I.

Title

Cooperative Learning: A Strategy for Success (CLASS) in Mathematics

Program

II. Background of the Study

Two brains are better than one. This is the statement that encouraged the
Grade VI-A adviser to apply Cooperative Learning in the Mathematics Subject
of her class. Like any other schools, Villa Clara Elementary School has a
heterogeneous sectioning and that most of these classes have pupils who are
highly diverse when it comes to academic achievement. Among the Eight (8)
subjects in this grade level, Mathematics has the lowest Grade MPS during the
First Quarter. The Average Grade of the 35 pupils in this section is only 81.26%
and twelve (12) out of thirty-five (35) have grades below 80%.

According to her professional readings, Cooperative Learning is one of the

best strategy in teaching Mathematics because it boosts the learners’ ability to
think, discuss, wonder and discover. This is an educational format in which
pupils work together in small mixed ability groups to achieve a particular goal
or to complete an academic task. Aside from this, pupils are also given a
chance to engage in pro-social activities that promote positive behavior such
as willingness to assist, possessing worthwhile values of caring and sharing.
Here, interdependent relationship is strengthened and reinforced; it also
promotes maximum generation and exchange of ideas, tolerance and respect
for other people’s points of view; it exhibits less competitive behavior compared
to whole-class teaching classrooms; and the group members gain skills of
cooperation and collaboration through experience.

Pairs Share, Pairs Check, Pair Square, Think-Pair-Share and Thinking

Heads Together are the selected structures of cooperative learning which will
be used by the Mathematics Teacher during the Second Quarter. The subject
teacher used the Teacher-made pretest prior to the implementation of the
strategy. The same test shall be used by the subject teacher at the end of the
time-frame. Aside from the Pre-test and Post-test result, Class MPS in this
specific subject will also be measured and compared to the earlier result.
III. Problem Identification

This study aimed to test the effectiveness of the Cooperative Learning: A

Strategy for Success (CLASS) in Mathematics Program

This action research sought to answer the following questions:

1. What is the profile of Grade VI-A pupils in terms of Mathematical Skills during
Pretest and Post-test?

2. How far did the pupils improve in terms of their Mathematics test result?

3. How far did the pupils improve in terms of their Mathematics grades from
First to Fourth Quarter?

4. What is the pupil’s perception of the CLASS in Mathematic Program?

IV. Analysis of the Problem

In the preliminary investigation conducted by the researcher, she found out

that among the Eight (8) subjects in this grade level, Mathematics has the
lowest Grade MPS during the First Quarter. The Average Grade of the 35 pupils
in this section is only 81.26% and twelve (12) out of thirty-five (35) have grades
below 80%.

The initial investigation revealed that during the conduct of 30-item

pretest, nobody got a passing score and that the Mean Average Score is only
14.69.

It could be inferred then that the Mathematics subject should be taught

with reinforcement and innovations.

V. Experimentation and Action

The researcher proceeded with the following actions:

1. Consulted the Principal and Subject Coordinator regarding the need of the
Grade VI-B pupils to improve their Mathematics skills.
 2. Used the Cooperative Learning: A Strategy for Success (CLASS) in
Mathematics Program regularly.

3. Monitored and sustained the implementation of the program within the

quarter of implementation.

4. Evaluated the results of their Pre-test and Post-test; Periodic Grades in First
and Second Quarter; and gathered information regarding the pupils’
perception towards the program.

VI. Evaluation of Results and Findings

The table below was taken from the First Quarter Grading Sheet in
Mathematics for S.Y. 2016-2017 of Grade VI – A.

Name of Pupils Mathematics

First Quarter
1. Abalos, Russel Jay Z. 75
2. Agregado, Jerwin O. 79
3. Arnigo, Menan V. 82
4. Asuncion, Mark Lester H. 87
5. Audencial, Christian C. 85
6. Decipulo, Koby Bryan S. 85
7. Esmael, Nathaniel O. 80
8. Hubia Ladas, Christian Jay C. 76
9. Latigo, Raiveen Chastine Mark 76
10. Lebrita, Eric Lloyd A. 83
11. Loyola, Charles Vincent A. 77
12. Loyola, Jessie Jr. P. 77
13. Marquez, Jasper C. 85
14. Tambo, Jerome A. 85
15. Velasco, Christian G. 75
16. Veñegas, Ven Justine D. 87
17. Basid, Erich B. 77
18. Buliag, Erich Joy C. 80
19. Cimafranca, Princess V. 81
20. Clarde, Nhezey Belle L. 85
21. Dela Cruz, Vanessa Kaye A. 85
22. España, Rachel R. 78
23. Esliza, Shiena Mae S. 81
24. Ganadyn, Honeylyn B. 80
25. Habagat, Khea G. 85
26. Jajalla, Mary Andrelyn B. 89
27. Lacson, Zyra Paula S. 75
28. Latigo, Princess L. 77
29. Loyola, Bea Star M. 90
30. Macalisang, Kristine A. 80
31. Navarro, Desiree A. 85
32. Piad, Kathering D. 76
33. Pimentel, Caiross L. 83
34. Segudine, Catherine E. 81
35. Virgo, Chloe M. 82
 CLASS MPS 81.26

The table above shows that Mathematics subject has a very low Grade MPS
during the First Quarter. The Average Grade of the 35 pupils in this section is
only 81.26% and twelve (12) out of thirty-five (35) have grades below 80%.
Only one (1) among thirty-five (35) pupils got 90%.

The next table below shows the score of the Grade VI-A pupils during
the thirty-item Pre-Test.

Name of Pupils Pre-Test Scores

1. Abalos, Russel Jay Z. 12
2. Agregado, Jerwin O. 12
3. Arnigo, Menan V. 15
4. Asuncion, Mark Lester H. 15
5. Audencial, Christian C. 15
6. Decipulo, Koby Bryan S. 15
7. Esmael, Nathaniel O. 16
8. Hubia Ladas, Christian Jay C. 16
9. Latigo, Raiveen Chastine Mark 18
10. Lebrita, Eric Lloyd A. 10
11. Loyola, Charles Vincent A. 15
12. Loyola, Jessie Jr. P. 16
13. Marquez, Jasper C. 15
14. Tambo, Jerome A. 12
15. Velasco, Christian G. 10
16. Veñegas, Ven Justine D. 10
17. Basid, Erich B. 15
18. Buliag, Erich Joy C. 15
19. Cimafranca, Princess V. 15
20. Clarde, Nhezey Belle L. 16
21. Dela Cruz, Vanessa Kaye A. 15
22. España, Rachel R. 15
23. Esliza, Shiena Mae S. 19
24. Ganadyn, Honeylyn B. 18
25. Habagat, Khea G. 15
26. Jajalla, Mary Andrelyn B. 18
27. Lacson, Zyra Paula S. 10
28. Latigo, Princess L. 15
29. Loyola, Bea Star M. 16
30. Macalisang, Kristine A. 13
31. Navarro, Desiree A. 12
32. Piad, Kathering D. 15
33. Pimentel, Caiross L. 12
34. Segudine, Catherine E. 20
35. Virgo, Chloe M. 18
AVERAGE 14.69
 The table above shows that the Average Score of the 35 pupils during the
Pre-test is only 14.69. Furthermore, this data is a clear manifestation that the
pupils lack the average Mathematical skill in answering Mathematical
Problems.

The researcher then made use of the Cooperative Learning: A Strategy

for Success (CLASS) in Mathematics Program regularly. Pairs Share, Pairs
Check, Pair Square, Think-Pair-Share and Thinking Heads Together are the
selected structures of cooperative learning which were used in the entire
second quarter.

At the end of the Quarter, Pupil’s grades in Mathematics subject as well

as result of Post Test were recorded, analyzed and compared. The table below
was taken from the Second Quarter Grading Sheet in Mathematics for S.Y.
2016-2017 of Grade VI – A.

Name of Pupils Mathematics

Second Quarter
1. Abalos, Russel Jay Z. 75
2. Agregado, Jerwin O. 81
3. Arnigo, Menan V. 83
4. Asuncion, Mark Lester H. 89
5. Audencial, Christian C. 88
6. Decipulo, Koby Bryan S. 88
7. Esmael, Nathaniel O. 83
8. Hubia Ladas, Christian Jay C. 79
9. Latigo, Raiveen Chastine Mark 79
10. Lebrita, Eric Lloyd A. 86
11. Loyola, Charles Vincent A. 78
12. Loyola, Jessie Jr. P. 79
13. Marquez, Jasper C. 86
14. Tambo, Jerome A. 88
15. Velasco, Christian G. 78
16. Veñegas, Ven Justine D. 89
17. Basid, Erich B. 78
18. Buliag, Erich Joy C. 83
19. Cimafranca, Princess V. 85
20. Clarde, Nhezey Belle L. 87
21. Dela Cruz, Vanessa Kaye A. 88
22. España, Rachel R. 82
23. Esliza, Shiena Mae S. 83
24. Ganadyn, Honeylyn B. 82
25. Habagat, Khea G. 86
26. Jajalla, Mary Andrelyn B. 90
27. Lacson, Zyra Paula S. 81
28. Latigo, Princess L. 80
29. Loyola, Bea Star M. 92
30. Macalisang, Kristine A. 83
31. Navarro, Desiree A. 88
32. Piad, Kathering D. 80
 33. Pimentel, Caiross L. 85
34. Segudine, Catherine E. 84
35. Virgo, Chloe M. 85
CLASS MPS 83.74

The table above shows that the quarterly ratings of Grade VI-A in
Mathematics subject have increased dramatically from 81.26% to 83.74%.

The next table below shows the score of the Grade VI-A pupils during
the thirty-item Post-Test.

Name of Pupils Post-Test Scores

1. Abalos, Russel Jay Z. 20
2. Agregado, Jerwin O. 19
3. Arnigo, Menan V. 22
4. Asuncion, Mark Lester H. 22
5. Audencial, Christian C. 22
6. Decipulo, Koby Bryan S. 22
7. Esmael, Nathaniel O. 23
8. Hubia Ladas, Christian Jay C. 23
9. Latigo, Raiveen Chastine Mark 25
10. Lebrita, Eric Lloyd A. 20
11. Loyola, Charles Vincent A. 22
12. Loyola, Jessie Jr. P. 23
13. Marquez, Jasper C. 22
14. Tambo, Jerome A. 20
15. Velasco, Christian G. 19
16. Veñegas, Ven Justine D. 20
17. Basid, Erich B. 22
18. Buliag, Erich Joy C. 22
19. Cimafranca, Princess V. 22
20. Clarde, Nhezey Belle L. 23
21. Dela Cruz, Vanessa Kaye A. 22
22. España, Rachel R. 22
23. Esliza, Shiena Mae S. 26
24. Ganadyn, Honeylyn B. 25
25. Habagat, Khea G. 22
26. Jajalla, Mary Andrelyn B. 25
27. Lacson, Zyra Paula S. 19
28. Latigo, Princess L. 22
29. Loyola, Bea Star M. 23
30. Macalisang, Kristine A. 20
31. Navarro, Desiree A. 20
32. Piad, Kathering D. 22
33. Pimentel, Caiross L. 19
34. Segudine, Catherine E. 27
35. Virgo, Chloe M. 25
AVERAGE 22.06
 The table above shows that the Average Score of the 35 pupils during the
Post-test have improved as well. Compared to the result during Pre-test, the
Post-test average score is now 50% higher.

VII. Conclusions and Recommendations

A. Conclusions

With the use of the Special Program in Mathematics, the findings of this
action research showed an improvement in pupils’ achievement in the subject,
increases Mathematical Skills and in their attitudes toward the subject as well. All
the stated results were very similar to other studies conducted by researchers both
inside and outside the country.

Similarly, these studies also found an increase in pupils’ attitudes after

working in cooperative learning groups. Other researchers suggest that there is
much to be gained by encouraging the use of this non-traditional pedagogical
approach to teaching in classrooms, particularly when schools are trying to
encourage the development of positive attitudes toward learning, prosocial
behaviors among peers, and successful learning outcomes for pupils. The
experiences of the researcher proved that traditional paper and pencil and frequent
individual task not only increases pupil’s frustration during failures but decreases
their interests as well. It has been noted that cooperatively working together in
groups can help to encourage pupils to be more involved with one another.

B. Recommendations

After completion of this research, the researcher would like to continue to

develop the idea of cooperative learning. The study has convinced the researcher
that there are many benefits that can be gained when pupils work together. The
exchange of different ideas and strategies can be beneficial to all of them. This
exchange of different strategies allows the pupils to look at math problems through
another’s perspective.

The researcher would like to share the findings in this action research with
other teachers who are interested in developing group learning.
 Department of Education
Region XII
Division of Sultan Kudarat
District of East Isulan
VILLA CLARA ELEMENTARY SCHOOL
Sampao, Isulan, Sultan Kudarat

Prepared by:

GEMMA D. DELOS REYES

Teacher II/Grade VI -A Adviser

Noted:

GEORGE S. MOYET
Principal 1