Impact of Collaborative Learning Strategy Toward Learning Mathematics Concepts Among Junior High School Learners at Sulu State College Laboratory High School

Abstract

This study examined the impact of a collaborative learning strategy on learning mathematics concepts among junior high school learners at Sulu State College Laboratory High School. A descriptive–correlational research design was employed involving 120 students selected through purposive sampling during the School Year 2025–2026. The study assessed the extent of the impact of a collaborative learning strategy on learning mathematics concepts, including cognitive understanding, problem-solving skills, and confidence and self-efficacy. It also identified significant differences in the extent of the impact of the collaborative learning strategy across age, gender, grade level, parents' educational attainment, and parents' average monthly income. Furthermore, the study examined the significant correlation among the subcategories subsumed under the impact of collaborative learning strategy toward learning mathematics concepts. Results showed that the majority of respondents were aged 14–15 and that female students comprised the largest proportion. The respondents were evenly distributed across Grades 7, 8, 9, and 10. Most students reported that their parents were college graduates and that their families earned an average monthly income of 10,001–15,000 pesos. Findings revealed that the impact of a collaborative learning strategy on learning mathematics concepts was generally interpreted as Agree regarding cognitive understanding, problem-solving skills, and confidence and self-efficacy. Statistical analyses indicated that there were generally no significant differences in the extent of the impact of the collaborative learning strategy across groups defined by their socio-demographic profiles. Correlation analysis further revealed significant positive Correlation among cognitive understanding, problem-solving skills, and confidence and self-efficacy. Based on the findings, it is recommended that mathematics teachers strengthen the use of collaborative learning strategies to enhance students' conceptual understanding, problem-solving abilities, and confidence in mathematics. School administrators may support the implementation of collaborative instructional practices through training and classroom initiatives. Students are encouraged to actively participate in cooperative learning activities to improve their mathematical competence. At the same time, future researchers may explore additional variables such as mathematics anxiety, motivation toward learning mathematics, prior mathematical knowledge, classroom learning environment, and access to instructional materials and educational technology in relation to collaborative learning and mathematics achievement.