Cooperative learning in Mathematics 5: Teacher practices, perceived effectiveness, and implementation challenges

Abstract

Mathematics instruction at the elementary level requires approaches that promote active participation, collaboration, and meaningful understanding of mathematical concepts. However, limited local evidence on how cooperative learning is used and perceived in Mathematics 5 instruction highlights the need to examine its implementation in public elementary schools. This study determined the use and perceived effectiveness of cooperative learning strategies among Grade 5 teachers in the public elementary schools of Solana District, Cagayan, during School Year 2025–2026. Using a descriptive-normative research design, data were gathered from 34 Grade 5 teachers through a questionnaire, unstructured interviews, and documentary analysis. Frequency, percentage, and weighted mean were used to analyze the data. Results showed that cooperative learning strategies were often used (WM = 3.95) and perceived as very effective (WM = 4.32). The Mathematics 5 MELCs were generally realized (WM = 4.20), while teachers strongly agreed on the benefits of cooperative learning (WM = 4.49). Implementation challenges were generally least serious (WM = 1.71), although learner diversity was the primary concern. The findings support continued and improved use of cooperative learning in Mathematics 5 instruction.