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RESEARCH PAPER
Analyzing the impact of collaborative learning approach on grade six students’ mathematics achievement and attitude towards mathematics
1
Chair of Mathematics Education, Julius-Maximilian-Universität Würzburg (JMU), GERMANY
Online publication date: 2024-01-25
Publication date: 2024-02-01
EURASIA J. Math., Sci Tech. Ed 2024;20(2):em2395
KEYWORDS
ABSTRACT
This study investigated the impact of collaborative learning on mathematics achievement and
attitudes in sixth-grade students, comparing it to traditional didactic teaching. A quasi-experimental research design was utilized in which sixth-grade students were randomly assigned
to either control or experimental groups. Pre- and post-tests assessed mathematics achievement
using curriculum-aligned tests. In addition, attitudes toward mathematics were measured using
the ‘attitude towards mathematics’ inventory developed by Tapai and Marsh in 2004. Both groups
exhibited similar pre-test levels. The experimental group received collaborative learning, while the
control group received traditional teaching. Post-tests after a 12-week intervention showed
significant improvements in the experimental group’s mathematics achievement, regardless of
initial achievement levels. Positive changes in attitudes toward mathematics were also observed
in the experimental group, with some progress in the control group. Collaborative learning
appears promising for enhancing mathematics achievement and nurturing positive attitudes in
elementary students.
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