Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES, THEORETICAL AND

CONCEPTUAL FRAMEWORK

This chapter deals with the literature and studies related to the effects

of cooperative learning in problem solving to the students academic

performance. It is also to present the state of the art in order to better grasp

the investigations in order to gain a deeper understanding of the research in

order to fully comprehend the research for a better understanding of the

study.

Related Literature

The integration of different problem solving strategies helps a lot in

mathematics subject. With the use of cooperative learning in problem solving,

many students can benefit and will be able to do the activity well. According to

Nikma omit (2022), many people find mathematics to be a difficult and tedious

topic. In order to make mathematics a simple and enjoyable subject to learn, a

unique teaching strategy is required. Integrating different strategy would

benefit learners in learning Mathematics subject in an easy way. This was

supported Tambunan (2019) opine that wherein, the findings indicated that

problem-solving-based learning was superior than a scientific approach in

improving students' mathematical reasoning, communication, and creativity.

Cooperative learning in problem solving is essential part in the 21 st

century learners to express their ideas and to elaborate their critical thinking.

Liao et al. (2019) asserted that cooperative learning is a method of gathering

information that is linked to discipline by gathering ideas and brainstorming

different interpretations. It is determined, in particular, by the quality of

comprehension and level of comprehension in the actual teaching method.

Wu et al. (2021) said that in terms of each individual's cooperative problem-

solving abilities, they should play a proactive role in the actual session with

sufficient knowledge and skills. Furthermore, by collaborating and

participating in every assessments, it will develop the creativity needed to

solve the problem.

Cooperative learning in the classroom, on the other hand, can improve

knowledge. To measure students' capabilities, the teaching process must fill

the gap and supplement product and performance based assessments with

collaborative learning skills and engaging diagnostic tools. Teaching skills will

have an impact on students' progress toward exploring knowledge and

comprehensive thinking in the twenty-first century. Li and Keller (2018)

stressed that the importance of using diagnostic tools for product and

performance assessments through cooperative learning in problem solving

effects on their academic performance to evaluate and give feedback for a

better outcome of the learning skills to emphasized. Kurilovas and

Kubilinkiene (2020) support that in the field of experimental group activities

with cooperative learning that outperformed students, the goal is to achieve

the objectives on learning outcomes, improve or enhance the achievement

performance skills of the learners, aptitude, behavior, learning attitude, and, in

a positive way, learning satisfaction of their intellectual abilities.This

interactive, entertaining, and engaging cooperative learning strategy can

improve the process of acquiring knowledge and generate insights into our

daily lives. It can also provide additional supports to meet the needs of

everyone who learns and create personalized, authentic learning for each

student. Similarly, by incorporating diagnostics into problem-solving

strategies, instructors can create strong opportunities for collaborative

learning that encourage problem-solving and flexibility. According to Hafeez

(2021), posits that it has various types of strategies for dealing with improving

capabilities and building the child's development diversion strategy depending

on how to apply it to their teaching and learning process, which is addressing

the intended outcome or has changes within a strategy for lecturing the

discussion.

Specifically, the jigsaw strategy is a cooperative learning technique that

has been widely used in educational setting. It involves dividing students into

small groups and assigning each group member a specific task or piece of

information to learn. The students strategy has been shown to be effective in

promoting student engagement and improving academic performance

( Halimah & Sukmayadi, 2019; Morera-fernandez et al.,2020). Moreover,

research has shown that the jigsaw strategy is particularly effective in college

mathematics courses. Studies have found that students who participate in

Jigsaw activities have higher levels of engagement, better understanding of

mathematical concepts, and improved problem-solving skills (Garcia et al.

2017; Johnson and Johnson 2018). In addition, mathematics is one of the

subjects that is hard to understand and commonly one of the avoided subjects

by the students. Lin et al. (2018) opines that Problem-solving is a skill that

entails assessing students' intellectual capacity, improving and evaluating

their level of understanding in order to achieve higher-order thinking skills,

and executing the outcome through a monitoring test.

Implementing the jigsaw strategy in college mathematics courses can

be challenging, but there are steps that educators can take to ensure

success. First, it is important to provide clear instructions and expectations for

each group member. Second, educators should monitor group progress and

provide feedback as needed. Finally, educators should encourage students to

reflect on their learning and share their experience with other (Timayi et al.

2015; Areelu and Ladele 2018; Yozza et al. 2018; Abed et al. 2020).

Related Studies

Problem solving in mathematics is difficult to deal without the lead of

the teachers. Li and Keller (2018) states that the most essential part of using

teaching pedagogy was that content knowledge accommodated the strategy

of cooperative learning in problem solving compared to traditional problem-

based learning engaging how students enhanced critical thinking in

computation and manipulation in the field of mathematics problem-solving. By

comparing actual learning to online classes, Del Gaudio et al. (2021)

discovered the positive and strength of cooperative learning as one of the

strategies to solve problems, to integrate some discussion with

comprehension, evaluate, analyze, and cultivate the process enhance

navigating the strategy of solving problems, which is the ability to indicate and

measure the learners' higher-order thinking skills. In another way, Wu et al.

(2022) posited that cooperative learning in an actual session of problem-

solving completely creates a better and higher improvement in the thinking

process. To solve the problem and share the knowledge, refer to how strategy

learning gives impacts by creating and adapting in succeed measurement

together as a creative thinker.

Similarly, Oates and Ritok (2018) believe that in the twenty-first

century, it is necessary for cooperative learning that students be able to

enhance problem-solving effectively through research-based learning with

satisfaction and consistent expectation of the outcome or anticipation for the

learning plan. If the teaching method is satisfactory or dissatisfaction is deal

with through adversity, a creative way of thinking and enthusiasm will emerge.

Furthermore, Metin-Orta and Demirtepe-Saygh (2021) conclude that

academic performance is intended to assist students in developing multi-

skilled skills. In particular, in a real-world scenario, each individual had their

own learning techniques, and how effectively teaching strategies used them

for evaluation was not simply to assess but to ensure providing the necessary

higher-order thinking skills through cooperative learning on problem-solving.

In order to improve students' learning satisfaction, inquiry-based learning is

required to recognize, locate, and assess the validity, credibility, and relevant

outcomes of the teaching process.

 Meanwhile, since the twenty-first century is student-centered, the effect

of cooperative learning on problem-solving has been widely spread. This

teaching method, on the other hand, is not prohibited as students empowered

to think creatively, problem-solving, increase knowledge, cooperate in

learning progress, and collaborate to maintain the objectives in problem

solving. Perez-Perez et al. (2020) emphasized that satisfaction through the

learning outcome, which is the ability to achieve for various reasons, was

used to evaluate the effectiveness of the teaching process for the learners'

intended self-efficacy and high thinking skills. Furthermore, cooperative

learning in problem-solving articulates the relevant computation and explores

ideas or knowledge based on what the learners have learned from their peer

discussions. Moreover, students are aware of competition activities,

independently thinking or imparting knowledge, as well as teamwork in

brainstorming by sharing or collecting ideas from others, in cooperative

learning.

Students with math learning problems have a high level of stress is the

same as that of low achievers, according to Wyman and Watson (2020) the

strategy to see if it had a significant impact on students' academic

achievement. Emphasize students' performance within homogeneous or

heterogeneous groups through grouped activities; that is, only measure those

who have higher-order thinking skills but identify if there is a difference in

cooperative learning for the teaching process. According to the study, it does

not focus on students with higher academic achievement, but rather on

accommodating an important part of the cooperative learning process in order

to differentiate the level of understanding in terms of work in progress and

how to develop and enhance critical thinking in problem-solving. In

mathematics major has been found be positive in promoting critical thinking,

problem solving skills and overall academic achievement. This cooperative

learning technique involves students working in groups and taking ownership

of their learning. By participating in this strategy, students have the

opportunity to engage with multiple perspectives and develop stronger

communication skills. Ibanez and Pentang (2021), purport that the jigsaw

strategy enhances problem-solving ability and mathematical communication

skills among students. It also promotes collaborative learning, and it increases

students attentiveness in class. Additionally, research shown that the jigsaw

strategy can reduce anxiety and increase self-esteem in students, creating a

positive learning environments.

The urge to conduct this study is strongly advised because we are in

trend of the twenty-first century: how to develop in problem solving in

cooperative learning in specific a jigsaw strategy is most matter. With

everything gathered according to the sources mentioned above, researchers

believe that the study is necessary. The assembled sources are insufficient to

conclude that the study is no longer required and The researchers have

unanimously agreed to look for more and conduct more experiments. As

many actions as possible.

Theoretical framework

Constructivism is a learning theory wherein learners has their own

ability to acquire their skills and augment knowledge as cited in Austria

(2022). Constructivism has a limitations that individuals construct their own

knowledge based on their experiences and interactions with their

environment, suggesting that a group work and peer teaching involved in

Jigsaw activities may facilitate this process. Rusman (2017) posits that

constructivist theory knowledge and understanding are not acquired passively

but actively through personal experience and experimental activities.

Constructivism is concerned with how does individual learn by their

own learning satisfaction, to satisfied the effectiveness of teaching method

regarding with different pedagogy in order to develop the problem solving and

critical thinking Suparian (2019). According to Miranda et al.,(2021)

constructivism paradigm shift of learning wherein the students engage more in

inquiry based learning, actively manipulative the problem solving in

mathematics to relate the real world problems.

In regards with the theory presented above, the concept and image of

the current study has something to do to the theory presented. One factor that

has been explored is the application of constructivist theory in the

implementation of the Jigsaw strategy. This theory emphasizes the active

participate of the students in their own learning, through inquiry, investigation,

and discovery. By applying this theory to the jigsaw technique, students are

able to build their own understanding of mathematical concepts, which

enhances their performance engagement.

 Since the study is about the effectiveness of jigsaw strategy in teaching

Mathematics subjects to the 1st year college students, it is quiet similar to the

theory. Constructivism theory is accumulated through action, reflection and

construction and this is where learning takes place. In the study, with the

collaborative learning of students and teachers, the jigsaw strategy one of the

collaborative method in teaching mathematics will be successfully achieved.

Since learners are active and participate in this theory, though the use of

jigsaw method as a means of teaching, they will be learning on their own will.

But of course, this could be attain if the teacher’s do their best to teach the

students.

Furthermore, the theory of cooperative is also one of the theories to be

considered in the present study. Cooperative is a learning theory which is

meditating to adapt social change and crafting, analyzing and evaluating the

information through activities group in relations between the learners

knowledge impact wherein held to be accountable and knowledgeable

enough to interact or socialize in appropriate in communicating effectively

(Olsen and Kagan, 1992). This theory proposes that students must be

cooperative and socialized both in interaction and collaboration in every

activities. Learning can be acquired through collaboration in learning process

and as well to communicate with one another. Since we are now in the 21 st

century, it is important for us to understand and learn its process. Moreover,

cooperative improve thinking, increase motivation to accomplish the task,

improve literal comprehension confidently to participate to share their

perspective and level of understanding of the context (Natalia, 2001). By the

use of this method in teaching process, this easily acquire foster successfully
to gain knowledge and to think critically as well as to enhance in problem

solving.

These two learning theories, Constructivism and Cooperative will be

used to assist to further do the study. Researchers chooses these theories to

support the current study and helps to aid the said problem which is on

knowing the effect of jigsaw strategy particularly on the first-year Mathematics

students of Eastern Visayas State University-Carigara Campus. This is to

achieve the main goal of the study that jigsaw strategy is helpful when

teaching process into classroom especially when it comes to Mathematics

subject.
 Conceptual Framework

INPUT PROCESS OUTPUT

Based on the
Profile of the Techniques result and
Respondents: recommendations

a. Age  Experimental  Effectiveness of

b. Sex Research Design using jigsaw
 Data collection via strategy in
Is there a significant pedagogy
problem solving
difference on the effect  Statistical treatments
of jigsaw strategy that will be used are
Improved
between experimental the Frequency
Academic
and control group? Counts, percentage
Performance
contributions and the
Weighted Average or
mean

Figure 1. Conceptual Framework of the Study

 Researchers divided the schema into three parts: the input-process-

output diagram that will be used in the study. On the first box, the profile of the

respondents as well as the questions will serve as a guide for the researchers

to further assess and investigate the respondents of the study. On the second

box, the processes to be used in conducting the study are elaborated clearly

in order for the researchers to have a smooth and organized way of collecting

data. Moreover, on the third box, the output will be based on the

recommendations that will be proposed after the study.

Definitions of Terms

For better understanding of the study, the following terms are defined

conceptually and operationally.

Jigsaw. It is a cooperative learning method that ensures individual

accountability and achievement of team goals. The process takes its name

from jigsaw puzzles because it involves assembling parts of a task into a

whole. The task is divided into parts, and the classes are divided into groups

as promises (Hattie, 2017). In the study this will used to evaluate the

effectiveness of students on their academic performance.

Problem Solving. It is the process of creating and using mental

images of problems to find solutions to problems that arise in almost any

context. It is the same as problem-solving. It is a process of finding solutions

to almost any situation (Jonassen, 2018).As used in the study, it will be one of

the strategy used to measure the reliability and efficiency of information

gathered in conducting the research.

Pedagogy. It is includes the theory and practice of teaching, the

strategies employed in order to teach, the specific interaction of teacher and

students, the instructive content used, the combined goals of the learner and

teacher and the way the content is presented and delivered to the learner

(Tara barton, 2019). This is also used as a method in teaching pedagogy

wherein learners more engage in participation and cooperative these strategy.

Experimental Group. It is refers to the group of contributions who are

uncovered to the impartial variables. These contributions get maintain of or

are uncovered to the therapy variable. The archives that are accumulated are

then compared to the information from the control group, which did no longer

acquire the experimental treatment (Kendra Cherry,2020). This method used

it to dividing into a group by experimenting the weakness and strengthened in

level of knowledge.

Control Group. It is used to set up causality through potential of

maintaining aside the effect of an unbiased variable. Here, researcher

alternate the unbiased variable in the remedy crew and keep it regular in the

manipulate group. Then they evaluate the penalties of these group (Lauren

Thomas,2020). This method used to accommodate if there's a significant

impact in learning process to measure their intellectual capacity.

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