Collaborative Learning Practices and Academic Engagement Influencing Mathematics Achievement Among Senior High School Students
Abstract
This study addressed the persistent challenge of improving Mathematics achievement among Senior High School students despite the increasing implementation of learner-centered and collaborative instructional approaches in Mathematics education. It examined the relationship between collaborative learning practices and Mathematics achievement and determined the influence of academic engagement on Mathematics achievement among Senior High School students in General Mathematics. Guided by Vygotsky's Social Constructivist Learning Theory, Johnson and Johnson's Cooperative Learning Model, and the ICAP Framework of Engagement, the study employed a quantitative descriptive-correlational research design. Grade 11 students enrolled in General Mathematics were selected through cluster sampling (n = 288). Data were collected using a validated Collaborative Learning Survey Questionnaire, a teacher-rated Academic Engagement Observation Rubric, and a pilot-tested 50-item General Mathematics Achievement Test. Descriptive statistics, Pearson's correlation coefficient, and one-way analysis of variance (ANOVA) were used to analyze the data. Results revealed that collaborative learning practices were highly evident (M = 3.82, SD = 0.09), with accountability receiving the highest rating. Interactive engagement was the predominant type (30.2%), while students demonstrated satisfactory Mathematics achievement (M = 82.10, SD = 7.73). A significant moderate positive relationship was found between collaborative learning practices and Mathematics achievement (r = .433, p < .001), with group processing exhibiting the strongest relationship (r = .506, p < .001). Mathematics achievement also differed significantly across engagement types, F(3, 151) = 4.00, p = .009, η² = .074, with students demonstrating interactive and constructive engagement obtaining significantly higher achievement than those demonstrating active engagement. The study concluded that collaborative learning practices and academic engagement significantly contributed to students' Mathematics achievement, highlighting the importance of strengthening collaborative learning experiences and promoting higher levels of academic engagement.