Regina Nerisa N. Sabado*, Ritchelle Q. Lacuarta, Julita L. Albon, Doone Heart S. Cabuguas, Jessa G. Militante, Shella Mae D. Guinsayao, Aidra T. Tumalon, Maria Theresa C. Abatayo, Florriza Villastique Bombio, Monaliza T. Bejenia, Ronalyn O. Baynosa, Chile P. Oporto, and Analiza C. Rubio (Authors)

Abstract

This study examined the effect of collaborative learning on students’ academic performance in Calculus 2 at Western Mindanao State University–Ipil Campus. A quasi-experimental design was employed involving forty (40) participants from third year students, Math 3A and 3B: Math 3A assigned as control group (n = 20) engaged in traditional instruction and Math 3B an experimental group (n = 20) engaged in Collaborative Learning Intervention. Pre-test and post-test assessments were administered to measure performance differences. Using Independent T-test, as the statistical tool, the study revealed a significant difference on the implementation of Collaborative Learning approach in the classroom instruction. The control group’s mean improved from 10.25 (SD = 1.71) to 16.35 (SD = 1.46), while the experimental group’s mean score improved from 10.7 (SD = 1.95) to 17.1 (SD = 1.39. The result revealed a statistically significant difference between the post-test scores of the two groups (t(38) = -1.78, p = .04 < α= 0.05), favoring the collaborative approach. Therefore, it rejected the Null hypothesis in favor of Alternative Hypothesis since there is a significant difference between post-test of the control and experimental groups. These findings confirm that collaborative learning significantly enhances students’ performance in advanced mathematics. The study concluded that peer collaboration fosters deeper understanding, critical thinking, and consistent academic gains. It recommends integrating collaborative strategies in mathematics instruction to improve student outcomes in challenging subjects like Calculus 2.

Keywords: collaborative learning, calculus 2, academic performance, quasi-experimental design, small group work, mathematics education

*Corresponding author
DOI: http://doi.org/10.69651/PIJHSS0404519

Recommended citation:
Sabado, R. N. N., Lacuarta, R. Q., Albon, J. L., Cabuguas, D. H. S., Militante, J. G., Guinsayao, S. M. D.,
Tumalon, A. T., Abatayo, M. T. C., Bombio, F. V., Bejenia, M. T., Baynosa, R. O., Oporto, C. P., & Rubio, A. C. (2025). The effect of collaborative learning on students’ performance: A quasi-experimental study among college students. Pantao (The International Journal of the Humanities and Social Sciences) 4 (4), 5621-5632. http://doi.org/10.69651/PIJHSS0404519

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