Collaborative Learning Strategies in Algebra: Effects on Grade 8 Students’ Conceptual Understanding

Abstract

Collaborative learning strategies have emerged as effective approaches in fostering students’ conceptual understanding, particularly in mathematics, by encouraging active participation, peer interaction, and shared problem-solving. This study aimed to investigate the effect of collaborative learning strategies on students’ conceptual understanding in algebra. The study used a quasi-experimental design using a pretest and posttest control group design. The participants were Grade 8 students of Ampaso Memorial National High School at Binidayan, Lanao del Sur. The findings showed that before the intervention, the control group had a mean score of 13.00, while the experimental group had a mean score of 13.35. The t-value of .33 and p-value of .74 indicate no significant difference in conceptual understanding between the two groups. After the intervention, both groups improved, but the experimental group showed a greater increase with a mean score of 28.81. The t-value of 2.21 and p-value of .032 indicate a statistically significant difference on the control and experimental groups.  The findings of this study suggest that collaborative learning strategies had a positive effect on students’ conceptual understanding. It is recommended that educators incorporate collaborative learning strategies into algebra instruction to enhance conceptual understanding.