PERCEPTION OF PEER COLLABORATION TOWARDS MATHEMATICAL

PROBLEM SOLVING SKILLS AMONG GRADE 11 HUMSS STUDENTS

A Research Proposal
Presented to the faculty of Senior High school
Antipas, Cotabato

In Partial Fulfillment of the Requirements to Practical Research 1&2

Humanities and Social Sciences
12 Erudite

By:

Royeza Joywen P. Babon

Eman Jay S. Ballo-allo
Josie Shine F. Funes
Daisy L. Flores

2024
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XII
ANTIPAS NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Antipas/Cotabato

ABSTRACT
BABON, ROYEZA JOYWEN P, BALLO-ALLO, EMAN JAY S, FUNES, JOSIE
SHINE F, FLORES, DAISY S, ‘PERCEPTION OF PEER COLLABORATION
TOWARDS MATHEMATICAL PROBLEM SOLVING SKILLS AMONG GRADE
11 HUMSS STUDENTS”.

Researcher adviser: LOURDES J. LIBOON, Ed, D.

MONTALES, WENIFREDA C.

The research in titled " PERCEPTION OF PEER COLLABORATION

TOWARDS MATHEMATICAL PROBLEM SOLVING SKILLS AMONG GRADE

11 HUMSS STUDENTS with a population of 281 with a total respondents of 84

the following are the statements of the problem ;What is the level of perception of

peer collaboration towards mathematical problem skills in terms of: Shared

Strategies, Identifying Errors, Social Motivation, No. 2 Sop What is the level of

mathematical problem-solving skills among grade 11 HUMSS students before

and after engaging in peer collaboration? In terms of: Strategic Use of

Mathematical Tools, Analytical thinking, Critical thinking. The method use is

survey method with a research instrument form of questionnaire. The findings

indicates that peer collaboration significantly affect students Shared strategies,

identifying errors, social motivation with a result of 3.82 grand weighted mean,

additionally, Strategic use of mathematical tools, analytical thinking, critical

thinking, with a result of 3.73 grand weighted mean indicates that the

respondents agree that peer collaboration has an impact in their mathematical

problem solving skills. In No.3 Sop How does peer collaboration impact

mathematical problem solving skills in grade 11? Results Shows low positive

correlation with a correlational of 0.393 leading to acceptation of null hypothesis.

Therefore, peer collaboration has no relationship in mathematical problem

solving skills among respondents.

 1

CHAPTER 1

INTRODUCTION

Research findings that peer collaboration enhances mathematical

problem-solving through diverse perspectives, improved communication, and

deeper understanding. Studies like those by Johnson & Johnson (1999) and

Slavin (2014) emphasize collaborative learning's impact on academic

achievement and critical thinking. For instance, the work of Webb (2009)

underscores how peer interaction aids in the development of problem-solving

skills by exposing students to multiple problem-solving strategies.

Mathematics education is a significant concern both locally and globally.

Internationally, many countries, including the Philippines, face challenges in

improving students' mathematical problem-solving skills, as shown by

assessments like PISA . In the Philippines, there is a recognized need to

enhance students' abilities to apply mathematical concepts. The Department of

Education (DEPED) has implemented various reforms and initiatives to improve

mathematics education quality. Promoting peer collaboration, especially in under-

resourced areas, is seen as a key strategy to provide additional support and

diverse instructional methods, which can help improve mathematical outcomes

and address educational inequities. This approach also prepares students for

future international collaboration and aligns with the needs of a globalized

economy. Local Education Department Reports, 2023.

 2

Most studies focus on different academic tracks, but there's a need to

explore how peer collaboration impacts problem-solving skills in non-STEM

tracks like HUMSS, where math skills are less emphasized but still important. A

study by Fong et al. (2020) found that non-STEM students often have lower

confidence and skills in math. Implementing peer collaboration strategies could

address these issues, improve problem-solving abilities, and better prepare

students for interdisciplinary tasks.

This research aims to explore how Grade 11 HUMSS students perceive

peer collaboration in enhancing their mathematical problem-solving skills. It

seeks to identify effective collaborative strategies, determine their impact on

problem-solving abilities, and provide recommendations to improve math

instruction and support. The goal is to better understand and enhance the role of

peer collaboration in developing these skills and offer practical insights for

educators.

Statement of the Problem

The study aims to determine the perception of peer collaboration out the

mathematical problem-solving skills of grade 11 HUMSS students at Antipas

National High School S.Y. 2024-2025.

This study will further aim to answer the following research questions:

[Link] is the level of perception of peer collaboration towards mathematical

problem skills in terms of:

 1.1 Shared Strategies

1.2 Identifying Errors

1.3 Social Motivation

[Link] is the level of mathematical problem-solving skills among grade 11

HUMSS students before and after engaging in peer collaboration?

2.1 Strategic Use of Mathematical Tools

2.2 Analytical thinking

2.3 Critical thinking

[Link] does peer collaboration impact mathematical problem-solving skills in

grade 11?

Research Question:

1. What are students' experiences and perceptions of peer collaboration in

mathematical problem solving?

2. To what extent do students feel that mathematics encourages teamwork,

communication, and support among classmates?

3. How do students perceive the role of emotional support from peers in

enhancing their mathematical problem-solving abilities?

Research Hypothesis

Null Hypothesis (H₀): Peer collaboration does not have a significant

impact on the mathematical problem-solving skills of Grade 11 HUMSS students

compared to individual problem-solving approaches.

 Alternative Hypothesis (H₁): Peer collaboration significantly improves the

mathematical problem-solving skills of Grade 11 HUMSS students compared to

individual problem-solving approaches.

Theoretical Framework

This framework combines principles from Proximal Development Concept,

The theory of Social Constructivism, Constructivist learning theory, Social

Interdependence theory, highlighting the benefits of peer interaction in

mathematics education. The primary goal of the project is to explore how peer

collaboration affects the growth of mathematical problem-solving abilities in

HUMSS students in Grade 11.

The theory of social constructivism, which is primarily linked to Lev

Vygotsky, believes that social interactions and collaborative activities are the

tools by which knowledge is created. Vygotsky (1978) encounters with people

who have greater knowledge had an important effect on cognitive learning and

development occurs in a social context. Peer collaboration in mathematical

problem solving encourages deeper knowledge and learning abilities by allowing

students to interact and share ideas. Learning is a social activity, is a basis of

peer cooperation. Students can ask questions, make clarifications about what

they understand, and defend their points of view to others through conversation

and interaction. Students who work together on difficulties, share responsibility

for finding solutions. This guarantees that everyone in the group contributes to

the solution and promotes active involvement. Students can practice logical
reasoning and critical thinking when they collaborate with their peers. They can

exchange ideas, provide opinions, and improve their approaches to problem-

solving.

Constructivist Learning Theory-emphasizes that learning is an active

process where learners construct new knowledge based on their experiences. In

the context of mathematical problem-solving, students engage in active learning

when they work collaboratively, as they can share different perspectives and

strategies, thereby enriching their understanding. According to Jean Piaget

(1896-1980).

Morton Deutsch's (1962) Johnsons and Johnsons (1989) social

interdependence theory posits that the way individuals perceive their

interdependence in achieving a goal affects their interactions and outcomes.

Positive interdependence, where students believe that they can achieve their

goals only if others also succeed, fosters cooperation, communication, and

mutual assistance. Peer collaboration in this context can lead to improved

mathematical problem-solving skills, as students work together to solve

problems, share resources, and support each other's learning.

 5

Conceptual Framework

The concept of this study will focus on the relationship that involves

between the Independent and Dependent Variable.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

-SHARED STRATEGIES -LEVEL OF

MATHEMATICALPROBLEM-
-IDENTIFYING ERRORS SOLVING SKILLS

dd
-SOCIAL MOTIVATION -STRATEGIC USE OF
MATHEMATICAL TOOLS

-ANALYTICAL THINKING

-CRITICAL THINKING

The concept of this study focused on the relationship between the independent

variables and dependent variables. The independent variables in this study are

peer collaboration include shared strategies, identifying errors and social

motivation of the students and its impact to dependent variables which is

mathematical problem-solving skills among Grade 11 HUMSS of Antipas

National High School. This said that study motivates the researcher to determine
the impact of peer collaboration towards mathematical problem-solving skills of

the respondents.

Significance of the study

This study is advantageous to the following:

Students. This will help them to understand that working with peer allows

students to explain concepts to each other in different ways, which can help

clarify misunderstanding and deepen their comprehension.

Educators. The discoveries from this research can offer educators valuable

information on successful teaching techniques. Comprehending how peer

collaboration affects students' math skills enables teachers to create more

interesting and interactive lesson plans.

Policy Maker. It would help the findings of the study have had the capacity affect

district and school policy makers. They can support the creation of better learning

environments for students by pushing for the involvement of collaborative

learning frameworks in educational policies.

Educational Institutions. It can benefit from the findings of this study by

recognizing and analyzing the need for structured support for collaborative

activities to identify peer collaborations and problem-solving skills.

Future Researchers. This study can be used by as an introduction for additional

research into the effects of collaborative learning on other fields of study and
populations of students. It may create new opportunities to examine advanced

approaches and how well they work in different educational settings.

Definition of terms used in the study

The following are the terms that will be used operationally in the study:

Analytical Thinking- Involves to the thoughtful and deliberate use of various

tools and technologies to enhance the teaching, learning, and application of

mathematics.

Critical Thinking- Refers to the ability to think clearly and logically,

understanding the logical connection between ideas. It involves actively and

skillfully formulating and analyzing.

Grade 11 HUMSS Students- Students enrolled in the eleventh grade under the

Humanities and Social Sciences track, which emphasizes social sciences and

humanities-related subjects in their curriculum.

Identifying errors- Refers to the process of recognizing and understanding

mistakes or inaccuracies.

Mathematical Problem-Solving Skills-The ability to understand, formulate, and

solve mathematical problems.

Peer Collaboration- Refers to the way were all groups are helping each other

working together to achieve common goals, solve problems, or create something

new.
Shared Strategies- Refers to the methods or approaches that students

exchange and use together to solve problems or complete tasks.

Social Motivation- is the motivation to collaborate from a desire to participate in

or accomplish something as groups.

Strategic use of mathematical tools- Relating to the thoughtful and deliberate

use of various tools and technologies to enhance the teaching, learning, and

application of mathematics.

Scope and Delimitation

The study will primary focus on shared, strategies, identifying errors,

social motivation, level of mathematical problem solving skills, strategic use of

mathematical tools, analytical thinking, critical thinking. It refers to problem

solving in general mathematics. This study will be conducted on the Grade 11

HUMSS students at Antipas National High School, School year [Link]

researcher will be used Survey Questionnaire to gather answers on the

Perception of peer collaboration towards mathematical problem-solving skills.

 9

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents a collection of literature and studies conducted by

researchers to support selected variables or factors included in the study.

Peer Collaboration

Peer collaboration in mathematical problem-solving is designed to

enhance critical thinking by allowing students to challenge each other’s ideas,

leading to deeper understanding and better strategies. It promotes active

learning, encouraging students to engage with the material, ask questions, and

seek solutions together. This collaborative approach builds confidence as

students work in a supportive group setting, making them more willing to take

risks in their problem-solving.

Shared Strategies

The sharing of problem-solving strategies among peers is another vital

aspect of collaborative learning. When students work together, they can share

different approaches to solving a problem, which can lead to the discovery of

more efficient or effective methods. Johnson and Johnson (2014) and Sharan

(2015) highlighted that students who engaged in shared strategy discussions

performed better in problem-solving tasks. Carson (2014) explores the conditions

under which shared leadership emerges in teams and its impact on team

performance. Addition, Melanie Guzman Gurat (2018) This research explores the

mathematical problem-solving strategies among student teachers. Loibl et al.

(2017) This study discusses

10

how teaching mathematics through challenging problem-solving tasks

supports student learning, Mathias et al. (2023) argue that collaborative learning

strategies can improve students attitudes toward mathematics.

Identifying Errors

Collaborative learning also aids in the identification and correction of

errors. When students work together, they can spot mistakes that they might

have missed individually. This process of peer review and correction helps in

reinforcing correct methods and understanding. Slavin (2015) and Topping

(2018) showed that peer collaboration leads to a higher rate of error identification

and correction, which in turn improves overall problem-solving skills. Philile

Nobuhle Mathaba, Anass Bayaga, Daniela Tîrnovan, and Michael J. Bossé

(2024) This study explores error analysis in algebra learning, focusing on

misconceptions and cognitive levels. Janice Brown and Kim Skow (2016) This

research from Vanderbilt University discusses identifying and addressing student

errors in mathematics. As explained by Sheri Kingsdorf and Jennifer Krawec

(2014) This study focuses on error analysis of mathematical word problem-

solving across students with and without learning disabilities, According to

Herholdt and Sapire (2014), error analysis is the study of errors in learners' work

with a view to looking for possible explanations for these errors.

11

Social Motivation

Social motivation plays a significant role in the effectiveness of peer

collaboration. The presence of peers can motivate students to engage more

actively in problem-solving tasks. Wentzel (2017) and Ryan (2014) found that

students who felt socially accepted and had strong friendships performed better

in problem-solving tasks. This suggests that social motivation can enhance

students' engagement and persistence in solving mathematical problems. The

study of Michael Jarry-Shore and Madhuvanti Anantharajan (2024) This study

examines the types of struggles students face during collaborative problem-

solving in mathematics. It highlights the importance of addressing social

struggles, such as reaching consensus and having questions answered by peers,

to enhance collaborative learning. Zhengyi Zhang (2024) This research explores

the interactive performance of high and low academic performance students in

peer collaboration. It found that social motivation plays a crucial role in equalizing

communication and encouraging active participation among students. The study

of Loibl & Rummel (2014) This study discusses the benefits of productive

struggle in collaborative problem-solving. It emphasizes that social motivation

can help students persist through challenges and develop deeper mathematical

understanding, Valkenburg et al. (2021) explored the relationship between

students' achievement goals and their social motivation in mathematics.

12

Strategic Use of Mathematical Tools

The strategic use of mathematical tools is essential for effective problem-

solving. Peer collaboration encourages students to utilize various tools, such as

calculators, software, and manipulatives, more effectively. Studies by Hiebert and

Wearne (2016) and Drijvers et al. (2014) have shown that students who

collaborate

are more likely to explore and use these tools strategically, leading to better

problem-solving outcomes. This strategic use of tools helps students to visualize

problems, test hypotheses, and verify solutions. Addition, Kim, J., & Lee, H.

(2015) This study examines how high school students use graphing calculators

to solve complex algebraic problems, highlighting the importance of strategic tool

use in enhancing problem-solving skills. The study of Garcia, M., & Lopez, R.

(2017) This papers explores the integration of statistical software in

undergraduate courses, emphasizing the role of these tools in developing

students’ analytical abilities. Chen, Zhang (2019) Their study looks at the impact

of interactive simulations on students’ understanding of physics and

mathematics, showing how these tools can make abstract concepts more
tangible, Lindner et al. (2020) have highlighted effective instructional strategies

that integrate mathematical tools.

Analytical Thinking

Analytical thinking involves breaking down complex problems into

manageable parts and systematically working through them. Peer collaboration

fosters analytical thinking by allowing students to discuss and dissect problems

together. Research by Schoenfeld (2018) and Artzt and Armour Thomas (2017)

13

indicates that collaborative learning environments enhance students' ability to

think analytically, as they are exposed to different perspectives and approaches.

This collaborative process helps students develop a more structured and logical

approach to problem-solving. Addition, Elder, Paul (2016) Guide to Analytic

Thinking, provides a framework for analyzing problems and opportunities, helping

readers develop critical thinking skills. Stanovich, West (2014) This research

investigates the cognitive processes underlying analytical thinking and how they

differ from intuitive thinking. Toplak, West and Stanovich (2017) The authors

examine the role of rational thinking in decision-making, highlighting the

importance of analytical skills in avoiding cognitive biases, Eric Jablonka His

work, published in 2014, explores the cognitive processes involved in solving

mathematical problems.

Critical Thinking

Critical thinking is the ability to evaluate information and arguments, identify

biases, and make reasoned judgments. Peer collaboration enhances critical

thinking by encouraging students to question assumptions, consider alternative

solutions, and justify their reasoning. Studies by Kuhn (2019) and Mercer (2015)

have shown that students who engage in collaborative learning activities

demonstrate higher levels of critical thinking. This is because the collaborative

environment provides opportunities for debate, reflection, and the refinement of

ideas. Daniel B. Johnson (2018) discusses how critical thinking contributes to

deeper mathematical understanding and suggests pedagogical approaches to

14

incorporate critical thinking into mathematics education. Addition, Stephen L.

Chew (2014) discusses the importance of fostering critical thinking skills in

mathematics education and provides strategies for teachers to integrate critical

thinking into their teaching practices. Philip J. Bamberger (2016) The study

examines how problem-based learning approaches can be designed to enhance

students' critical thinking and problem-solving abilities in mathematics, The study

by Butera et al. (2014) focused on the integration of mathematical problem-

solving and critical thinking into the curriculum.

In conclusion, peer collaboration have a positive impacts in mathematical

problem-solving skills among Grade 11 HUMSS students. By fostering peer

interaction include shared strategies, effective error identification, increased

social motivation, strategic use of mathematical tools, and the development of

analytical and critical thinking skills it creates a supportive learning that fosters

deeper understanding and improved mathematical problem-solving ability.

 15

CHAPTER 3

METHODOLOGY

This chapter discusses the methodology used in this study. It includes

research design, research participants, data collection, trust worthiness and

credibility of the study, role of the researcher, ethical considerations and data

analysis.

Research Design

The researchers will use descriptive correlational research design . In the

sense that the questions focus on the perception of peer collaboration of the said

respondents. Meanwhile, the rest of the questions study on the relationship of the

peer collaboration towards mathematical problem-solving skills of the students.

Correlational research is a method used to provide static pictures of situations

and establish relationships between different variables (McBurney and White

2009). This type of study involves collecting and analyzing data on at least two

variables to see if there is a link between them. Researchers observe and

measure the variables of interest and then analyze the patterns and relationships

that emerge from the data. The qualitative component included a suitable

schedule for obtaining the information needed to address the research questions

from the target respondents. The Researcher will be using Structured interview.

16

Research Participants

The participants of the study will be 84 out 281 students from Grade 11

HUMSS in Antipas National High School. The scope and sample of the study

severely constrained the findings' potential for general applicability. Even though

there may be shared characteristics, the results may not be universally

applicable to other systems. The stratified simple random sampling technique will

be used to select each and every participant in this study. The target

respondents for this study will be chose by the researchers using a random

sampling technique.

Table l. Stratified Distribution Of Respondents

STRAND SAMPLE (N) SAMPLE (n)

GRADE/SECTION

HUMSS 11 SKYPE 54 16

HUMSS 11 YAHOO 60 18

HUMSS 11 53 16
 INSTAGRAM

HUMSS 11 VIBER 61 18

HUMSS 11 TWITTER 53 16

TOTAL 281 84

For the Qualitative approach, the researchers will choose twenty (20)

respondents for the interview. The required criteria for the selection of

researchers sample was the Grade 11 HUMSS students of Antipas, National

High School.

17

Research Locale

This study will be conducted at Antipas National High School which covers a total
area of 14, 388 square meter and a total students population of 281 Students

together with 85 teaching stuffs include ANHS Warm Bodies and 11 Non-

teaching stuff. This research will be conducted within the School Year 2024-

2025.

Figure 1. Map of the Antipas National High School

Research Instrument

A survey questionnaire will use adopted and modified. The goal of this

research aims to gather the information from the grade 11 HUMSS student of

ANHS to know about the perception of peer collaboration towards mathematical

problem solving-skills. The researcher will use the survey questionnaire to collect

data from the students. The survey questionnaire contained two major parts: The

18
part 1 contains the student’s peer collaboration. The part 2 contains the factors

affecting student’s in mathematical problem-solving skills. The questionnaire of

part one are adopted from Patrick Lencione while the part two adopted from

Janice Brown part three is adopted from John Monaghan part four adopted from

Jo Boaler, John Hattie, and Vygotsky have extensively discussed the importance

of collaboration and social interaction in learning.

Data Collection Procedure

For the data gathering, the researchers prepare the research instrument

and made a letter of permission for approval letter, the researchers started to

conduct the study and clear the instructions provided to the respondents. After

getting the filled-up questionnaires, researchers summarize the data gathered in

a tabular form.

Data Analysis

The data gathered will be subjected to Descriptive-Correlational data

analysis. involves examining the relationship between variables without

manipulating them. In the context of peer collaboration and mathematical

problem-solving skills, this type of analysis can provide valuable insights. To

start, data is collected through surveys or questionnaires assessing students’

perceptions of peer collaboration, alongside standardized tests or performance

assessments measuring their problem-solving skills. Descriptive statistics, such

as means, medians, and standard deviations, summarize the data. Correlation

analysis, often using the

19
Pearson correlation coefficient, determines the strength and direction of the

relationship between students’ perceptions and their problem-solving abilities.

Statistical Treatment

The data gathered will be analyze and interpreted using the statistical tools.

1. Weighted Mean.

The weighted mean is calculated by multiplying the weight to its frequency and

summing all the product together. The total weighted frequency is divided to the

number of response. This is used in question number 1 What is the level of

perception of peer collaboration towards mathematical problem skills and number

2 ‘what is the level of mathematical problem-solving skills among grade 11

HUMSS students before and after engaging in peer collaboration?

Formula:

TWF
WM =
N

Where: WM-Weighted Mean

TWF-Total Weighted Frequency

N-Number of Response

20
Ethical Consideration

The ethical issues relating to how this study can work, such as Informed

consent, Beneficence, Respect for anonymity and confidentiality, and Respect for

privacy, are pertinent to this research concern. Informed consent Within the

framework of the study, the research participants will be given as much

information about the research's objectives, methods, and benefits as possible.

Respondents will be asked ahead of time if they would be willing to participate in

a voluntary aspect. The researchers will send a written information outlining all

pertinent details to be disclosed to respondents as well as how the survey will be

conducted. The respondents must sign an informed consent form with their name

and a statement indicating the respondents were acting as their agents and

willingly decided to participate in the data collection. The survey questionnaire

will not include information on the respondent's name or age, and the

researchers maintained the confidentiality of their response. To avoid the fear of

data abuse, participants in this study will have a control over their personal

information(Emmanuel 2008).

Beneficence. This study will maintain beneficence principle by assuring

that every participant will not going to be hurt or harmed while the study is being

conducted. The participants will be given the utmost care and attention by the

21

researchers. Participants in this study will also receive a comprehensive

explanation of how this study will influence and benefit them (Beauchamp, T. L.,

& Childress, J. F. 2019).

 Respect for anonymity and confidentiality. The information that will be

collected from the participants for this study, including their name, age, gender,

school, year level, and course, is kept anonymous and confidential. For reasons

of safety, the participants' identities will be kept as a secret (Tolich M. 2018).

Respect for privacy. Every participant in this study has a right to privacy,

which cannot be violated without the participant's knowledge and consent. Along

with protecting their identification, their privacy will also be a top priority while the

study will be carried out the survey questionnaire will give the participants the

opportunity to exclude personal information like name and age (Macnish, K.

2019).
 22

CHAPTER 4

RESULTS AND DISCUSSIONS

This chapter presents the analysis and interpretation of data gathered

from the foregoing study which aimed to determine the “PERCEPTION OF PEER

COLLABORATION TOWARDS MATHEMATICAL PROBLEM SOLVING SKILLS

AMONG GRADE 11 HUMSS STUDENTS”. The data found in this chapter were

arranged according to the problems threated to this study.

1. Level of perception in peer collaboration

1.1 Shared strategies

The table one (1) showing level of perception in peer collaboration that the

statement “I believe that working together enhance my overall performance” got

the highest weighted mean which is 4.34, on the other hand statement “I share

my strategies for my problem-solving with peers” had 3.70 which is the least. The

average weighted mean is 3.91 and resulted that most of the respondents

agreed upon the shared strategies as first level of perception can lightly affect the

perception in peer collaboration of the students.

This result agreed with Michael Sen (2002) stating that the shared

strategies, emphasizing the active learning, shared responsibility, and ultimately

lead to improved outcomes.

 23

Table 1

Statement WM SD Distribution
1.I often collaborate with others 3.37 0.81 Agree
to achieve common goals.
2.I share my strategies for problem- 3.70 0.87 Agree
solving with my peers.
3.I find it helpful to discuss different 4 0.77 Agree
approaches with my team.
4.I already seek feedback from 3.78 0.80 Agree
others to improve my methods.
5.I believe that working together 4.34 0.73 Strongly Agree
enhances my overall performance.
Average weighted mean 3.91 0.79 Agree

Scale Verbal Description

5 Strongly Agree 4.21-5.00
4 Agree 3.21-4.20
3 Neutral 2.62-3.20
2 Disagree 1.81-2.60
1 Strongly Disagree 1.00-1.80

1.2 Identifying errors

The table two (2) presented the second level of perception in peer collaboration

which is the identifying errors, the result shows that the statement “I believe that

analyzing errors in math problem help me understands the concepts better”, got

the highest weighted mean which is 4.42, however statement “I can easily

identify errors in my calculations” had 3.34 weighted mean which is the least.

Additionally, the average weighted mean is 3.64 and resulted that most of the

second level of perception can moderately affect the perception in peer

collaboration of the students. According to (Ingram et al., 2015; Zhao et al.,

2018). Errors may be incorporated into the class discourse and used productively

to allow learners to
 24

reach a deeper understanding of the mathematical contents (Ingram et al., 2015;

Zhao et al., 2018).

Table 2

Statement WM SD Distribution
1.I can easily identify errors in my 3.34 0.84 Neutral
calculations.
2.I believe that discussing errors with 3.51 1.03 Agree
peers help me understand math
problems better.
3.I find it challenging to identify errors 3.46 0.84 Agree
in complex math problems.
4.I am able to identify common 3.46 0.84 Agree
patterns in the mistakes I make in
math problems.
5.I believe that analyzing errors 4.42 0.88 Strongly Agree
in math problem help me understands
the concepts better.
Average weighted mean 3.63 0.88 Agree

Scale Verbal Description

5 Strongly Agree 4.21-5.00
4 Agree 3.21-4.20
3 Neutral 2.62-3.20
2 Disagree 1.81-2.60
1 Strongly Disagree 1.00-1.80

1.3 Social Motivation

The table three (3), expose the third level of perception in peer

collaboration which is the social motivation, after a deep analysis the result

shows that the statement “I believe that social support is important for achieving
my goals” got the highest weighted mean which is 4.23, yet statement “I am

motivated to perform

25

better in math when I know my peers are relying on me” had 3.60 weighted mean

is the least. Additionally, the average weighted mean is 3.91 and resulted that

most

of the respondents agreed upon exhaustion stage as the third level of perception

can severely affect the level of perception in peer collaboration of the student.

This result support the statement of Bandura (1977) stated that the role of social

motivation, emphasizing that individuals are influenced by observing and

interacting with others, leading to changes in their own beliefs, attitudes and

behaviors.

Table 3

Question WM SD Distribution
1.I believe that social support is 4.23 0.84 Strongly Agree
is important for achieving my goals.
[Link] with peers motivates 3.91 0.86 Agree
me to solve mathematical problems.
3.I feel more confident in my math 3.98 0.97 Agree
skills when working with classmates.
4.I am more engaged in math class 3.85 1.05 Agree
when we work in groups.
5.I am motivated to perform better 3.60 1.01 Agree
in math when I know my peers are
relying on me.
Average weighted mean 3.91 0.94 Agree
Scale
Verbal Description
5 Strongly Agree 4.21-5.00
4 Agree 3.21-4.20
3 Neutral 2.62-3.20
2 Disagree 1.81-2.60
1 Strongly Disagree 1.00-1.80

26

Table 4: Summary of the level of perception in peer collaboration

Level of perception in peer collaboration Average weighted mean

Shared strategies 3.91

Identifying Errors 3.64

Social Motivation 3.91

Total average weighted mean 3.82

The table 4 showcase the summary of the total average weighted mean of

the level of perception in peer collaboration, data reveled that the total average

weighted mean was 3.82, shared strategies and social motivation got the highest

average weighted mean 3.91, however identifying errors has the least average

weighted mean which was 3.64.

2. Level of Mathematical problem-solving skills

2.1 Strategic use of Mathematical tools

The table five (5), showcase the level according to mathematical problem-

solving skills, after the deep calculation it resulted that statement “working with

peers improves my understanding of how to apply various mathematical tools”

had 3.91 weighted mean which is the highest and statement “I find it difficult to

contribute to group discussions about the strategic use of mathematical tools”

had 3.57 weighted mean which is the least. In addition, the average weighted
mean is 3.70 and it was presented that most of the respondents agreed to

strategies use of Mathematical tools as their mathematical problem-solving skills.

Polly (1945) support this result, stated the importance of strategic use of

mathematical tools, emphasizing that a systematic approach to problem-solving,

27

including the use of appropriate mathematical tools, can lead to more effective

solutions.

Table 5

Questions WM SD Distribution

[Link] collaboration helps me 3.77 0.82 Agree

effectively use mathematical tools
to solve problems.
2.I find it difficult to contribute to 3.57 0.83 Agree
group discussions about the
strategic use of mathematical
tools.
3. I feel like I learn more from my 3.63 1.03 Agree
peers than from the teacher about
how to effectively use mathematical
tools.
[Link] peers and discuss and decide 3.64 0.92 Agree
on the best mathematical tools to
use for solving problems.
[Link] with peers improves my 3.91 0.95 Agree
understanding of how to apply
various mathematical tools.
Average weighted mean 3.70 0.72 Agree
Scale Verbal Description
5 Strongly Agree 4.21-5.00
4 Agree 3.21-4.20
3 Neutral 2.62-3.20
2 Disagree 1.81-2.60
1 Strongly Disagree 1.00-1.80

2.2 Analytical thinking

 The table six (6) showcase the level according to the analytical thinking as

a mathematical problem-solving skills after he intense calculations it’s resulted

that statement “working with peers improves my ability to think logically and

systematically about problems” got 3.88 which is the highest weighted mean and

3.5 with a statement “I am better at identifying patterns and relationship in

28

mathematical problems when working with my peers” is the least weighted mean.

In addition, the average weighted mean is 3.76 and it was presented that most of

the respondents agreed to analytical thinking as their mathematical problem-

solving skills.

It connects to the statement of Poulyn (1994) claimed that students

emphasizing the breaking down problems into a smaller, manageable steps and

using logical reasoning to identify solution that is crucial for success.

Table 6

Questions WM SD Distribution

1. Peer collaboration helps me break 3.66 0.86 Agree

down complex problem into
manageable parts.
2.I am better at identifying patterns 3.5 0.84 Agree
and relationship in mathematical
problems when working with my peers.
[Link] with peers enhance 3.77 0.75 Agree
my ability to analyze different
problem-solving strategies.
[Link] peers and I effectively discuss 3.82 1.03 Agree
and evaluate the steps needed to
solving- problem.
[Link] with peers improves my 3.88 0.82 Agree
ability to think logically and
systematically about problems.
 Average weighted mean 3.76 0.86 Agree

Scale Verbal Description

5 Strongly Agree 4.21-5.00
4 Agree 3.21-4.20
3 Neutral 2.62-3.20
2 Disagree 1.81-2.60
1 Strongly Disagree 1.00-1.80

29

2.3 Critical thinking

The table seven (7) showcase the level according to the critical thinking as

a mathematical problem-solving skills after the deep calculation it resulted that

the statement “Peer collaboration helps me critically evaluate different solutions

to a problem”, had 3.82 which is the highest weighted mean and 3.58 with a

statement “I believe that peer collaboration improves my ability to critically think

through math problems and challenge assumptions”, is the least. In addition, the

average weighted mean is 3.72 and it was presented that most of the

respondents agreed upon critically thinking as their mathematical problem-

solving skills.

It’s supports to the statements of Halpern (1998) stated the importance of critical

thinking in mathematical problem-solving that evaluating information, identifying

biases, and considering alternative solutions are essential for effective and

creative problem- solving .

Table7

Questions WM SD Distribution

[Link] collaboration helps me critically 3.82 0.86 Agree

evaluate different solutions to a
problem.
2.I am better at questioning and 3.59 0.93 Agree
refining my problem solving
approaches when working with
my peers.
3.I feel comfortable asking my peers 3.79 0.95 Agree
for help when I’m struggling to
identify consistencies in a
mathematical solutions.
4.I believe that peer collaboration 3.58 0.95 Agree
improves my ability to critically
think through math problems and
30
challenge assumptions.
[Link] with peers improves my 3.78 1.01 Agree
ability to critically assess the
effectiveness of different problem-
solving methods.
Average weighted mean 3.72 0.94 Agree

Scale Verbal Description

5 Strongly Agree 4.21-5.00
4 Agree 3.21-4.20
3 Neutral 2.62-3.20
2 Disagree 1.81-2.60
1 Strongly Disagree 1.00-1.80

Table 8: Summary of level of mathematical problem-solving skills

Level of mathematical problem-solving skills Average weighted mean

Strategic use of mathematical tools 3.70

Analytical thinking 3.76

Critical thinking 3.72

Total average weighted mean 3.73

The table 8 showcase the summary of the average weighted mean of the

level of mathematical problem-solving skills, data revealed that the total average

weighted mean was 3.73 and analytical thinking got the highest average
weighted mean 3.76, however strategic use of mathematical tools has the least

average weighted mean which was 3.70. Research by Sternberg (2003): Robert

Sternberg, a leading figure in cognitive psychology, discusses in his triarchic

theory of intelligence how analytical intelligence (the ability to analyze, evaluate,

judge, compare, and contrast) plays a critical role in academic achievement.

According to Sternberg, analytical thinking is particularly important for tasks like

solving

31

problems, reasoning, and evaluating complex situations, which are often

measured in academic assessments like exams. Research by Sternberg (2003):

Robert Sternberg, a leading figure in cognitive psychology, discusses in his

triarchic theory of intelligence how analytical intelligence (the ability to analyze,

evaluate, judge, compare, and contrast) plays a critical role in academic

achievement. According to Sternberg, analytical thinking is particularly important

for tasks like solving problems, reasoning, and evaluating complex situations,

which are often measured in academic assessments like exams.

Table 9: Correlation between perception of peer collaboration

The analysis examined the relation between peer collaboration (shared

strategies, identifying errors, social motivation)and their mathematical problem

solving skills (strategic use of mathematical tools, analytical thinking, critical

thinking)with a result of 0.3939,there is a low positive correlation that is

statistically significant, leading to a acception of null hypothesis, despite the low

correlation, Peer Collaboration has no relationship to problem solving skills.

 Variables Correlational Interpretation Hypothesis

Perception of 0.393 Low positive Accepted

peer collaboration correlation

Vs. Mathematical

problem-solving

skills

± 1.00 perfect positive(negative)correlation

± 0.91-± 0.99 very high positive(negative) correlation

± 0.71-± 0.90 high positive (negative) correlation

± 0.51-± 0.70 moderately positive (negative) correlation

± 0.31-± 0.50 low positive (negative) correlation

± 0.01-± 0.30 negligible positive(negative) correlation

0.00 no correlational

Research has consistently shown that peer collaboration positively

impacts students' mathematical problem-solving skills. Klang et al. (2021) found

that cooperative learning approaches in heterogeneous classrooms significantly

improved students' problem-solving abilities, particularly in geometry. Their study

emphasized the importance of peer acceptance and friendships in enhancing

problem-solving performance. Similarly, Li et al. (2022) examined the effects of

peer tutoring models in collaborative learning environments and discovered that

groups with cognitive-guided tutors performed significantly better than those with

organization-oriented or cognitive-supported tutors. This suggests that peer

collaboration, especially when guided by high-level cognitive thinking, can lead to

substantial gains in mathematical problem-solving skills. Zhang (2024) also

explored the interactions between high and low academic performance students

in peer collaborative problem-solving settings, finding that equal participation and

active engagement from all students improved overall problem-solving outcomes.

Collectively, these studies underscore the positive impact of peer collaboration

on enhancing students' mathematical problem-solving skills.

 32

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, and recommendation. It gives the summary

of the findings and conclusion with the recommendation of the results and

findings of this study.

Summary

The research entitled “Perception of peer collaboration towards

mathematical problem solving skills among grade 11 HUMSS students”. The

following are the questions written in the statement of the problem in terms of;

What is the level of perception of peer collaboration towards mathematical

problem skills 1.1 Shared Strategies, 1.2 Identifying Errors, 1.3 Social Motivation,

What is the level of mathematical problem-solving skills among grade 11 HUMSS

students before and after engaging in peer collaboration, 2.1 Strategic Use of

Mathematical Tools, 2.2 Analytical Thinking, 2.3 Critical Thinking.

Descriptive-Correlational was used in the study. The researcher

distributed a researcher made questions and conducted an interview to the

selected grade 11 students of Antipas National High School. There was 84

respondents who participate answering the survey questions and agreed to be

the interviewees.

1. Level of perception in peer collaboration

The table one (1) showing level of perception in peer collaboration that the

statement “I believe that working together enhance my overall performance” got

the highest weighted mean which is 4.34, on the other hand statement “I share

my

33

strategies for my problem-solving with peers” had 3.70 which is the least. The

average weighted mean is 3.91 and resulted that most of the respondents

agreed upon the shared strategies as first level of perception can lightly affect the

perception in peer collaboration of the students.

1.2 Identifying errors

The table two (2) presented the second level of perception in peer

collaboration which is the identifying errors, the result shows that the statement “I

believe that analyzing errors in math problem help me understands the concepts

better”, got the highest weighted mean which is 4.42, however statement “I can

easily identify errors in my calculations” had 3.34 weighted mean which is the

least. Additionally, the average weighted mean is 3.64 and resulted that most of

the second level of perception can moderately affect the perception in peer

collaboration of the students.

1.3 Social Motivation

The table three (3), expose the third level of perception in peer

collaboration which is the social motivation, after a deep analysis the result

shows that the statement “I believe that social support is important for achieving

my goals” got the highest weighted mean which is 4.23, yet statement “I am

motivated to perform better in math when I know my peers are relying on me”

had 3.60 weighted mean which is the least. Additionally, the average weighted
mean is 3.91 and resulted that most of the respondents agreed upon exhaustion

stage as the third level of

34

perception can severely affect the level of perception in peer collaboration of the

student.

2. Level of Mathematical problem-solving skills

2.1 Strategies use of mathematical tools

The table five (5), showcase the level according to mathematical problem-

solving skills, after the deep calculation it resulted that statement “working with

peers improves my understanding of how to apply various mathematical tools”

had 3.91 weighted mean which is the highest and statement “I find it difficult to

contribute to group discussions about the strategic use of mathematical tools”

had 3.57 weighted mean which is the least. In addition, the average weighted

mean is 3.70 and it was presented that most of the respondents agreed to

strategies use of Mathematical tools as their mathematical problem-solving skills.

2.2 Analytical thinking

The table six (6) showcase the level according to the analytical thinking as

a mathematical problem-solving skills after he intense calculations it’s resulted

that statement “working with peers improves my ability to think logically and

systematically about problems” got 3.88 which is the highest weighted mean and

3.5 with a statement “I am better at identifying patterns and relationship in

mathematical problems when working with my peers” is the least weighted mean.
In addition, the average weighted mean is 3.76 and it was presented that most of

the respondents agreed to analytical thinking as their mathematical problem-

solving skills.

35

2.3 Critical thinking

The table seven (7) showcase the level according to the critical thinking as a

mathematical problem-solving skills after the deep calculation it resulted that the

statement “Peer collaboration helps me critically evaluate different solutions to a

problem”, had 3.82 which is the highest weighted mean and 3.58 with a

statement “I believe that peer collaboration improves my ability to critically think

through math problems and challenge assumptions”, is the least. In addition, the

average weighted mean is 3.72 and it was presented that most of the

respondents agreed upon critically thinking as their mathematical problem-

solving skills.

Conclusion

In conclusion, Grade 11 HUMSS students generally see peer collaboration

as helpful for improving their math problem-solving skills. Working with

classmates allows them to share different ideas, explain difficult concepts, and

better understand the material. When students collaborate, they feel more

confident in solving problems and also improve their skills in communication,

critical thinking, and teamwork. Overall, peer collaboration is a valuable tool in

learning math.

RECOMMENDATION
The following was the suggested for the further study.

1. Design activities that require students to collaborate on solving mathematical

problems.

2. Encourage students to explain their problem-solving strategies to their peers.

3. Each collaborative task, have students reflect on how their group functioned.

36

Qualitative Results and Discussion

This chapter deals with the results of findings. It is divided into three part.

One deals with the with the responses to the in-depth interview

questions under each research problem, Second, part two deals with the

responses to the in-depth interview question under each research problem.

Lastly part three, were the discussion of the responses

from the interviews.

I. Student’s Experience with Peer Collaboration in Mathematical Problem

Solving

To generate a comprehensive discussion, the questions that we ask during the

in-depth interviews. From the data gathered, from Student’s Experience with

peer Collaboration in Mathematical Problem Solving. There are four major

themes as presented in the table

1. These themes are support, motivation, encouragement, and collaboration.

Table [Link]’s Experience with Peer Collaboration in Mathematical Problem

Solving

In format Student’s Experience with Peer

 Collaboration
P1RQ1SQ1, P1, P3, P4, P10 Support
P1RQ1SQ1, P7, P20 Motivation
P1RQ1SQ1, P8, P15, P17 Encouragement
P1RQ1SQ1, P4, P12, P4, P11 Collaboration

37
Student’s Experience with Peer Collaboration in Mathematical Problem
Solving
Table 1 shows the results of interview about the Student’s Experience with
Peer Collaboration in Mathematical Problem Solving to generate a
comprehensive discussion, the questions that we ask during the in-depth
interviews. From the data gathered, the student’s experience with peer
collaboration in mathematical problem solving. There are four major themes as
presented in the table 1. These themes are missing my Support, Motivation,
Encouragement, Collaboration.

Support

It helps build trust and teamwork in the group. When students feel supported,

they are more likely to see working with peers as a positive and helpful

experience. Without enough support, students might get frustrated, lose interest,

or not want to join in.

As stated by respondent 1

“They are willing to listen in my ideas and they are helping me to solve, Peers

play several important roles in helping understand and solve mathematical

problems like enhancing our understanding and problem-solving skills in

mathematics”.

“They helps me by guiding and giving an example that really helps me to

understand, Their role is to help me solve a problem if I can’t do it or at least help

me understand it” …. PR1Q1SQ1

Motivation
This continued effort to work together helps students understand the
material better and solve problems more effectively. It is also affects how
students are truly interested in the subject or want to learn, they are more likely
to view peer collaboration as a helpful way to improve their math skills.
38
Based on respondent 2 He or she experience motivation from his or her peers:
“My peers inspires me to do good in academics and they also teach me if I don’t
know how to solve mathematical problems”.
“They give support and motivate me”.

Encouragement
Imagine the smile on your face when a classmate cheers you on after you
solve a difficult problem. That encouragement isn’t just about feeling good; it’s
about building confidence in your own abilities.
Respondent 3 shared during the interview
“My peers or my friend helping me by motivating me to improve my mathematical
skill”.
“For me, my peers help me to understand math because it provide motivational”.
“My peers motivate me and help me answering”.

Collaboration
Picture a group of students huddled around a table, discussing different
ways to tackle a math problem. Each person brings a unique perspective, and
together the solution. Collaboration means pooling your strengths and working as
a team to achieve common goals.
As supported by the respondent 2,4,12, 4 and 11
“My peers played a significant role in helping me understand and solve math
problems through collaborative learning, group discussion”.
“It enhances my understanding in different methods for solving-problems like in
sharing techniques”.
“Working with peers helped me understand different methods of solving-problem
through, collaborative brainstorming”.
“By asking other methods of solving a mathematical problem so that we can use
their contribution to solve”.

39
II. Student’s Views on the Social and Emotional Benefits in Mathematics
To generate a comprehensive discussion, the questions that we ask during the
in-depth interviews. From the data gathered, from the student’s views on the
social and emotional benefits in mathematics. There are Three major themes as
presented in the table 2. These themes are collaboration and assistance.
Table 2. Views on the Social and Emotional Benefits in Mathematics
In format Social and Emotional Benefits in
Mathematics

P1RQ2SQ2, P1, P9, P11, P14 Collaboration

P2RQ2SQ2, P7, P15 Assistance
P2RQ2SQ2, P2, P4,P7, P8, P11 Collaboration

Collaboration
Collaboration offers opportunities for learning, Team members can acquire
new skills, knowledge, and insights from each other. This is not only enhances
individual growth but also contributes to the overall development of the team.
Respondent 4, tells that;
“We listen carefully to each other’s ideas, even if we don’t agree, and we build on
each other’s thoughts to make them even better”.
“By asking other methods of solving a mathematical problem so that we can use
their contribution to solve”.
In addition, respondent 1 expressed that:
“Working together helps or make it easier because many, people doing the
work”.
“Ang pagtutulungan ay nakakatulong o nagpapadali dahil marami, mga taong
gumagawa ng Gawain”…
Respondent 9, 11, 14 expressed that:
“No working with other people help you to solve math problems because they
can correct you and vice versa”.

40
“Working with others help to solve math problem because I can ask a question to
my friend”.
“I think working with others help to solve math problems because they can help
you if you can’t get the topics or you don’t”.
Assistance
Assistance in peer collaboration towards mathematical problem-solving skills is
to enhance learning and understanding through collective effort. By collaborating,
students can share their diverse knowledge and approaches, which fosters a
deeper comprehension of mathematical concepts.
Based on respondent 7, 15
“Working with others help me more because they can explain it faster to me”…
P7RQ1SQ1
“Yes because peers can share their strengths to help me”… P15Q1SQ1

III. Student’s Views on Peer Emotional Support and It’s Role in

Mathematical Problem Solving
 To generate a comprehensive discussion, the questions that we ask
during the in-depth interviews. From the data gathered, from the Student’s Views
on Peer Emotional Support and It’s Role in Mathematical Problem Solving. There
are four themes as presented in the table 3 these themes are collaboration,
Exchange, Teamwork, Sharing.
Table [Link]’s Views on Peer Emotional Support and It’s Role in
Mathematical Problem Solving
In format Student’s Views on Peer
Emotional Support
P3RQ1SQ1, P1, P6, P15, P18 Collaboration
P2RQ1SQ1, P2,P16 Exchange
P3RQ1SQ1, P3, P5, P17 Teamwork
P3RQ1SQ1, P10, P11 Sharing

41
Collaboration
Working together creates a helpful learning space. Student’s feel more
confident and motivated when they know their friends can help them. This sense
of community can lower stress and make tough subjects like math easier and
more fun.
As stated by respondent 1, 6, 15, 18 that:
“What do I like most about solving math problems with my friends in that I a
capable of interpreting what I have learned”.
“I like the most about solving with my friends is that we can share and learn
together”.
“Solving math is fun because it turns to problem solving into a collaborative
experience”.
“If you and peers work together it can deepen your understanding”.

Exchange
 Each one bringing new insights and strategies to the table. When you
exchange thoughts with your peers, you broaden your understanding and
discover new ways of thinking.
Respondent 2, 16 answered that:
“I like how we shared knowledge during solving math problems”…. P2RQ1SQ1
“My peers share their ideas and learn new techniques”… P3RQ1SQ1

Teamwork
Each member has a part to play, and together, they create something
beautiful. In math, working in teams teaches you how to communicate effectively,
resolve conflicts, and share responsibilities skills that are valuable far beyond the
classroom.
As stated by respondent 3, 5, 17 that;
“I like the most is when doing a group discussion or sharing ideas/teamwork”…
P3RQ1SQ1
42
“Helping with each other”. P3RQ1SQ1
“Its satisfying because if you work together you figure out something out”…
P3RQ1SQ1

Sharing
Sharing in peer collaboration for math problem-solving means students
exchange ideas and knowledge to help each other to understand and solve
problems. They bring their unique strengths and learn from each other, making
math easier and more enjoyable.
As stated by respondent 10, 11 that:
“Sharing knowledge and expertise, Pagbabahagi ng kaalaman at
kadalubhasaan”… P3RQ1SQ1
“Sharing our own knowledge about how to solve those problems”. P3RQ1SQ1

DISCUSSION
 The perception of peer collaboration in mathematical problem-solving has

become an increasingly important area of research, as collaborative learning is

seen as a way to enhance student’s understanding and skills in mathematics.

Support. It plays a crucial role in enhancing student’s abilities to understand and

apply mathematical concepts. It helps to create a supportive environment where

students feel less isolated in their struggles. According to Tipping et al. (2017),

peer learning can support students in achieving academic achievement, forming

cooperative connections.

Motivation. It is a key for making peer collaboration effective in improving math

skills. When student’s are motivated , they are more likely to participate in group

activities, share ideas, and keep trying even when they face difficulties.

According

43

to Yap, J. (2014). Peer Learning and Motivation in Mathematics Education. This

study explores how peer learning environments contribute to motivation in

mathematics classrooms, particularly focusing on how peer interactions foster

positive attitudes and engagement with the subject

Encouragement. offer important social and emotional benefits for students.

When students work together, they form stronger connections and a sense of

community, which can help reduce isolation and boost engagement. Positive

feedback from peers helps build self-esteem and lower anxiety, making students

more likely to speak up in class and tackle difficult problems. According to

Anderson (2014) found that students who were encouraged by their peers
demonstrated a stronger sense of self-efficacy in mathematics. They were less

likely to experience math anxiety and more likely to engage in self-directed

learning, leading to greater academic resilience.

Collaboration. In mathematical problem-solving has become an important focus

in education. Working with peers allows students to share ideas, learn from each

other, and think more deeply about problems. This teamwork helps improve both

individual understanding and the group’s ability to solve problems together.

According to Gillies (2014) found that students who engaged in structured

collaborative activities showed greater improvement in solving complex

mathematical problems than those who worked individually.

Assistance. Students see the help they get from peers is very important.

Research shows when students think their peers are genuinely helpful, whether

by

44

explaining things clearly or offering encouragement. According to Webb and

Palincsar (2014), unequal participation in peer collaboration can lead to negative

perceptions of the assistance being offered, with less active students perceiving

the interaction as unhelpful or unsatisfying. Furthermore, if students feel that their

contributions are undervalued or ignored, their confidence in mathematical

problem-solving can be undermined.

Exchange. helps students understand things better because when they explain

ideas to their classmates, it helps them remember and understand the material

more clearly. It also helps the listener understand the topic more easily. Working
with others can make students feel less worried and more confident, as they see

that everyone faces challenges in math, and they can solve problems together.

Studies by Cobb et al. (1991) and Hiebert and Wearne (1993) demonstrate that

mathematical exchange encourages critical thinking, supports conceptual

understanding, and builds confidence in mathematical reasoning. Moreover,

exchange promotes collaborative learning, reduces anxiety, and increases

student motivation and interest in mathematic.

Teamwork. helps students get better at communicating because they have to

explain their ideas clearly, listen carefully to others, and ask good questions. This

makes it easier for them to understand and talk about math. Working together

also helps students feel more confident in their abilities, since they can learn from

each other. According to Lizzio and Wilson (2006) collaborative learning goes

beyond

45

working together and it requires teamwork with roles defined to ensure the

success of the group.

Sharing. students share their ideas with peers, it makes them think more

carefully about what they’re doing. They have to explain how they solved the

problem, which helps them see if their method works and if there’s a better way.

Talking it through with others helps them understand the math better and

strengthens their ability to solve similar problems in the future. This kind of

discussion makes them more confident in their thinking and helps them learn
from each other’s ideas. According to Lampert (1990) and Forman (1996) reveals

that peer-to-peer sharing and discussion foster active learning, promote problem-

solving skills, and encourage collaboration among students.

46

INTERVENTION PROGRAM

INTERVENTION ACTIVITIES

Rationale

The perception of peer collaboration significantly impacts students'

mathematical problem-solving skills. Research suggests that collaborative

learning environments foster a sense of shared responsibility, encourage active

participation, and provide opportunities for diverse perspectives on problem-

solving strategies. However, fostering a positive perception of peer collaboration

is crucial for maximizing its benefits. This intervention program aims to address

this by focusing on the following activities:

1. Peer Mentorship program; and

2. Collaborative Learning Workshop

 47

Peer Mentoring Program

This program aims to improve students' perception of peer collaboration

and its effectiveness in enhancing mathematical problem-solving skills. It will

involve a structured approach with dedicated time slots for collaborative activities

and mentor ship.

The objectives of this program are the following :

[Link] foster a positive perception of peer collaboration among students.

2. To equip students with effective collaborative learning strategies for

mathematical problem-solving.

3. To enhance students' confidence and competence in tackling mathematical

problems through peer support.

Activities:

1. Conduct of orientation relative to the conduct of the peer mentoring

program among grade 11 HUMSS student.

2. Conduct of the mentoring which will done every Friday of the week.

3. The mentor shall show the improvement of the Grade 11 HUMSS

students.
 48

Department of Education

Region XII

Division of Cotabato

ANTIPAS NATIONAL HIGH SCHOOL

Training Title

ENHANCING THE PERCEPTION OF PEEER COLLABORATION AMONG

GRADE 11 HUMSS STUDENT TOWARDS MATHEMATICAL PROBLEM-

SOLVING SKILLS

Training Description

This training will explore the benefits of peer collaboration as a powerful

tool for enhancing mathematical problem-solving skills. Participants will gain

insights into the positive impact of collaborative learning on student perception,

engagement, and academic achievement. The training will equip teachers with

practical strategies and techniques to effectively implement peer collaboration in

their classrooms.

Training Objectives

The objective of this program is to;

1. Help students to enhance and improve the perception in the peer

collaboration.

Core of Knowledge Content Areas

[Link]
[Link]
[Link] development
 49

Speaker

Phsyche Joy Macapobre

Senior High School Teacher of ANHS

Number of Participants

Training Program

Time Content Outline Presentatio Handouts/

n Methods Material
8:00- Registration of Projector
8:30 the participants Sound
system
8:30- Introduction of Reading of microphone
8:45 Participants and the rationale
Speaker
Introduce
participants
and the
speaker
8:45- Topics:The The Projector
10:00 power of peer speaker
collaboration in shall talk
Mathematics relative to
the topic
10:00 Snack
-
10:30
10:30 Continuation of Projector
- Speaker’s talk
11:30
11:30 Video presentation Projector
- on motivating
12:00 students to
enhance their
perception in peer
collaboration
12:00 Lunch Break
-1:00
1:00- Group Activity Each group will be Instructional
3:20 assigned Materials
according to their
 specialization
3:20- Evaluation of the Each group shall Whiteboard,
4:00 demonstration, Q&A choose their MArkers,
Session participant to give Paper, Pens
suggestion
Evaluation of
the Training

Facilitator:

WENIFREDA C. MONTALES

Teacher II /ANHS