Teachers’ Practices on Collaborative Approaches and Learners’ Performance in Mathematics

Junderick A. Lumajang; Gina F. Labitad

Teachers’ Practices on Collaborative Approaches and Learners’ Performance in Mathematics

Author(s)	Mr. Junderick A. Lumajang, Dr. Gina F. Labitad
Country	Philippines
Abstract	Mathematics remains one of the most challenging subjects in Philippine basic education, as shown by learners’ persistent difficulties in achieving proficiency in large-scale assessments. This study aimed to determine the extent of teachers’ practices on collaborative approaches and learners’ performance in Mathematics in the Division Achievement Test (DAT) in select districts of Misamis Oriental during the School Year 2024-2025. Specifically, this aimed to describe the respondents’ profile; find out the extent of teachers’ practices on collaborative approaches; examine the level of learners’ performance in Mathematics in the DAT; determine the significance between extent of teachers’ practices on collaborative approaches and learners’ performance in the DAT in Mathematics; and determine the significance between the extent of teachers’ collaborative approaches and each of their profile. Using a descriptive-correlational research design, the study involved 160 purposively selected Grade 5 Mathematics teachers across five districts. Data were collected through a researcher-made, validated questionnaire, while learners’ DAT results were analyzed as the performance measure. Statistical tools included weighted mean, standard deviation, Pearson’s r, and chi-square tests. Results revealed that group problem-solving was the most highly practiced strategy, while gamification was the least implemented. Learners’ DAT performance varied, with a substantial number falling under the “Did Not Meet Expectations” category. A significant positive relationship was established between the extent of teachers’ collaborative practices and learners’ performance, while teacher-related factors also significantly influenced practice implementation. It recommended future researchers may explore further the impact of gamification on learners’ motivation, problem-solving skills, and long-term retention in Mathematics.
Keywords	Practices, Collaborative Approaches, Performance in Mathematics
Field	Sociology > Education
Published In	Volume 17, Issue 2, April-June 2026
Published On	2026-05-14

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Teachers’ Practices on Collaborative Approaches and Learners’ Performance in Mathematics

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