Chapter 1 5 Action Research 041211

ENHANCING LEARNER’S MATHEMATICAL PROBLEM-SOLVING SKILLS AND THEIR
PERCEPTION ON COOPERATIVE LEARNING
An Action Research in Teaching Internship

Presented to the Faculty of the
College of Teacher Education, Arts, and Sciences
Visayas State University - Alangalang
Alangalang, Leyte, Philippines
In Partial Fulfillment of the

Requirements for the Course
PRED 200: TEACHING INTERNSHIP
1st Semester A.Y. 2023 - 2024
Gustian Rey Realino

Julios Tismo
Junrey Vergara
December 2023
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CHAPTER 1
INTRODUCTION
Nature and Background of the Study
One of the subjects taught in K–12 classrooms is Mathematics. Critical thinking and
problem-solving are the dual objectives of mathematics at the basic education level, according
to the conceptual framework of the K–12 Basic Education Curriculum (K–12 Curriculum Guide,
2013). The curriculum emphasizes critical thinking and problem-solving skills, particularly in
mathematics education. By integrating key competencies, it aims to equip students with the
ability to think critically and address real-world problems effectively (Billstein, Libeskind, and
Lott, 2000; Tan, 2018).
As stated by Brown and Quinn (2011), acquiring foundational mathematical skills, such
as understanding fractions, lays a stronger groundwork for mastering advanced mathematics.
This, in turn, equips learners with the necessary preparation for college and the workforce
upon high school graduation, aligning with the goal of producing 21st-century global citizens.
Proficiency in fundamental mathematics concepts serves as a prerequisite for more complex
subjects like algebra and higher-level mathematics. Students who face challenges in grasping
essential concepts related to fractions, including fractional operations, often encounter
difficulties in constructing algebraic functions and exhibit error patterns when engaging with
algebraic concepts.
Furthermore, as posited by Wang and Goldschmidt (2011), ensuring the adequate
preparation of all students for advanced mathematics courses such as algebra necessitates
providing instruction tailored to their individual mathematical proficiency rather than strictly
adhering to their current grade level. Beyond its role in predicting a student's capacity to
understand fractions, proficiency in algebra also serves as an indicator of a student's potential
success in college and life.
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Mathematics educators have used a variety of definitions for "problem" in their lessons.
However, there is a consensus that a mathematical problem refers to a scenario where a
decision needs to be made. The person does not have a clear or spontaneous answer to the
issue at hand right away (Polya, 1945; Krulik & Rudnick, 1980; Newell & Simon, 1972; Burns
1992). According to Polya (1981), problem-solving is the process of obtaining a solution
objective (Sari et al.,2021; Marshall, 2022; Mairing, 2017).
In teaching mathematics in schools, problem-solving is a crucial topic. Teachers who
have been members of the NCTM since the 1980s have made this claim and argued that
problem-solving must be the focus of school mathematics (Sobel & Maletsky, 1988; Hendriana
et al., 2017). This means that students need to become proficient in a variety of problem-
solving techniques in mathematics to improve their creativity, reasoning, critique, and
systematic thinking (NCTM, 2000). Accordingly, problem-solving is crucial to the processes
used to acquire mathematics (Keller, 2001; Nisa, 2017; Jimenez, 2020; Soylu & Soylu, 2006;
Adair, et al., 2000).
The Organisation for Economic Co-operation and Development (OECD) conducts the
Programme for International Student Assessment (PISA) in member and non-member
countries to evaluate educational systems by gauging the academic achievement of 15-year-
old school students in the subjects of mathematics, science, and reading. The OECD average
score has not changed much between consecutive evaluations in more than two decades of
worldwide PISA examinations. This cycle, however, experienced an unparalleled decline in
performance. In comparison to 2018, mean performance in OECD nations declined by 10
points in reading and roughly 15 points in math, nearly trebling the previous consecutive
change. This slump was particularly severe in a few nations. According to the OECD,
Germany, Iceland, the Netherlands, Norway, and Poland all observed a reduction in
mathematics of 25 points or more between 2018 and 2022. In 2022, the average OECD score
was 472 in math, 476 in reading, and 485 in science. These results were at the top of PISA
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Level 2 in math and reading, but at the bottom of PISA Level 3 in science. Level 2 is regarded
as the bare minimum of competency that all pupils should achieve by the conclusion of
secondary school. In practice, Level 2 students may utilize fundamental algorithms, basic
scientific understanding, and comprehend simple texts. Students that achieve Level 5 or Level
6 are the best. They may, for example, use mathematical models to solve difficult problems,
read abstract writings, and assess and evaluate complex experiments (Schleicher, 2023).
In the Philippines, assessments in mathematics, reading, or science were completed
by 7,193 students across 188 schools. This sample represents approximately 1,782,900 15-
year-old students, accounting for an estimated 83% of the total population in that age group.
Students in the Philippines performed less than the OECD average in maths, reading, and
science. Only 16% of students achieved a proficiency level of at least Level 2 in mathematics,
a considerably lower figure compared to the OECD average of 69%. At this proficiency level,
students are capable of independently interpreting and recognizing how a basic situation can
be represented mathematically, even without direct instructions. In contrast, more than 85%
of students in Singapore, Macao (China), Japan, Hong Kong (China), Chinese Taipei, and
Estonia performed at this level or higher (OECD, 2023).
In the 2019 Trends in International Mathematics and Science Study (TIMSS)
conducted by the International Association for the Evaluation of Educational Achievement
(Mullis et al., 2019), the Philippines also received a 297-math score. It is essential to address
the issue of students' math confidence and create efficient solutions to improve mathematics
education in the Philippines. Philippines' grade for math and science test results were much
lower than those of the other 58 countries in the Trends in International Mathematics and
Science Study of 2012. In the assessment, the nation's mathematics score was 297,
significantly lower than the 358 we received in 2003 (Bernardo, 2020; Mullis, et al., 2020).
The Trends in International Mathematics and Science Study (TIMSS) found that
Filipino pupils were unable to handle problems that were different from the typical issue’s kinds
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seen in textbooks. This suggests that the problem-solving component of mathematics
education falls short of expectations or maybe is not given enough attention (Gonzales et al.,
2003). Such feedback merely indicates that students cope with typical issues in the classroom
and that either teachers or students—or both—are more focused on following step-by-step
instructions than on meaningful learning. Unfortunately, not all members of the educational
community have embraced the idea of stressing the need of giving pupils a variety of
mathematical problem-solving tools (Douville & Pugalee, 2003). Even Singaporean lower
secondary children (grades 7 and 8), who usually place first in the TIMSS, performed poorly
while addressing non-routine tasks, according to Kaur and Yap, as stated by Yeo (2004).
Therefore, tackling math problems effectively is not just a national concern but also a global
one.
Students in Grades 6, 10, and 12 in the Philippines take the NAT. Students' NAT
scores have been steadily dropping for the previous three years, putting them at the "low
mastery" or "low proficiency" description level (DepEd Region, 2019; Suarez & Casinillo,
2020). Results from the Grade 6 NAT in 2016 to 2017 and 2017 to 2018 have a mean
percentage score (MPS) of 39.95 and 37.44, respectively, on a national scale. The Philippines'
most recent placement in the 2018 Programme for International Student Assessment (PISA)
(Mirasol, et al., 2021) appears to confirm the dismal NAT findings. The state of performance
is so concerning that the Department of Education views mathematics proficiency as a major
issue in education (Novriani & Surya, 2017). Additionally, more students admitted that they
were unaware of how their teachers taught a subject linked to math (Muhammed et al., 2021;
Capunan, et al., 2019; Tularam and Machisella, 2018).
Students' success in problem-solving was impacted by a variety of factors. Teacher
pedagogical methods of instruction are one of the contributing variables. Despite employing a
variety of techniques, teachers still play a crucial role in both teaching and learning (Martin,
Khaemba, & Chris, 2011, quoted in Han et al., 2013). Even though there are numerous
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methods and approaches available to aid students in problem-solving, some educators still
adhere to the traditional, teacher-centered approach. Due to inadequate exposure and the
usage of thinking skills throughout the class, conceptual understanding is lacking. A teacher
must modify their instruction to meet the requirements and strengths of every student (Mooney
et al., 2014). The needs of the students with various learning preferences and aptitude levels
must be considered by the teacher. Teachers must adapt their methods of instruction to the
demands of their pupils and adjust the strategies they teach them. When attempting the word
problem-solving exercises, pupils must select the optimum approach. Shifting away from
traditional instructional strategies, mathematics educators agree on what methods are more
practical to solve the issue, such as the constructivist approach, mastery learning, and
systematic approaches (Van Geel et al., 2019; Azucena et al., 2022; Capuno et al., 2019;
Pentang et al., 2020; Nichols,2002; Alabekee et al., 2015; Casinillo & Aure, 2018; Tularam &
Machisella, 2018). To transform classrooms into active and collaborative mathematical inquiry
learning communities, teachers must have access to and be able to use thought-provoking
activities and projects, simulation and modeling software, community resources for authentic
learning experiences, and a good teaching strategy (Casinillo & Guarte, 2018; Tularam and
Machisella, 2018).
Thus, there is a need for instructional strategies to encourage students' problem-
solving in mathematics, particularly in heterogeneous classrooms where pupils with various
needs and backgrounds are taught together. Research on instructional strategies promoting
student learning in this area is required because mathematical problem-solving is a significant
component of mathematics instruction (Klang, 2021). According to Kunsch et al. (2007), small-
group instructional methods are critical to fostering low-achieving students' learning.
Participation in small group discussions can help students solve problems more
effectively. According to Yackel et al. (1991; Webb and Mastergeorge (2003), all students get
the chance to share their ideas in a small group environment, which helps them all to better
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understand the issue at hand. Small group instruction fosters students' learning of
mathematics by giving them opportunities to use language for conceptual understanding and
reasoning (Mercer and Sams, 2006); to exchange various representations of the problem at
hand; and to become aware of and understand groupmates' perspectives in thinking (Fujita et
al., 2019). These learning possibilities are produced through dialogic settings where people
are willing to hear each other's opinions and find creative solutions to mathematical difficulties
(Wegerif, 2011).
Therefore, research is required to identify methods and strategies to help pupils
become more adept at solving mathematical problems. The goal of the current study was to
improve problem-solving abilities through cooperative learning. While Cooperative Learning
has been well-researched in whole classroom approaches (Capar and Tarim, 2015), few
studies of the approach exist about its effect on the Mathematical Problem-Solving Skills of
the Learners. The present study aimed to enhance the Math Problem Solving Skills of
Learners through Cooperative Learning, specifically Think-Pair-Share Strategy.
Objectives of the Study
This study aimed to examine the effectiveness of cooperative learning, specifically
Think-Pair-Share to learners’ mathematical problem-solving skills. Specifically, this sought to
determine the following:
1. To compare the mathematics problem-solving skills of learners who were
taught using cooperative learning, specifically think-pair-share (Experimental
Group) from the learners who were taught using traditional instructional method
(Control Group).
2. To explore the learners’ (Experimental Group) perceptions towards Think-Pair-
Share and to examine its impact on their mathematics problem-solving skills.
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Research Hypotheses
This study tested the following hypotheses:
1. There is no significant difference between the mathematics problem-solving skills
of the learners in the control and experimental group before intervention.
of the learners in the control and experimental group after intervention.
of the control group before and after the sessions.
of the experimental group before and after the intervention.
Scope and Delimitations
This study was conducted among 60 Grade 7 learners in Alangalang Agro-Industrial
School. To meet the objectives of the research, quasi-experimental design was used. The
dependent variable in the study is the problem-solving skills of the learners in Mathematics
and the independent variables are the cooperative learning strategy specifically, think-pair-
share method, and their perception on the strategy.
A researcher-made instrument was utilized to gather needed data. Different descriptive
statistics were used to analyze the data. Spearman’s rank correlation coefficient was used to
determine the relationship between the learners’ perception on Think-Pair-Share and their
problem-solving skills. A Pretest and Post-test was implemented to determine the effects of
cooperative learning (think-pair-share) in learners’ mathematics problem-solving skills. The
Pretest and Posttest were analyzed using paired sample t-test. Additionally, independent
sample t-test was utilized to determine if there was a significant effect of cooperative learning
(think-pair-share) in learners’ mathematics problem-solving skills.
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Definition of Terms
The following terms were defined operationally and/or conceptually on this study.
Mathematics Problem-solving. Problem-solving is the process of defining a problem;
identifying the cause of the problem; determining, prioritizing, and choosing alternatives for a
solution; and incorporating and implementing a solution.
Cooperative Learning. Cooperative learning is a group work strategy that encourages
students’ interest in learning. Students feel they are an integral and necessary part of
achieving the objectives proposed by the teacher and assume a greater responsibility toward
learning and towards others.
Think-Pair-Share. Think-pair-shar is a cooperative learning strategy where students
work together to solve a problem or answer a question about an assigned reading. This
strategy requires students to (1) think individually about a topic or answer to a question; and
(2) share ideas with classmates. Discussing with a partner maximizes participation, focuses
attention, and engages students in comprehending the reading material.
Perception. It is a man’s primary form of cognitive contact with the world around him.
Intervention. An intervention is a process of creating and implementing a service, or
event, that is specifically designed to bring about a desired change. After a risk has been
identified and assessed, the resulting action to address the risk takes the form of an
intervention. The change that is sought can be related to mind-set, knowledge, or behavior.
Innovation, Intervention and Strategy
Think-pair-share is a cooperative learning strategy in which students are given a task
or question and given time to consider alone. Then, in pairs, they explain their findings, discuss
their ideas, and improve their work as needed to reach a consensus on the topic or goal. The
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class then reconvenes after the pairs have had time to talk, and members of the various pairs
share their opinions with the class (Skinner & Belmont, 1993; Mello, 2010; Chi, 2009; Cazden,
1988; Fassinger, 1995; Howard et al., 1996; Wang & Eccles, 2012). Think-pair-share
facilitates student discussion and the formation and critique of arguments in both small and
big groups. In the present study, the researchers will be incorporating think-pair-share in
teaching to discover whether it will enhance learner’s problem-solving skills in mathematics.
To study think-pair-share and the effect it has on students, the think-pair-share strategy
served as the intervention of the study. It was implemented for 1 session to the chosen
respondents of the study. For the control group, the students were taught by a traditional way
of teaching for 1 hour. Enhancement exercises were provided to the students through an
activity sheet, and applied the concepts learned during discussion. The same activity sheet
was provided to the experimental group. However, the Cooperative Learning Strategy,
specifically think-pair-share was used while answering the activity.
After the implementation of the intervention, the researchers carried out a post-test
that was researcher-made based on the module of the respondents. The post-test was utilized
to assess the significant effect of cooperative learning, specifically think-pair-share to the
learner’s mathematics problem-solving skills.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter outlines the relevant research, studies, and other sources used in the
research that allows for greater comprehension and analysis of the elements, ideas, and
situations under investigation. To fully appreciate the nature of the study, it is essential to
comprehend how researchers identify the variables and what is currently known about them.
An overview of the related research and literature will be presented in this chapter.
Related Literature
Cooperative learning is now used in most schools and institutions throughout the world
in all subject areas, from preschool to graduate school and adult training programs.
Cooperative learning's effectiveness is highly dependent on it (Johnson, 2009) having a clear
theoretical foundation and hundreds of validating research papers that guide the way for
operational procedures for practitioners such as teachers.
Social Interdependence Theory is one of the cooperative learning theories. This
theory, developed by Kurt Lewin, stresses the concept that positive interdependence among
group members improves collaboration. Individuals believe that their success is tied to the
success of the group, which encourages collaboration.
Social interdependence arises when the activities of others impact the achievement of
everyone's goals (Deutsch 1949a, 1962; Johnson 1970, 2003; Johnson & Johnson 1989,
2005). One of the most effective and extensive applications of social and educational
psychology to practice is the application of social interdependence theory to education.
Although small-group learning has been used since the dawn of time, the modern use of
cooperative learning began in 1966 with the training of teachers at the University of Minnesota
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in the effective instructional use of small groups (D. W. Johnson, 1970; D. W. Johnson & R.
Johnson, 1974).
There are two kinds of social interdependence: positive (when people' activities
encourage the attainment of shared objectives) and negative (when individuals' actions block
the achievement of each other's goals). Social dependency, independence, and helplessness
may all be distinguished from social interdependence. Social reliance arises when Person A's
goal attainment is influenced by Person B's behavior, but not when the opposite is true. Person
A has social independence when his or her goal attainment is unaffected by Person B's
behaviors and vice versa. When neither the person nor others can affect goal attainment,
social helplessness exists.
Peer-mediated learning programs have been developed and supported by individuals
who believe that students can learn and develop a greater understanding of others with
diverse social, interpersonal, adjustment, and learning needs by working together (Shachar,
2003; Stevahn & King 2005). Many of the most popular cooperative learning techniques are
based on the social interdependence hypothesis (Johnson & Johnson 2002). Numerous
studies have supported social interdependence theory (Johnson & Johnson 1974, 1989,
2005), most of which have examined the circumstances in which cooperation may be carried
out successfully.
Research on cooperation has been influenced by at least three broad theoretical
perspectives: social interdependence, behavioral, and cognitive-developmental. The theories
of Piaget and Vygotsky serve as a major foundation for the cognitive-developmental approach.
The underlying theory behind Piaget's and similar theorists' work is that when people
collaborate in their surroundings, socio-cognitive conflict arises, leading to cognitive
disequilibrium, which in turn promotes perspective-taking and cognitive growth. Knowledge is
socially formed via joint attempts to learn, analyze, and solve issues. This is the underlying
assumption of Vygotsky's and similar theorists' work. Group reinforcers and incentives and
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their effects on learning are the main emphasis of the behavioral theory approach. Homans,
along with Thibaut and Kelley, concentrated on the costs and benefits of social transaction
among interdependent people, whereas Skinner concentrated on group contingencies and
Bandura on imitation. While cognitive-developmental and behavioral theoretical orientations
have their respective adherents, the theory that holds the utmost significance in addressing
cooperation is undeniably social interdependence theory (Tindale, et al., 2002).
Related Studies
Different perspectives have been used to study problem-solving processes (Lesh and
Zawojewski, 2007). Understanding of problem-solving has been greatly affected by Pólya's
problem-solving heuristics, which include four principles: identifying the problem, coming up
with a plan, putting the plan into action, and looking back and considering the suggested
answer. Schoenfield (2016) recommended using problem-solving techniques for various
difficulties that consider students' metacognitive processes and ideas about problem-solving.
Additionally, models and modelling perspectives on mathematics (Lesh and Doerr, 2003; Lesh
and Zawojewski, 2007) emphasize the significance of engaging students in model-eliciting
activities in which problem situations are mathematically interpreted, as students make
connections between problem information and knowledge of mathematical operations,
patterns, and rules (Mousoulides et al., 2010; Stohlmann and Albarracin, 2016).
In a study by Gunawan, et al. (2020), the researchers created learning tools of inquiry
models mixed with advance organizers to engage students' prior knowledge and enhance
their problem-solving abilities. The students in the experimental class who combined the
usage of advance organizers and inquiry learning models showed considerably more
development in their problem-solving abilities than the students in the control class who just
used inquiry learning models. The experimental group was also better able to concentrate,
formulate a plan, and carry it out to identify solutions. In a related study by Setiyani et al.
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(2020), the researchers investigated the effects of students' activities using Quizizz on
mathematical problem-solving abilities, investigated differences in the increase in students'
ability to solve mathematical problems between the class with and without the Quizizz-aided
learning method, described the activities of students using the Quizizz-aided drill learning
method, and described the students' responses. The findings demonstrated that using Quizizz
had a substantial impact on students' learning activities and their capacity for problem-solving.
Additionally, there was a distinction between the classes with and without Quizizz assistance
in the development of problem-solving abilities. Additionally, in three meetings, student
participation has increased. The students expressed satisfaction with their use of Quizizz for
learning. As a result, the researchers (Saleh & Sulaiman, 2019; Mei et al., 2018; Albeta et al.,
2020; Stewart & Chung, 2016; Permana & Permatawati, 2020; Sulastri et al., 2019; Meng et
al., 2019; and Junior, 2020) concluded that Quizizz is effective in enhancing mathematical
problem-solving skills.
A different study by Harefa and Purba (2020) examined the effects of learning-based
e-projects on problem-solving abilities. This study used non-equivalent control group
methodologies and discovered that e-project based learning is successful at enhancing
students' problem-solving abilities. Hanwarati (2020) used a quantitative technique and an
experimental study type to investigate how the PBL (Problem-Based Learning) model might
improve students' problem-solving skills and learning motivation. The study demonstrated that
students who were taught using the PBL approach improved their problem-solving skills more
than those who were taught using traditional methods. The outcomes also demonstrated that
adopting the PBL model to teach pupils improved their learning motivation more effectively
than doing so using traditional methods. Accordingly, it was determined that the PBL model
has beneficial effects on students' ability to solve problems and motivation to study
(Ruseffendi, 2006; Eric, 2011; Saragih & Habeahan, 2014).
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Yu, et al. (2014) conducted a study enhancing students’ problem-solving skills through
context-based learning. The study provided students with a three-stage, context-based,
problem-solving learning exercise that includes watching detective movies, creating a context-
simulation activity, and providing a project design so they may create a full PSP. According
to the findings, context simulation helps students enhance their capacity to formulate and
analyze questions before choosing and developing solutions. The project's design also helped
students develop their abilities to assess outcomes and use criticism (Arroio, 2010; Lave,
1988; McCormick, 1997). In a related study, Cambaya and Tan (2022) sought to assess
students' problem-solving abilities and interest in mathematics, as well as their level of
engagement with the subject matter before and after exposure to contextualized instruction
(CI). They also sought to identify differences between the students' problem-solving abilities
before and after the contextualized instruction exposure. It was discovered that while students'
problem-solving abilities were relatively low on the pretest, they were high on the posttest and
retention assessments. According to the mean results on the posttest and retention tests,
there was also an improvement in the students' problem-solving abilities. Mathematics was
highly engaging for students on a cognitive, emotional, and behavioral level both before and
after the intervention. As a result, there is a notable improvement in the pupils' problem-solving
abilities after exposure to CI. The students' involvement in mathematics differs significantly
between before and after exposure to CI, too (Asparin & Tan, 2018).
A study by Cahyani and Mahayukti (2020) examined how students responded to the
use of the Relating-Experiencing-Applying-Cooperating-Transferring (REACT) learning
technique with visual organizers in order to enhance their ability to solve mathematical
problems. They discovered that using a visual organizer and the stages of the REACT learning
approach can help students become better at solving mathematical problems. The increasing
average score for students' ability to solve mathematical problems provides evidence of the
improvement.
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Belecina and Ocampo, Jr. (2018) studied how using issue circumstances affected
graduate students' use of critical thinking when addressing difficulties. The outcomes showed
that exploiting problem situations considerably increased students' critical thinking in problem
solving. The usage of these challenging circumstances was met with enthusiasm and support
from the pupils. Another study by Torio (2015) examined the efficacy of a produced fraction
instructional resource that employed algebra as a problem-solving tool. Despite performing
poorly on the pretest, the study's key findings were: 1) the Grade V students exceeded the
expected competency for Grade IV students to understand the meaning of fraction; 2) the
students used a variety of problem-solving techniques, including the use of algebra, the
division algorithm, and drawing or modeling to find the part of a given number; and 3) the use
of instructional material that uses algebra as a tool in problem-solving increased the number
of correct answers.
The studies presented aimed to enhance the problem-solving skills of the students
through various techniques and strategies. The present study aims to enhance Mathematical
Problem-Solving Skills of the Learners Through Cooperative Learning.
In a study done by Klang et al. in 2021, the goal was to examine the effects of a
cooperative learning instructional approach on students' ability to solve mathematical
problems in heterogeneous classrooms in grade five where students with special needs are
taught alongside peers. The intervention combines a cooperative learning approach with
teaching in problem-solving techniques, including geometric, proportional, and mathematical
models of multiplication and division. The intervention had a significant impact on students'
performance in both general problem-solving and geometry-specific problem-solving,
according to the results. On the chosen tests of mathematical problem-solving, the children
who scored higher on social acceptance and friendships for the pre-test also scored higher.
In heterogeneous classrooms, the cooperative learning approach may therefore result in
improvements in mathematical problem-solving, but social acceptance and friendships may
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also have a significant impact on students' performance (Capar & Tarim, 2015). Hossain and
Ariffin (2018) did another study to ascertain the outcomes of using structured cooperative
learning in math classrooms (Alabekee, 2015; Ozsoy and Yildiz, 2004). A study to ascertain
the impacts of cooperative learning in math instruction was also carried out by Yemi and
Ruzlan in 2019. The findings indicated that cooperative learning had a positive impact on
students' achievement and attitudes toward acquiring mathematics content.
Møgelvang and Nyléhn (2022) carried out a study with the aim of evaluating the
evidence basis of CL in undergraduate MS education to improve teaching practices and to
identify potential knowledge gaps in order to guide future research. Academic success
improvement is the most common student result of applied CL aspects in the studies under
review, followed by student attitudes, general abilities, and psychological wellness. The
findings have significance for the adoption of CL in international MS higher education as well
as future research in this area. The effect of CL on academic achievement was found to be
significantly greater compared to competitive learning environments and individualistic
learning environments in a meta-analysis by Johnson et al. (1998a). These results were
validated by a subsequent meta-analysis in undergraduate STEM education conducted by
Springer et al. (1999). Similar findings about the relationship between CL and academic
achievement in higher education generally are presented by more recent meta-analyses
(Apugliese & Lewis, 2017; Kyndt et al., 2013; Romero, 2009). According to Johnson et al.
(2014), cooperative learning (CL) is a useful method for changing students' attitudes since it
allows students to learn and practice the norms and values of university life. at contrast to
competitive university learning environments and individualistic learning, CL appears to
improve student attitudes, according to a meta-analysis of CL studies undertaken at
universities around the world (Johnson et al., 1998). According to Millis and Cottell (1998) and
Slavin (1996), CL might result in better general skills. These three studies may shed light on
the connection between CL and generic skills in undergraduate STEM education, even though
they did not meet the inclusion criteria of this review (Rattanatumma & Puncreobutr, 2016;
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Sandi-Urena et al., 2012; Winschel et al., 2015) or had the wrong study focus. These two
studies—Sandi-Urena et al. (2012) and Winschel et al. (2015)—both involved undergraduate
chemistry students and found that varied co-operative lab instructions are associated with an
improvement in the students' problem-solving abilities. These conclusions were validated by
a study conducted on undergraduate math students (Rattanatumma & Puncreobutr, 2016).
The effects of the Think-Pair-Share type of cooperative learning model on students'
learning of mathematics in elementary school were examined by Ardiyani, et al. in 2019. The
study's findings indicated that the Think Pair Share method of cooperative learning has some
effects on mathematics learning that are related to: (1) group formation; (2) learning
environment; (3) learning achievement; (4) student participation; (5) information exchange;
and (6) interpersonal relationships.
Gamit, et al. (2017) also investigated how cooperative learning could improve math
students' performance. The following findings were obtained by employing a quasi-
experimental research methodology: 1) the method positively improved the performance in
mathematics of the control and experimental groups; 2) the effectiveness assessment
revealed a highly effective result; and 3) the application of the method had a positive impact
on the participants as evidenced by their favorable perception of the subject of mathematics.
Different studies have also been conducted to determine the relationship between the
learners’ perception on cooperative learning and their mathematics performance. According
to the study by Remillard (2015), students who participated in cooperative learning in the
classroom saw arithmetic progress that was higher than the national average, forged close
bonds with their peers, and looked forward to working in groups. Math was seen favorably by
the students in these settings. In a related study by Ahmed, et al (2020) found out that
students' reactions to the use of cooperative problem-solving learning were positive. The
quantitative results showed that cooperative problem-solving instruction has a significant
impact on students' learning and, in turn, their performance in mathematics.
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The research that was discussed sought to ascertain the effects and repercussions of
including cooperative learning in math sessions. However, there are not much research that
look at how cooperative learning affects students' abilities to solve mathematical problems.
The goal of the current study is to improve learners' abilities to solve mathematical problems
through cooperative learning, specifically using the Think-Pair-Share method.
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CHAPTER 3
RESEARCH METHODOLOGY
Research methodology refers to the approach by which data is extracted to be clearly
understood. This chapter is then subdivided into seven subsections that state the research
design, research locale, respondents of the study, research sampling, research instrument,
data collection procedures, and the data analysis that will be employed by the study to
successfully achieve the objectives stated in the previous chapters.
Research Design
The study utilized a quasi-experimental design. According to Thomas (2020), quasi-
experimental design aims to establish the process of cause-and-effect relationship among the
variables, the dependent and independent variables. Despite of the manipulation of the
independent variable, respondents were not randomized to conditions or sequences of
conditions at random.
The study tested two classes—the Control and Experimental Group. For the control
group, the students were taught by a traditional way of teaching for 4 sessions. An activity
sheet was provided during discussion. The same activity sheet was provided to the
experimental group. However, the Cooperative Learning Strategy, specifically think-pair-share
was used while answering the activity. A post-test was conducted to the control and
experimental group and the test was derived from the mathematics problem-solving skills
based on their module to evaluate whether the students have improved their mathematics
problem-solving skills using cooperative learning strategy.
20
Locale of the Study
The study was conducted at Alangalang Agro-Industrial School located at Brgy.
Binongtoan, Alangalang, Leyte wherein the respondents were the selected Grade 7 students.
Alangalang Agro-Industrial School is one of the public educational institutions in the province
of Leyte, VIII – Eastern Visayas.
With this, Alangalang Agro-Industrial School always extend so much effort to help those
learners who need guidance especially to students who perform poorly in mathematics
problem-solving. Despite the actions they have undertaken, this situation remains to be the
major issue in the school. The school is most likely, the first to benefit the success of this
study. The results give way to formulating instruction suitable and effective to students
especially to students who perform poorly. This study will be implemented in the Second
Quarter of the School Year 2023-2024.
Figure 1
Location of Alangalang Agro Industrial School at Brgy. Binongtoan, Alangalang, Leyte
Source: Google Maps
21
Research Participants
The participants of the study were the Grade 7 students enrolled in Alangalang Agro-
Industrial School for the school year 2023 - 2024. The Grade 7 department in AAIS has 4
sections. The respondents were selected through purposive sampling method. Zulueta and
Costales (2003) said that in purposive sampling, the researcher chose the samples based on
his/her subjective acumen. Those people who satisfied the criteria in choosing participants of
the study are purposely included as samples. Each section is well represented in the study.
Through percentage, the number of respondents in each section is identified.
Research Sampling
The study utilized purposive sampling. A non-probability sample called a purposive
sample was chosen based on the demographic characteristics and the study’s goal
(Crossman, 2020). The study used homogenous sampling specifically. It concentrates on a
specific subgroup where all the sample participants share the same attributes or
characteristics (Saunders et al., 2012).
Research Instrument
The study utilized pretest and post-test survey questionnaires to gather the data. The
Pretest and Post-Test contained similar items to measure the math problem-solving skills of
the learners. These were both administered to the control and experimental group. The Post-
Test for the experimental group also contained a survey about the learners’ perception on
Think-Pair-Share in the form of Likert scale.
During discussion, similar activity sheets were administered to the control and
experimental group. The experimental group answered the activity using Think-Pair-Share,
22
while the control group answered the activity individually. The instruments were carefully
checked by three mathematics advisers from Alangalang Agro-Industrial School.
Instrument Validation and Reliability
The study utilized researcher-made instruments to gather the data. To validate the
instruments, the researchers sought guidance from the mathematics teachers at Alangalang
Agro-Industrial School. The teachers assessed the items and checked the extent to which the
instrument covers all the relevant parts of the subject matter.
The researchers conducted a pilot study at Alangalang National High School. The
researchers used Cronbach’s alpha to check for the reliability of the instruments.
Data Collection Procedure
The researchers produced letters for distribution, implement the proposed intervention
of the study, which is the Cooperative Learning Strategy, specifically think-pair-share, and
administer a pretest and post-test to identify if cooperative learning affects learner’s
mathematics problem-solving skills.
A letter seeking permission to conduct the study will be sent to the school principal of
Alangalang Agro-Industrial School. Upon approval, the researcher secured a copy of the letter
for the adviser of the section. Later, letters for consent were given to each student who will
take part in the conduct of the study. The consent form stated that all the data to be gathered
will be secured considering the privacy law and ethical standards. The first step towards this
is to ensure that all participants are informed about the purpose of the data collection, how
their information will be used, and who will have the access to it. All the data to be gathered
from the respondents will be used only for research purposes and will be treated according to
the Republic Act No. 10173 (Data Privacy Act of 2012).

23
The think-pair-share strategy served as the intervention of the study. It will be
implemented for 4 sessions to the chosen respondents of this study. For the control group,
the students were taught by a traditional way of teaching for 1 hour every session.
Enhancement exercises were provided to the students through activity sheet, applied the
concepts learned during discussion. The same activity sheets were provided to the
was used while answering the activity.
A pretest was conducted first for both the control and experimental groups. After the
implementation of the intervention, the researchers carried out a post-test that is researcher-
made based on the module that measures the problem-solving skills of the learners. It also
included a Likert-Scale survey questionnaire that measured the perception of the learners
toward Think-Pair-Share. The post-test was utilized to assess the significant effect of
cooperative learning, specifically think-pair-share to the learner’s mathematics problem-
solving skills.
The study was implemented in 6 days. On day one, letters were produced to the school
principal, advisers, and students. Upon the approval, the researchers went to the control and
experimental groups and informed the classes about the conduct of study. On the second to
fifthday, the intervention was implemented to the chosen classes. For the control group, the
students were taught by a traditional way of teaching for 1 hour. Enhancement exercises were
provided to the students through activity sheet, applied the concepts learned during
discussion. The same activity sheet was provided to the experimental group. However, the
Cooperative Learning Strategy which is the think-pair-share was used while answering the
activity. On the last day, the researchers administered a 1-hour post-test to the respondents
to evaluate the success of the intervention.
The researchers utilized Post-test instrument in gathering the data to evaluate the
students after the implementation of the intervention. The scores of the respondents of the
24
test were assessed using descriptors, grading scale and remarks from DepEd Grading System
[adopted from DepEd (2015)].
Descriptor Initial Grade Transmuted Grading Remarks

Scale
Outstanding 84 - 100 90-100 Passed
Very Satisfactory 76 - 83.99 85-89 Passed
Satisfactory 68 – 75.99 80-84 Passed
Fairly Satisfactory 60.01 – 67.99 75-79 Passed
Did Not Meet Below 60 Below 75 Failed
Expectation
In this section, the researchers reflected and analyzed the gathered data determining
whether the intervention is implemented successfully to improve learners’ mathematics
problem-solving skills. The researchers compared the results from the post-test in the control
and experimental group and to know whether there was a significant effect of using
Cooperative Learning Strategy, specifically think-pair-share in improving mathematics
problem-solving skills of the learners.
Data Analysis
The study utilized several statistical tools and analyses to analyze gathered data.
Descriptive statistics refer to the branch of statistics that involves the collection, presentation,
and interpretation of data. These statistics provide a summary of the main features of a
dataset, offering insights into its central tendencies, variability, and distribution. The primary
purpose of descriptive statistics is to simplify and organize large amounts of data in a
meaningful way, making it more understandable and interpretable (Yellapu, 2018).
To analyze the significant difference between the pretest and post-test, Wilcoxon signed-
rank test was used. The Wilcoxon signed-rank test, as described by Xia (2022), is a non-
between paired observations. This test assumes that the samples are not normally distributed.
To determine whether there is any statistically significant effect of cooperative learning,
specifically think-pair-share to learners’ mathematics problem-solving skills, Mann-Whitney U
25
Test was carried out. The Mann-Whitney U test serves as a non-parametric counterpart to the
parametric Student's t-test. It contrasts the means of two independent groups under the
condition that the data does not follow a normal distribution. This makes it a valuable tool for
analyzing numerical or continuous variables, as outlined by Sundjaja et al. (2023).
26
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This part of the study discusses the information gathered from a survey that was
administered to the Grade 7 students in Alangalang Agro-Industrial School. The discussion
highlighted on the effect of cooperative learning, Think-Pair-Share on learners’ mathematics
problem-solving skills. This also discusses the relationship between the learners’ perception
on Think-Pair-Share and their mathematical problem-solving skills.
Mean Level of Learners’ Mathematics Problem-Solving Skills Before the Intervention
This portion shows the pre-test results of the mathematics problem-solving skills of the
respondents both from the control group and experimental group. The results are presented
in Table 1.
Table 1.1
Pre-test Result of the Control Group
Descriptor Transmuted Grading Frequency Percentage

Scale
Outstanding 90-100 0 0.00%
Very Satisfactory 85-89 0 0.00%
Satisfactory 80-84 0 0.00%
Fairly Satisfactory 75-79 0 0.00%
Did Not Meet Expectation Below 75 22 100.00%
Mean: 69.81% N = 22 100.00%
Table 1.1 shows the distribution of scores of the control group in the pre-test. The
ratings were categorized into: Outstanding (90-100), Very Satisfactory (85-89), Satisfactory
(80-84), Fair (75-79), and did not meet the expectations (below 75). As reflected in the table,
all the students obtained below 75 grade or about 100 percent. Moreover, result reveals that
the average performance of the students was 69.81, which indicates that they “Did not meet
the Expectations.” This further suggests that all of them have failed to pass the test, indicating
that they still had a lack of knowledge about the concept of operations on rational numbers.
27
Table 1.2
Pre-test Result of the Experimental Group

Scale
Mean: 69.90% N = 22 100.00%
Table 1.2 shows the distribution of scores of the experimental group in the pre-test.
The ratings were categorized into: Outstanding (90-100), Very Satisfactory (85-89),
Satisfactory (80-84), Fair (75-79), and did not meet the expectations (below 75). As reflected
in the table, all the students obtained below 75 grade or about 100 percent. Moreover, result
reveals that the average performance of the students was 69.90, which indicates that they
“Did not meet the Expectations.” This further suggests that all of them have failed to pass the
test, indicating that they still had a lack of knowledge about the concept of opeations on rational
numbers.
By comparing the pre-test of the control and experimental group, they almost have the
same mean score which means the two groups almost have the same level of knowledge
about the operations on rational numbers.
Mean Level of Learners’ Mathematics Problem-Solving Skills After the Intervention
This portion shows the post-test results of the mathematics problem-solving skills of
the respondents both from the control group and experimental group. The results are
presented in Table 2.
28
Table 2.1
Post-test Result of the Control Group

Scale
Mean: 75.50% N = 22 100.00%
Table 2.1 shows the distribution of scores of the control group in the post-test. As
reflected in the table above, the majority of the students obtained “did not meet expectation”
(68.18%) after the traditional way of teaching. Moreover, result reveals that the average
performance of the students was 75.50, which indicates that they had a “Fairly Satisfactory”
performance. This further suggests that the majority of the students had a low understanding
about the concept of operations on rational numbers.
Table 2.2
Post-test Result of the Experimental Group

Scale
Outstanding 90-100 14 63.64%
Mean: 90.23% N = 22 100.00%
Table 2.2 shows the distribution of the scores of the experimental group in the post-
test. As reflected in the table above, the majority of the students obtained an outstanding
performance (63.64%) after the intervention. Moreover, result reveals that the average
performance of the students was 90.23, which indicates that they had an “Outstanding”
performance. This further suggests that the majority of the students were able to have a
29
passing mark, and that the intervention was a successful method or strategy in enhancing the
problem-solving skills of the learners.
Mean Level of Learners’ Perception on Think-Pair-Share in Terms on their Mathematics
Problem-Solving Skills
Table 3
Extent of learners’ agreement to the effectiveness of implementing Think-Pair-Share on their
Mathematics Problem Solving Skills
Indicators Mean Verbal

(𝑴) Interpretation
The Think-Pair-Share strategy enhances my Agree
understanding of mathematical concepts during
problem-solving activities. 3.88
I find Think-Pair-Share to be an effective method for Agree
improving my grasp of complex math problems. 3.88
Participating in Think-Pair-Share positively impacts my Agree
overall understanding of mathematical concepts. 3.82
Think-Pair-Share significantly contributes to my ability Agree
to solve math problems. 3.75
I believe that Think-Pair-Share enhances my learning Agree
experience in math problem solving. 3.74
Total 3.71 Agree
Range: 1.00 – 1.80 Strongly Disagree; 1.81 – 2.60 Disagree; 2.61 – 3.40 Neutral; 3.41 – 4.20
Agree; 4.21 – 5.0 Strongly Agree
As revealed in Table 3, it shows that most of the students perceived that the Think-
Pair-Share strategy enhances their understanding of mathematical concepts during problem-
solving and they find Think-Pair-Share to be an effective method for improving their grasp of
complex math problems (𝑀 = 3.88). Moreover, it can be gleaned that overall, most of the
respondents agree that implementing think-pair-share improves their problem-solving
skills (𝑀 = 3.71).
Mean Level of Learners’ Perception on Think-Pair-Share in Terms on their Engagement
and Participation in Math Problem-Solving Discussions
Table 4
Extent of learners’ agreement to the effect of Think-Pair-Share on their Engagement and
Participation in Math Problem-Solving Discussions
30
Think-Pair-Share increases my engagement and Agree
participation in math problem-solving discussions. 3.67
I prefer participating in Think-Pair-Share activities over Agree
traditional whole-class discussions. 3.65
The implementation of Think-Pair-Share positively Agree
influences my level of engagement in math problem
solving. 3.57
I feel more actively involved in problem-solving Agree
discussions during Think-Pair-Share compared to
traditional class discussions. 3.49
Think-Pair-Share enhances my overall participation in Agree
math problem-solving activities. 3.41
Total 𝟑. 𝟓𝟔 Agree
As shown in Table 4, it shows that most of the students perceived that the Think-Pair-
Share strategy increases their engagement and participation in math problem-solving
discussions (𝑀 = 3.67). Additionally, it reveals that most of the students prefer participating in
Think-Pair-Share activities over traditional whole-class discussions (𝑀 = 3.65). Moreover, it
can be gleaned that overall, most of the respondents agree that implementing think-pair-share
improves their problem-solving skills (𝑀 = 3.71).
Mean Level of Learners’ Perception on Think-Pair-Share in Terms on their Confidence
in Solving Mathematical Problems
Table 5
Extent of learners’ agreement to the Influence of Think-Pair-Share on their Confidence in

Solving Mathematical Problems
Participating in Think-Pair-Share activities enhances Agree
my confidence in solving math problems
independently. 3.71
I feel more confident in my ability to solve math Agree
problems within a pair setting after engaging in Think-
Pair-Share. 3.69
Think-Pair-Share positively influences my self- Agree
perceived confidence in math problem solving. 3.69
31
Regular participation in Think-Pair-Share activities Agree
contributes to a boost in my confidence when tackling
math problems. 3.69
I believe that Think-Pair-Share positively shapes my Agree
confidence as a math problem solver. 3.69
Total 𝟑. 𝟕𝟎 Agree
As shown in Table 5, it shows that most of the students perceived that participating in
Think-Pair-Share activities enhances their confidence in solving math problems independently
(𝑀 = 3.71). Moreover, it can be gleaned that overall, most of the respondents agree that they
feel more confident in their ability to solve math problems within a pair setting after engaging
in Think-Pair-Share, Think-Pair-Share positively influences their self-perceived confidence in
math problem solving, Regular participation in Think-Pair-Share activities contributes to a
boost in their confidence when tackling math problems, and they believe that Think-Pair-Share
positively shapes their confidence as a math problem solver (𝑀 = 3.69).
Significant Difference Between the Mathematics Problem-Solving Skills of the Learners
in The Control and Experimental Group Before Intervention
Table 6
Significant Difference Between the Control and Experimental Group Before Intervention
Respondents N W p-value 𝑹𝒃 Interpretation Decision

Grade 7 44 218.00 0.548 0.174 Not Fail to
statistically reject 𝐻0
significant
Table 6 shows the result of the significant difference from the pre-test of the control
group and experimental group after the intervention. Since the normality test assumption of
the independent sample t-test using Shapiro-Wilk Test was not satisfied, a Mann-Whitney U
test was used to analyze the result. Based on the findings, a Mann-Whitney U test indicated
that the pre-test scores of the 44 grade 7 learners were not significantly different, 𝑝 = 0.548.
Thus, the hypothesis stating that there is no significant difference between the mathematics
32
problem-solving skills of the learners in the control and experimental group before intervention
is rejected. This means that the two groups almost have the same level of knowledge about
the operations on rational numbers before conducting the intervention to the experimental
group.
Significant Difference Between the Mathematics Problem-Solving Skills of the Learners
in The Control and Experimental Group After Intervention
Table 7
Significant Difference Between the Control and Experimental Group After Intervention

Grade 7 44 58.500 < 0.001 0.174 Highly Reject 𝐻0
Significant
Table 7 shows the result of the significant difference from the post-test of the control
group and experimental group after the intervention. Since the normality test assumption of
the independent sample t-test using Shapiro-Wilk Test was not satisfied, a Mann-Whitney U
test was used to analyze the result. Based on the findings, a Mann-Whitney U test indicated
that the post-test scores of the 44 grade 7 learners were significantly higher, 𝑝 < 0.001. Thus,
the hypothesis stating that there is no significant difference between the mathematics problem-
solving skills of the learners in the control and experimental group after intervention is rejected.
Significant Difference Between the Mathematics Problem-Solving Skills of the Control
Group Before and After Intervention
Table 8
Significant Difference of the Control Group Before and After Intervention

Significant
33
Table 8 shows the result of the significant difference from the pre-test and post of the
control group after the session. Since the normality test assumption of the paired t-test using
Shapiro-Wilk Test was not satisfied, a Wilcoxon signed-rank Test was used to analyze the
result. Based on the findings, a Wilcoxon Signed-Ranks Test indicated that the post-test
scores of the 22 grade 7 learners were significantly higher than their pre-test scores, 𝑝 =
0.021. Thus, the hypothesis stating that there is no significant difference between the
mathematics problem-solving skills of the control group before and after the session is
rejected.
Significant Difference Between the Mathematics Problem-Solving Skills of the
Experimental Group Before and After Intervention
Table 9
Significant Difference of the Experimental Group Before and After Intervention

Significant
Table 9 shows the result of the significant difference from the pre-test and post of the
experimental group after the intervention. Since the normality test assumption of the paired t-
test using Shapiro-Wilk Test was not satisfied, a Wilcoxon signed-rank Test was used to
analyze the result. Based on the findings, a Wilcoxon Signed-Ranks Test indicated that the
post-test scores of the 22 grade 7 learners were significantly higher than their pre-test scores,
𝑝 = 0.001. Thus, the hypothesis stating that there is no significant difference between the
mathematics problem-solving skills of the experimental group before and after the intervention
is rejected. This further implies that using a collaborative learning strategy can be an effective
intervention to improve the students’ performance on problem-solving skills.
34
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter summarizes the findings of the study which were the bases for the
conclusions and recommendations.
SUMMARY
The study focused on enhancing the students’ mathematics problem-solving skills,
specifically in Grade 7 students at Alangalang Agro-Industrial School. This study aimed to
examine the effectiveness of cooperative learning, specifically Think-Pair-Share to learners’
mathematical problem-solving skills.
The study utilized a quasi-experimental design. According to Thomas (2020),
quasi-experimental design aims to establish the process of cause-and-effect relationship
among the variables, the dependent and independent variables. Despite of the manipulation
of the independent variable, respondents were not randomized to conditions or sequences of
conditions at random.
The study tested two classes—the Control and Experimental Group. For the control
group, the students were taught by a traditional way of teaching for 4 sessions. An activity
sheet was provided during discussion. The same activity sheet was provided to the
was used while answering the activity. A post-test was conducted to the control and
experimental group and the test was derived from the mathematics problem-solving skills
based on their module to evaluate whether the students have improved their mathematics
problem-solving skills using cooperative learning strategy.
35
Summary of Findings
The results were analyzed using JASP (v.0.18.1.0) wherein it is one of the statistical
analysis platforms. After several analyses of data, the researchers have gleaned the following
findings.
1. All the students from the control and experimental group obtained below 75 grades.
Moreover, result reveals that the average performance of the students from the
control group was 69.81, and 69.90 from the experimental groups which indicates
that they “Did not meet the Expectations.” This further suggests that all of them
have failed to pass the test. By comparing the pre-test of the control and
experimental group, they almost have the same mean score which means the two
groups almost have the same level of knowledge about the operations on rational
numbers.
2. In the control group, the majority of the students obtained “did not meet
expectation” (68.18%) after the traditional way of teaching. In the experimental
group, the majority of the students obtained an outstanding performance (63.64%)
after the intervention. This further suggests that the majority of the students were
able to have a passing mark, and that the intervention was a successful method or
strategy in enhancing the problem-solving skills of the learners.
3. The study shows that most of the students perceived that the Think-Pair-Share
strategy enhances their understanding of mathematical concepts during problem-
solving and they find Think-Pair-Share to be an effective method for improving their
grasp of complex math problems. Moreover, it can be gleaned that overall, most of
the respondents agree that implementing think-pair-share improves their problem-
solving skills.
4. It was shown that most of the students perceived that the Think-Pair-Share strategy
increases their engagement and participation in math problem-solving discussions.
36
Additionally, it reveals that most of the students prefer participating in Think-Pair-
Share activities over traditional whole-class discussions. Moreover, it can be
gleaned that overall, most of the respondents agree that implementing think-pair-
share improves their problem-solving skills.
5. Most of the students perceived that participating in Think-Pair-Share activities
enhances their confidence in solving math problems independently. Moreover, it
can be gleaned that overall, most of the respondents agree that they feel more
confident in their ability to solve math problems within a pair setting after engaging
in Think-Pair-Share, Think-Pair-Share positively influences their self-perceived
confidence in math problem solving, Regular participation in Think-Pair-Share
activities contributes to a boost in their confidence when tackling math problems,
and they believe that Think-Pair-Share positively shapes their confidence as a
math problem solver.
6. Based on the findings, a Mann-Whitney U test indicated that the pre-test scores of
the 44 grade 7 learners were not significantly different. Thus, the hypothesis stating
that there is no significant difference between the mathematics problem-solving
skills of the learners in the control and experimental group before intervention is
rejected. This means that the two groups almost have the same level of knowledge
about the operations on rational numbers before conducting the intervention to the
experimental group.
7. Based on the findings, a Mann-Whitney U test indicated that the post-test scores
of the 44 grade 7 learners were significantly higher. Thus, the hypothesis stating
that there is no significant difference between the mathematics problem-solving
skills of the learners in the control and experimental group after intervention is
rejected.
8. Based on the findings, a Wilcoxon Signed-Ranks Test indicated that the post-test
scores of the 22 grade 7 learners were significantly higher than their pre-test
37
scores. Thus, the hypothesis stating that there is no significant difference between
the mathematics problem-solving skills of the control group before and after the
session is rejected.
9. Based on the findings, a Wilcoxon Signed-Ranks Test indicated that the post-test
scores of the 22 grade 7 learners were significantly higher than their pre-test
scores. Thus, the hypothesis stating that there is no significant difference between
the mathematics problem-solving skills of the experimental group before and after
the intervention is rejected. This further implies that using a collaborative learning
strategy can be an effective intervention to improve the students’ performance on
problem-solving skills.
Conclusion
In view of the findings, the following conclusions were drawn.
It can be concluded that before the implementation of the intervention cooperative
learning specifically, think-pair-share, students’ mathematics problem-solving skills was noted
as poor based on the result of their pre-test. After the conduct of the intervention, the
mathematics problem-solving skills of the students was enhanced through the implementation
of post-test. This only indicates that the intervention, think-pair-share, was a successful
method in enhancing the problem-solving skills of the learners.
Recommendations
Based on the findings and conclusions presented above, the following
recommendations were given:
Teachers
• Since it was found that the intervention was effective, hence, it is recommended for
the teachers to integrate cooperative learning specifically think-pair-share in math
discussion.
38
• It is recommended that the intervention plan and procedures utilized in the study to be
developed and improved to further explore its effects on the mathematics performance
of the learners.
• Implement the same intervention to a group identified with low performances in
mathematics.
• Since it was found that students have a strong and positive perceptions towards the
intervention, hence, it is recommended to continuously engage them through
interactive discussions and activities.
• Since it was shown that learners have a strong and positive perceptions towards think-
pair-share, it is recommended to use the strategy more frequently.
School Administrators
• The school must support the implementation of think-pair-share to help learners who
has low performances in mathematics.
• Conduct trainings for teachers to promote the use of think-pair-share in teaching
mathematics.
Students
• Students are encouraged to participate in cooperative teaching method to improve
their problem-solving skills in mathematics.
• The students should reflect on their achievement and assess the aspects that
contribute tot their poor mathematics achievement.
• Students should reflect on their improvements in mathematics problem-solving.
• The students should seek assistance from their peers and other classmates whenever
they feel confused about answering math concepts.
39
Future Researchers
• It is recommended for the future researchers to conduct mixed method design about
the similar variables in the study.
• Conduct parallel or similar study with in-depth and wider scope to validate the findings
obtained in the study.
Design Implications
The following implications are recommended for the enhancement of cooperative
learning specifically through think-pair-share. Note that these recommendations are formed
with idea upon the observation of the researchers during the implementation of the study.
1. First, the teacher must identify the background of the students in order to understand
the level of their understanding on the foundational concepts in mathematics and to
see what other teaching strategies would work best during the session. In addition, the
learners must know the objectives or the purpose of the intervention.
2. If the intervention of this study will be adapted as a program or initiative, it is necessary
to consider effective time-frame. In the implementation phase, the students must be
provided with clear instructions.
3. In the conduct of the intervention, it is also recommended to integrate the use of
technology so that students would be actively engaged in the teaching-learning
process.
4. The learning environment must be safe and conducive for everyone. Also, the teacher
must cater to the needs of the students especially their queries or questions.
5. The teacher must properly document the observation in every session. The data
should be objectively done. These will serve as the tool in determining the strengths
and weaknesses of the intervention which would serve as one of the bases in the
revision of the intervention.
40
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ENHANCING LEARNER’S MATHEMATICAL PROBLEM-SOLVING SKILLS AND THEIR

PERCEPTION ON COOPERATIVE LEARNING

An Action Research in Teaching Internship

In Partial Fulfillment of the

Gustian Rey Realino

Nature and Background of the Study

Lott, 2000; Tan, 2018).

as understanding fractions, lays a stronger groundwork for mastering advanced mathematics.

Proficiency in fundamental mathematics concepts serves as a prerequisite for more complex

essential concepts related to fractions, including fractional operations, often encounter

Furthermore, as posited by Wang and Goldschmidt (2011), ensuring the adequate

understand fractions, proficiency in algebra also serves as an indicator of a student's potential

success in college and life.

However, there is a consensus that a mathematical problem refers to a scenario where a

1992). According to Polya (1981), problem-solving is the process of obtaining a solution

objective (Sari et al.,2021; Marshall, 2022; Mairing, 2017).

In teaching mathematics in schools, problem-solving is a crucial topic. Teachers who

solving techniques in mathematics to improve their creativity, reasoning, critique, and

systematic thinking (NCTM, 2000). Accordingly, problem-solving is crucial to the processes

Adair, et al., 2000).

Programme for International Student Assessment (PISA) in member and non-member

countries to evaluate educational systems by gauging the academic achievement of 15-year-

worldwide PISA examinations. This cycle, however, experienced an unparalleled decline in

performance. In comparison to 2018, mean performance in OECD nations declined by 10

In the Philippines, assessments in mathematics, reading, or science were completed

Estonia performed at this level or higher (OECD, 2023).

In the 2019 Trends in International Mathematics and Science Study (TIMSS)

conducted by the International Association for the Evaluation of Educational Achievement

is so concerning that the Department of Education views mathematics proficiency as a major

Capunan, et al., 2019; Tularam and Machisella, 2018).

Students' success in problem-solving was impacted by a variety of factors. Teacher

Thus, there is a need for instructional strategies to encourage students' problem-

solving in mathematics, particularly in heterogeneous classrooms where pupils with various

student learning in this area is required because mathematical problem-solving is a significant

group instructional methods are critical to fostering low-achieving students' learning.

Therefore, research is required to identify methods and strategies to help pupils

improve problem-solving abilities through cooperative learning. While Cooperative Learning

Learners through Cooperative Learning, specifically Think-Pair-Share Strategy.

Objectives of the Study

This study aimed to examine the effectiveness of cooperative learning, specifically

Think-Pair-Share to learners’ mathematical problem-solving skills. Specifically, this sought to

determine the following:

1. To compare the mathematics problem-solving skills of learners who were

taught using cooperative learning, specifically think-pair-share (Experimental

2. To explore the learners’ (Experimental Group) perceptions towards Think-Pair-

Share and to examine its impact on their mathematics problem-solving skills.

This study tested the following hypotheses:

1. There is no significant difference between the mathematics problem-solving skills

of the learners in the control and experimental group before intervention.

2. There is no significant difference between the mathematics problem-solving skills

of the learners in the control and experimental group after intervention.

3. There is no significant difference between the mathematics problem-solving skills

of the control group before and after the sessions.

4. There is no significant difference between the mathematics problem-solving skills

of the experimental group before and after the intervention.

Scope and Delimitations

This study was conducted among 60 Grade 7 learners in Alangalang Agro-Industrial

share method, and their perception on the strategy.

A researcher-made instrument was utilized to gather needed data. Different descriptive

cooperative learning (think-pair-share) in learners’ mathematics problem-solving skills. The

(think-pair-share) in learners’ mathematics problem-solving skills.

Mathematics Problem-solving. Problem-solving is the process of defining a problem;

solution; and incorporating and implementing a solution.

Cooperative Learning. Cooperative learning is a group work strategy that encourages