.

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

NEGROS ORIENTAL STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION