Collaborative Learning, Gender Groupings and Mathematics Performance

The study was conducted to find how students perform in class if they work in groups. It also wanted to find out which gender groupings would students be working comfortably and obtaining better results. Experimental research design was utilized where the subjects were randomly assigned. The subjects of this study was composed of 9 groups, three all-male groups,  three all-female groups, and three mixed groups. Using ANOVA, data revealed that the subjects’ formative tests mean score had no significant difference which implies that subjects if working by himself/herself obtained more or less similar results due to they were randomly assigned. While the collaborative learning where the subjects worked in different gender groups showed that there was a significant difference in their performance where all-female groups obtained the highest mean score followed by mixed groups implying that if subjects work with whom they are comfortable would have better results. In the Math achievement test which was taken individually posted that there is a significant difference in the mean scores obtained due to the level of improvement of their learning which could be attributed with whom they worked and learned the concepts.

 

Keywords: Collaborative learning, gender groupings, math performance