










































 

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, November 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

zzzzzz z 

  

Influence of Collaborative Learning on Mathematics 

Comprehension of Grade 10 Students 

 
Jonard De Jesus Sta. Maria1, Noemi Joyce Mangayao Herrea2, Alysa Padua Trinidad3, 

Mark Jimrey Buan Legaspi4, Keith Martin Ong Tagatac5 

Philippines  
37332020@holycross.edu.ph1, 60802022@holycross.edu.ph2,  61442022@holycross.edu.ph3, 

jimreypos5@gmail.com4, 63212022@holycross.edu.ph5   

 
 

Accepted: 

10 August 2025 

reviewed:  

5 September, 2025 

Published:  

20 November 2025 

 

Abstract: Mathematics comprehension continues to be a challenge among Filipino students, as 

reflected in recent international assessments that show low proficiency levels. This study 

investigated the effect of collaborative learning on the mathematics comprehension of Grade 10 

students at Sto. Rosario National High School, focusing on the topic of permutations. Using a 

quasi-experimental design, the researchers compared two groups: 22 students engaged in 

collaborative learning strategies, and 22 students taught using traditional methods. Pre-tests and 

post-tests were administered to assess the impact of the intervention. Statistical analysis of the 

results showed no significant difference in the performance of both groups, suggesting that the 

collaborative approach did not produce measurable improvement in students’ comprehension of 

mathematical concepts. The findings highlight the importance of evaluating not just the method, 

but also its implementation, duration, and alignment with student needs. The study contributes to 

mathematics education by offering insights into the challenges of applying collaborative learning 

and the importance of refining instructional approaches to enhance learning outcomes. 

 

Keyword:  Collaborative Learning; Grade 10; Mathematics comprehension; and Quasi-experimental 

 

Introduction 

 Mathematics comprehension is a fundamental skill that underpins academic success in 

various educational and professional fields, yet many Grade 10 students continue to face challenges 

in mastering this subject. According to the 2023 Programme for International Student Assessment 

(PISA) report by the Organisation for Economic Cooperation and Development (OECD), the 

Philippines showed only a slight improvement in math scores—from 353 points in 2018 to 355 in 

2022. Despite this marginal increase, Filipino students remain well below the global average. 

Notably, only 16 percent of students achieved Level 2 proficiency, indicating that most are unable 

to solve basic mathematics problems without explicit guidance. These figures highlight the 

persistent gap in mathematical understanding among Filipino learners. 

 To address these challenges, previous studies have explored various interventions aimed 

at improving student engagement and learning outcomes in mathematics. Digital tools, for 

instance, have been examined for their potential to support flexible and personalized learning. 

Santos (2022) conducted a comparative analysis of mobile applications for college-level 

mailto:37332020@holycross.edu.ph
mailto:60802022@holycross.edu.ph
mailto:61442022@holycross.edu.ph
mailto:jimreypos5@gmail.com
mailto:63212022@holycross.edu.ph


  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

Volume 9, Number 2, November 2025 | 329  

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mathematics, noting how features such as intuitive interfaces, real-time problem solving, and visual 

support contributed to students’ grasp of mathematical concepts. Although promising, such 

technology-based strategies are typically individualized and may not address the social dimensions 

of learning. 

 Similarly, Skovsmose (2020) emphasized that while digital technologies offer procedural 

support and visualization, their impact is maximized when paired with pedagogical strategies that 

promote collaboration and discourse. Likewise, Boucheix and Schneider (2009) found that 

although multimedia tools improve mathematical concept retention, student interaction and verbal 

explanation are key in achieving deeper comprehension. 

 Recent work has also emphasized the influence of classroom strategies on academic 

performance. Effective classroom management and equitable output distribution were shown to 

positively affect student engagement and learning behavior, although academic outcomes were 

shaped by a broader set of factors beyond classroom control (Lajom et al., 2023). Similarly, peer 

influence, teacher quality, and learning infrastructure were identified as significant contributors to 

performance and motivation among senior high school students (Cordova et al., 2022). 

 In support of these findings, Slavin (2014) reported that cooperative learning strategies 

such as STAD and peer tutoring improved not only student achievement but also attitudes toward 

mathematics. Furthermore, Gillies (2016) highlighted that students in well-structured collaborative 

groups develop stronger problem-solving skills and greater persistence when working through 

mathematical challenges. 

 Building on these insights, research has shown that collaborative learning—where students 

work together in groups—can lead to better learning outcomes. Gray (2024) and Kumar (2017) 

suggest that when students share ideas and support each other in a safe and respectful 

environment, their understanding and thinking skills improve. Vygotsky’s theory (1978), known as 

the Zone of Proximal Development, also supports the idea that students learn more effectively 

when guided by peers or more knowledgeable individuals. Despite these theoretical underpinnings 

and successful implementations of group-based strategies, studies focusing on collaborative 

learning have yet to fully explore its specific effect on mathematics comprehension, particularly 

within the Philippine context. 

 Furthermore, some researchers, such as Virgana (2019), have explored group-based 

methods like the Student Teams-Achievement Divisions (STAD) model and found positive effects 

on students’ understanding of mathematics concepts. Ahmad and Dogar (2023) suggests further 

research on collaborative learning's effectiveness in improving learners' conceptual understanding 

of Mathematics, identifying best practices, and ensuring efficient resource utilization. Furthermore, 

Siswanto and Susetyawati (2024) recommended future researchers apply other cooperative 

learning models to improve students' ability to understand concepts. Therefore, the researchers 

came up to explore the influence of collaborative learning on the mathematics comprehension of 

grade 10 students. 

 The study is anchored to collaborative learning theory by Lev Vygotski. The survey of 

Sotto (2021) defines collaborative learning as an approach to teaching and learning that involves a 

group of learners working together. Collaborative learning builds on what we know about the 

social nature of learning and how students construct knowledge. The basic idea is to promote 

active learning in ways not possible with highly competitive or individualized learning models. 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

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Collaborative learning allows the creation and innovation of knowledge through group interaction 

and the active participation of each member. In collaborative learning, the students will study as a 

group to solidify Mathematics comprehension by utilizing each other's knowledge and experience 

(Mubireek, 2021). 

 The intervention used a structured collaborative learning approach rooted in Lev 

Vygotsky’s social constructivist theory, focusing on peer interaction and shared learning to 

strengthen Grade 10 students’ understanding of Mathematics. Instead of relying on traditional, 

individual learning methods, students worked in small, guided groups to discuss, explain, and solve 

problems together, encouraging deeper comprehension through social support. A key feature of 

this approach was the use of pre- and post-assessments to customize activities based on students’ 

initial understanding and to track their progress.  By combining formative assessment with 

collaborative engagement, the strategy fostered active participation, critical thinking, and peer 

learning, proving more effective in reinforcing mathematical concepts than conventional lecture-

based methods. 

 This study investigated the influence of collaborative learning on Mathematics 

comprehension of grade 10 students of Sto. Rosario National High School, by answering the 

following problems:  

1. How may the Mathematics comprehension of the experimental group under collaborative 

learning be described in terms of: 

1.1. Pre-Assessment Scores; and 

1.2. Post-Assessment Scores? 

2. How may the Mathematics comprehension of the control group under traditional learning be 

described in terms of:  

2.1. Pre-Assessment Scores; and 

2.2. Post-Assessment Scores? 

3. Is there a significant difference between the Pre-assessment Scores and Post-assessment Scores 

of the experimental group? 

4. Is there a significant difference between the Pre-assessment Scores and Post-assessment Scores 

of the control group? 

5. Is there a significant difference between the Mathematics comprehension of the control group 

and the experimental group? 

6. What action plan may be proposed to improve the Mathematics comprehension of grade 10 

students? 

 The proposed intervention, centered on collaborative learning strategies, is designed to 

create a more engaging and interactive classroom environment that addresses students’ difficulties 

in understanding mathematical concepts. While the study found no immediate significant effect, 

the intervention still offers potential long-term benefits. Collaborative learning encourages 

students to explain their thinking, ask questions, and learn from their peers, which can help deepen 

comprehension over time. Collaborative learning also supports the development of essential skills 

such as communication, critical thinking, and teamwork. These benefits may not always be 

reflected in short-term test scores but can lead to long-term improvement in student engagement 

and comprehension. For teachers, this strategy offers a flexible and student-centered method that 

can complement traditional instruction. 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

Volume 9, Number 2, November 2025 | 331  

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Methods 

This study employed a quasi-experimental research design to determine the causal 

relationship between the collaborative learning intervention (independent variable) and students’ 

mathematics comprehension (dependent variable). 

The research was conducted at Sto. Rosario National High School, located in Barangay 

Deepwell, Sto. Rosario, Santa Rosa, Nueva Ecija. The participants were selected from Grade 10 

mathematics classes, providing a diverse academic background to assess the effectiveness of the 

intervention. 

Using purposive sampling, two sections were selected based on comparable academic 

performance. The fishbowl method was then applied to randomly assign one section as the control 

group and the other as the experimental group. A total of 44 students participated in the study, 

with 22 students in each group. 

Data collection involved a pre-assessment and a post-assessment test focused on the topic 

of permutations. The pre-test consisted of 15 multiple-choice questions designed to measure 

students’ baseline understanding. The same set of items was administered as the post-test after the 

intervention to determine learning gains. 

Prior to data collection, formal approval was secured from the school administration. The 

pre-assessment was administered to both groups to establish initial comprehension levels. The 

experimental group engaged in structured collaborative learning activities, while the control group 

received instruction followed by individual tasks. After the activities, both groups completed the 

post-assessment to evaluate changes in their understanding of permutations. 

 

Figure 1. – Data Gathering Procedure  

  

                  

 

 

 

 

 

 

 

 

 

 

 

 

 

Quantitative data were analyzed using measures of central tendency and inferential 

statistics. The mean was computed to determine the average pre-test and post-test scores in 

Mathematics comprehension for both groups. The rating scale shown in table 2 was used to assess 

the students' level of Mathematics comprehension based on their mean score. 

 

Control Group 

 
 

Experimental Group 

 
 Pre-

assessment 
Test 

Discussion 

 
 

Post- 
assessment 

 Test 

Compare  
Scores 

Pre-
assessment 

Test 
Discussion 

 
 

Post- 
assessment 

 Test 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

Volume 9, Number 2, November 2025 | 332  

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Table 2. - Rating Scale  

Verbal Description Scale 

Excellent 12.81-15.00 

Above Average 9.61-12.80 

Average 6.41-9.60 

Below Average 3.21-6.40 

Poor 0-3.20 

 

A paired sample t-test was used to assess whether there was a statistically significant 

difference in the pre-test and post-test scores within and between groups, thereby evaluating the 

effectiveness of collaborative learning as an intervention.  

 

Result And Discussion 

Table 3- Mean Scores of the Control Group and Experimental Group 

 Group Mean Verbal Description 

Pre-test  Scores 
Control 

Experimental 

9.227 

9.364 

Average 

Average 

Post-test Scores 
Control 

Experimental 

8.591 

9.000 

Average 

Average 

Table 3 presents the mean pre-test and post-test scores of the control and experimental 

groups. Prior to the intervention, the control group had a mean score of 9.227, while the 

experimental group registered a slightly higher mean of 9.364. Both scores fall under the “Average” 

classification. Following the intervention, the control group’s mean decreased to 8.591, and the 

experimental group’s mean also slightly declined to 9.000—remaining within the same verbal 

category. 

The minimal change in scores and the sustained “Average” level suggest that the 

collaborative learning intervention, as implemented, did not result in a significant improvement in 

students' mathematics comprehension. The slight decline in both groups’ scores may be attributed 

to external factors, such as variations in student motivation, assessment conditions, or classroom 

dynamics, rather than the effectiveness of the instructional method itself. This outcome aligns with 

the findings of Virgana (2019), who emphasized that the success of cooperative learning models 

depends heavily on implementation fidelity, teacher facilitation, and the learning environment. 

It is important to note that not all collaborative strategies yield the same outcomes. For 

example, Ramadiana’s study on the Teams Games Tournament (TGT) model showed significantly 

better results. The TGT model, which integrates structured group activities, peer collaboration, 

and gamified learning, demonstrated notable improvements in students’ creativity and 

mathematical understanding. Students in the experimental group outperformed their peers in the 

control group, with the study highlighting the positive impact of competitive and interactive group 

work on problem-solving skills and conceptual mastery. 

In contrast, the findings of the present study imply that generic collaborative activities, 

without strong instructional scaffolding or active facilitation, may not be sufficient to generate 

measurable academic gains. Future implementations may benefit from incorporating well-

structured cooperative learning frameworks like TGT or STAD, accompanied by training for 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

Volume 9, Number 2, November 2025 | 333  

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teachers in group management and formative assessment strategies. 

 

Table 4- Paired Samples T-test Result on Comparing Pre-Test and Post-Test Scores of 

Experimental Group  

Variable 1 Variable 2 t-stat p-value Decision Remarks 

Pre-Test Score Post-Test Score 0.601 0.554 Fail to reject H0 Not Significant 

Table 4 summarizes the results of the paired samples t-test conducted to compare the pre-

test and post-test scores of the experimental group. The computed t-value was 0.601 with 21 

degrees of freedom, and the corresponding p-value was 0.554. Since the p-value is greater than the 

0.05 significance level, the difference between the pre- and post-test scores is statistically 

insignificant. 

This result indicates that the collaborative learning intervention implemented in the 

experimental group did not lead to a statistically significant improvement in students’ mathematical 

comprehension. The high p-value suggests that the observed change in scores could be due to 

random variation rather than the effect of the intervention. 

These findings contrast with those of Virgana (2019), who reported significant 

improvements in student performance through the use of the Student Teams-Achievement 

Divisions (STAD) cooperative learning model. The difference in outcomes may be attributed to 

the degree of implementation fidelity, structure of group tasks, or teacher facilitation strategies. 

The current result highlights that the success of collaborative learning is not solely dependent on 

its use but also on how effectively it is designed and executed within the classroom context. 

Supporting this, Wahyuni’s study demonstrated that the STAD model substantially 

enhanced students’ conceptual understanding in mathematics. Students exposed to the STAD 

strategy outperformed those taught using conventional methods, with gains observed among both 

high- and low-achieving learners. This reinforces the idea that structured and well-implemented 

cooperative learning models, such as STAD, can foster more equitable and meaningful 

improvements in mathematical comprehension and engagement. 

Therefore, while collaborative learning holds promise, the results of this study underscore 

the critical role of instructional quality and structured facilitation in achieving measurable academic 

outcomes. 

 

Table 5.- Paired Samples T-Test Results on Comparing Pre-Test and Post-Test Scores of 

Control Group 

Variable 1 Variable 2 t-stat p-value Decision Remarks 

Pre-Test Score Post-Test Score 1.84 0.080 Fail to reject H0 Not Significant 

Table 5 presents the results of the paired samples t-test for the control group, comparing 

their pre-test and post-test scores. The computed t-value was 1.84 with a p-value of 0.080. 

Although the scores showed a slight increase, the difference was not statistically significant at the 

0.05 level. 

This result suggests that, in the absence of any instructional intervention, students' 

comprehension of mathematics remained relatively stable. The lack of significant change aligns 

with expectations that traditional teaching methods, within a short timeframe, may not yield 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

Volume 9, Number 2, November 2025 | 334  

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substantial improvement in understanding complex topics like permutations. Notably, the p-value 

being close to the threshold hints at a potential trend toward improvement, which may have 

become statistically significant with a larger sample size, extended intervention period, or 

additional instructional support. 

These findings are consistent with Ahmad (2023), who observed similarly non-significant 

pre-post score differences in control groups, reinforcing the idea that external factors or regular 

classroom instruction alone are insufficient for significant learning gains. In contrast, the study by 

Tiwow et al. (2020) found that the Student Teams Achievement Division (STAD) cooperative 

learning model led to substantial improvements in students’ mathematical comprehension. Their 

findings highlighted that students exposed to STAD outperformed those in traditional settings, 

regardless of their initial level of interest or ability in mathematics. 

This comparison underscores that while standard teaching approaches can maintain 

baseline comprehension levels, the integration of structured and engaging cooperative learning 

strategies—like STAD—may be more effective in driving meaningful academic improvement, 

especially in mathematical contexts. 

 

Table 6.- Independent Samples T-Test Results on Comparing Control Group and 

Experimental Group 

 t-stat p-value Decision Remarks 

Pre-Test Score -0.304 0.763 Fail to reject H0 Not Significant 

Post-Test Score -0.762 0.451 Fail to reject H0 Not Significant 

Table 6 presents the independent samples t-test results comparing the control and 

experimental groups both before and after the collaborative learning intervention. The pre-test 

yielded a t-value of -0.304 (p = 0.763), while the post-test resulted in a t-value of -0.762 (p = 0.451). 

In both cases, the p-values exceeded the 0.05 significance level, indicating no statistically significant 

differences between the groups. 

These results suggest that the two groups had comparable mathematics comprehension at 

the outset and that the collaborative learning intervention did not produce a significant difference 

in performance post-intervention. The findings reinforce the earlier conclusion that while 

collaborative strategies hold theoretical promise, their effectiveness depends on multiple 

contextual and implementation-related factors. 

This outcome aligns with studies by Virgana (2019) and Siswanto and Susetyawati (2024), 

which found that cooperative learning models, under certain conditions, did not significantly 

outperform traditional instructional approaches. Contributing factors may include the depth of 

teacher training, clarity of instructional design, classroom dynamics, or the degree of student 

participation and engagement. 

By contrast, Asria’s study on the Think-Pair-Share (TPS) model showed statistically 

significant gains in students’ comprehension, particularly in trigonometry. TPS was especially 

beneficial for learners with low to moderate initial abilities, fostering confidence, peer interaction, 

and conceptual understanding. However, limitations such as group pairing challenges in odd-

numbered classes were noted, indicating that even effective models require thoughtful 

implementation. 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

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The results of the present study suggest that collaborative learning, as implemented here, 

may require further refinement—such as more structured scaffolding, differentiated instruction, 

or the integration of proven models like STAD or TPS—to yield measurable academic 

improvements in mathematics. 

 

Table 7- Independent Samples T-Test  

  t-stat p-value Decision Remarks 

Difference Student’s t -0.304 0.763 Fail to reject H0 Not Significant 

 Mann-Whitney U -0.762 0.451 Fail to reject H0 Not Significant 

Table 7 presents the results of both parametric and non-parametric tests used to assess the 

difference in score variations between the control and experimental groups. The independent 

samples t-test yielded a p-value of 0.763, while the Mann-Whitney U test returned a p-value of 

0.451. In both cases, the p-values exceed the 0.05 significance level, indicating that the difference 

in performance between the two groups is not statistically significant. 

The convergence of findings from both statistical approaches reinforces the conclusion 

that the collaborative learning strategy employed in this study did not result in a measurable 

improvement in students’ mathematics comprehension. This outcome highlights the possibility 

that collaboration, as operationalized here, lacked sufficient structure or engagement mechanisms 

to produce a meaningful academic impact. 

These findings contrast with those of Siswanto and Susetyawati (2024), who reported that 

specific cooperative learning models, such as Think-Pair-Share, led to significant gains in 

conceptual understanding—especially when implemented with fidelity and responsiveness to 

student needs. Similarly, Wahyuni’s study emphasized the consistent effectiveness of the Student 

Teams Achievement Division (STAD) model, showing improved mathematics performance 

across students of varying ability levels. The STAD model was particularly noted for promoting 

active engagement and comprehension through structured peer collaboration and equitable task 

distribution. 

The discrepancy between these studies and the present findings suggests that not all 

collaborative learning implementations yield equal outcomes. The effectiveness of such strategies 

may depend on factors such as group dynamics, task design, teacher facilitation skills, and student 

readiness. This emphasizes the need for thoughtful integration of cooperative models with clearly 

defined roles, scaffolded tasks, and supportive learning environments to maximize their potential 

in enhancing mathematics education. 

 

Conclusion 

This study explored whether collaborative learning could make a meaningful difference in 

how Grade 10 students understand mathematics. While the idea of students learning together—

sharing ideas, helping one another, and building understanding as a group—is compelling, the 

results of this study suggest that simply placing students in groups is not enough to improve their 

comprehension. 

The collaborative learning strategy used in this research did not lead to significant gains in 

students' math performance. This doesn’t mean that collaboration isn’t effective—it means that 

how we implement it matters. Learning is a complex process, and meaningful improvement takes 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

Volume 9, Number 2, November 2025 | 336  

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more than good intentions. Without careful planning, structured guidance, and strong teacher 

support, collaboration can fall flat or become unproductive. 

What became clear through this study is that collaboration must be more than a classroom 

routine; it must be a purposeful strategy. When implemented thoughtfully—with clear roles, 

engaging tasks, and strong facilitation—it can be a powerful tool. Models like STAD and Think-

Pair-Share show us that when done right, collaborative learning can improve understanding, boost 

confidence, and engage students more deeply. 

In the end, this research reminds us that teaching is not just about methods—it’s about 

people. It’s about how students connect, how teachers guide, and how we create learning 

environments that truly support growth. With better planning, more training, and a deeper 

commitment to student-centered learning, collaborative strategies can still play a meaningful role 

in helping students succeed in mathematics. 

 

Recommendations 

For classroom application, educators are encouraged to adapt and refine collaborative 

learning models based on the specific needs of their students and the unique context of their 

school. Providing professional development focused on facilitation strategies, group dynamics, 

and collaborative task design can enhance the quality and effectiveness of these approaches. 

The proposed action plan outlined in tbale 8 may serve as a practical framework for 

integrating structured collaborative learning strategies in mathematics instruction. Teachers may 

implement or adapt its components—such as the use of STAD, Think-Pair-Share, and weekly 

problem-solving tasks—to promote student engagement and deeper conceptual understanding. 

 

  



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

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Table 8.- Proposed Action Plan in Collaborative Learning and Mathematics 

Comprehension 

Factors Objectives Activities Budget 
Persons 

in 
Charge 

Tim
efra
me 

Expected 
Outcome 

Collaborative 

Learning 

-to enhance 

the students’ 

Mathematics 

comprehensio

n by engaging 

them actively 

in the learning 

process. 

 

 

 

 

 

 

-to encourage 

students to 

analyze, 

evaluate, and 

synthesize 

information 

through 

discussion and 

debate with 

other 

students. 

-incorporate 

collaborative learning 

strategies in teaching 

like Students Team 

Achievement Division 

(STAD), Think-Pair-

Share (TPS), or Group 

Investigation (GI).   

 

-often give activities, 

math problems, and 

projects that require 

students to work in 

groups. 

 

 

 

 

 

3000 

 

 

 

 

 

 

 

 

 

 

 

2500 

 

 

 

 

 

Teacher 

 

 

 

 

 

 

 

 

 

 

 

Teacher 

 

 

 

 

 

Augu

st-

May 

 

 

 

 

 

 

 

 

 

 

Augu

st-

May 

-More than 80% 

of the students 

demonstrate a 

deeper 

understanding of 

the material and 

perform better 

on assessments. 

 

 

 

 

-More than 80% 

of the students 

are more engaged 

and motivated to 

participate 

actively in 

learning. 

Mathematics 

Comprehension 

-to improve 

the students’ 

ability to 

analyze and 

solve 

mathemaical 

problem 

effectively. 

 

 

 

 

-to encourage 

students to 

explore 

mathematic 

topics and 

build strong 

skills in 

working with 

numbers, 

-give a new problem 

each week for students 

to solve, ranging from 

simple to complex, and 

have them discussed 

their thought process 

in solving it.  

 

-pair students to work 

together on solving 

Mathematics problems 

or explain concepts to 

one another. 

 

 

 

 

 

 

2000 

 

 

 

 

 

 

 

 

2000 

 

 

 

 

 

 

Parent 

 

 

 

 

 

 

 

 

Students 

 

 

 

 

 

 

Augu

st-

May 

 

 

 

 

 

 

 

 

Augu

st-

May 

-More than 80% 

of the students 

are able to think 

critically about 

mathematical 

problems and 

jusify their 

solutions. 

 

 

 

-More than 80% 

of the students 

participates in 

projects and 

actively seeking 

out new 

mathematical 

challenges 

beyond the 

curriculum. 



  
 

Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

Volume 9, Number 2, November 2025 | 338  

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including 

performing 

basic 

operations. 

 

This proposed action plan is designed to improve students’ comprehension in mathematics 

by incorporating meaningful and structured collaborative learning strategies into classroom 

instruction. It emphasizes learning through teamwork, discussion, and shared problem-solving—

approaches known to foster deeper understanding and engagement. 

Methods such as the Student Teams Achievement Division (STAD), Think-Pair-Share 

(TPS), and Group Investigation (GI) provide varied and interactive formats that encourage 

students to process mathematical concepts socially. Group activities, weekly problem sets, and 

peer teaching opportunities allow students to build confidence, reinforce their understanding, and 

articulate their reasoning. 

In addition to the recoomendations, future researchers are encouraged to examine the 

long-term effects of collaborative learning on mathematical comprehension and critical thinking. 

Studies could explore its effectiveness across different grade levels, subject areas, and learner 

profiles, or investigate the use of technology-enhanced collaborative tools (e.g., virtual 

whiteboards, shared digital workspaces) to expand learning opportunities. Such research would 

contribute valuable insights into how collaborative learning can be more effectively integrated and 

sustained in diverse educational settings. 

 

References 

Ahmad, M., & Dogar, A. H. (2023). Effect of collaborative learning on conceptual understanding 
ability in mathematics among 5th grade neglected children. Annals of Human and Social 
Sciences, 4(2), 205-213. 

Asria, V. Z. (2019, December). Improving concept comprehension ability in mathematics by using 
mathematical model: Think-pair-share approach. In Journal of Physics: Conference Series 
(Vol. 1402, No. 7, p. 077083). IOP Publishing. 

Boucheix, J. M., & Schneider, E. (2009). Static and animated presentations in learning dynamic 
mechanical systems. Learning and Instruction, 19(2), 112–127. 
https://doi.org/10.1016/j.learninstruc.2008.03.004 

Cordova, M. S., Maria, J. M. S., & Santos, J. V. L. (2022). Factors Affecting Academic Performance 
and Motivation among Holy Cross College Sta. Rosa Grade 12 Students. EDUCATIO: 
Journal of Education, 7(3), 152-162. 

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of 
Teacher Education, 41(3), 39–54. https://doi.org/10.14221/ajte.2016v41n3.3 

Gray, R. (2024, October 23). Collaborative learning strategies in math. Amplify. 
https://amplify.com/blog/math-teacher-lounge/collaborative-learning-strategies-in-
math  

Kumar, R. (2017). The effect of collaborative learning on enhancing student achievement: A meta-
analysis [Doctoral dissertation]. Concordia University. 
https://spectrum.library.concordia.ca/982327/(open in a new window). 

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Jonard De Jesus Sta. Maria, Noemi Joyce Mangayao Herrea, Alysa Padua Trinidad, Mark Jimrey 
Buan Legaspi, Keith Martin Ong Tagatac 

Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students 
 
 

  

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