Utilization of Cooperative Teaching Strategy Through Diverse Grouping Techniques to Enhance Numeracy Outcomes
DOI:
https://doi.org/10.69569/jip.2025.717Keywords:
Cooperative teaching, Heterogeneous grouping, Learning style, Mathematics performanceAbstract
The study examined the effectiveness of grouping techniques in a cooperative teaching strategy to enhance the performance of Grade 9 learners in Mathematics at Francisco Alindogan National High School (FANHS) during the School Year 2023-2024. The study specifically sought to (1) collect and summarize the pretest and post-test mean scores of the experimental and control groups, (2) find the differences in mean scores of each group in the pretest and post-test, (3) identify which group obtained the most significant mean gain, and (4) determine the significant differences among the mean gain scores of experimental and control groups. This quasi-experiment involves sixty (60) Grade 9 learners from two intact classes divided into three main groups through stratified random sampling: the Grading Scale Group, the Learning Style Group, and the Control Group, with equal replications. The experimental and control groups are exposed to face-to-face classes using the 5E lesson delivery model. Their performance is based on the pretest-posttest results of the Albay Numeracy Assessment Tool (ALNAT). The calculated F(2, 12) = 4.24, p = 0.0405, exceeds the tabulated value of 3.89 at (2, 12), showing that at least two of the means are significantly different from each other using the analysis of variance (ANOVA) at alpha (α) = 0.05 level of significance. Of the three grouping schemes, the Learning Style group showed the most significant mean gain. This outcome supports the idea that organizing learners heterogeneously by learning style will result in versatile groups that can accommodate varied instructional challenges in a cooperative teaching strategy. Thus, higher mathematics performance is achieved.
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