Chapter 1

THE INTRODUCTION AND ITS BACKGROUND

Introduction

Mathematics has been a part of human activity depending to its kind or category. It is the

most challenging subject that most students or people find it difficult to cope up because of its

abstraction and logic, which are developed lots of calculation and a systematic study. It involves

function, principle, numerical value, and real-life application that may serve as patterns and guide

lines from everyday life. By cultivating the world of mathematics and its content, the effectiveness

of its application will continuously develop and considered it as substantial progress towards

others. To enhance mental abilities and logical connections behind on it, its requires more time

and incessantly practice to staying focused and avoiding inertia of doing something pragmatic.

Nevertheless, mathematics has always been part of our personal growth that may empower the

parts of multiple intelligence of a students or people that gives a wider significance in contributing

the world of number and logical skills.

The process of getting particular footsteps, students aim to collaborate rather than taking

self-study. they would think if they even really existed by attending seminars and remediation. By

doing that, students will undergo the power of active practice which converting learning into

practice. The essential of learning in mathematics wasn’t proof of you are mathematical adepts.

Hence, learning is actually a way to avoid taking action on the goals and interests that we say are

important to us. Learning is not a form of practice because although you gain new knowledge,

you are not discovering how to apply that knowledge. Active practice, meanwhile, is one of the

greatest forms of learning because the mistakes you make while practicing reveal important

insight. Even more important, practice is the only way to make a meaningful contribution with your
knowledge. Consequently, learning by itself can be valuable for you, but if you want to be valuable

to others, then you have to express your knowledge in some way and that’s how practicing was

invaluable in everyday lives, you can bound, collaborate and at the same time gain some

experience, to approaching you to become a mathematical adept.

The effectiveness of collaborative learning is one of the main targets of getting higher to

approach you to become mathematical adepts, but not all the time students can’t recognize this

kind of issue or problems, therefore they willing to focus on the lesson than collaborate effectively.

Their communication with each other was stationary or stagnant because they don’t will to pay

the price. Hence, they expect the reward, the crucial vision of these thoughts weren’t to elaborate

on the effectiveness of collaborative learning but to gives a vast amount of benefits within you.

And discover the pertaining gems to serve as real-life application as a whole.

Statement of the problem

This study aims to answer to following question and determine the effectives of

collaborative learning approach in mathematical adepts of grade 11 and 12 STEM students.

Specially and specifically, it seeks for the statements that’ll be given under the question provided.

1. what are the possible way to collaborate grade 11 and 12 STEM students as they

approach mathematical adepts on algebra lessons?

2. how does collaborative learning may affect grade 11 and 12 STEM students as they

Approach themselves to become mathematical adepts;

2.1. interpersonal

2.2 intrapersonal
 2.3 logical-mathematics

3. is there any significance method to determine the factors that affecting themselves

Approach mathematical adepts?

4. what is the significance between collaborative learning and effectiveness of the

Lessons as they benefit themselves towards mathematical adepts of grade 11 and 12

Stem students?

objectives
The objectives of the research responsibly work are;

 To gives a wider significance in contributing logical patterns on the students

 to determine the exact way to collaborate grade 11 and 12 stem students

 to fulfill the benefits of collaborative learning as well as the effectiveness of the lesson

 to seeks the significance of other method in collaborating grade 11 and 12 stem students

 to find how does collaborative learning may affect the students to approach them to

become mathematical adepts

 and lastly, to discover the main contribution of this research project unto it became guide

to the next generation whom to continue this research.

scope and delimitation

This Research is all about the Effectiveness of Collaborative Learning Approach

Mathematical Adepts of Grade 11 and 12 STEM Students on Algebra Lessons of Mariano

Marcos Memorial High School for the School Year 2019-2020. This Research is conducted to

Gather Data, Information and Effectiveness of Collaborative Learning on what might be the

Capability of Grade 11 and 12 STEM Student to work as Independently Students and solve

some kind of Problem in Mathematics as they Apply it on the Real-Life Application that might
be going to face on the Future Courses and Job. To Gather Data and Information, The

Researcher used Survey Questionnaire that contains Mathematics Problems, to be Answered

Correctly. This Research was conducted in Mariano Marcos Memorial High School, Dr. M.L.

Carreon St, Sta. Ana, Manila. From the months of November to march the research was

expected to finish.

The respondents involved in this Research are the Grade 11 and 12 STEM Students of

Mariano Marcos memorial high school for the school year 2019-2020. The Researcher

Gathered some Information on using Books, Related Studies, Articles, and News to make a

Legible Questionnaire.

Definition of terms

The following terms was defined for clarification and better understanding of the study.

The following definition of terms was used to connected on how it is used in the text.

Mathematics. It is the omnipotent matter that cope up the differences courses of our lives, it

is classified with pattern and logical detailed to unbridged the satisfaction of human desire and

necessities. Perhaps, the main branches of pure mathematics are algebra, geometry,

trigonometry, calculus, statistics and probability that may serve as guide line and profoundly

way that make you effective as well was contented.

Adepts. A person with ability to do something it is also came to be called skilled human.

Proficient in specific task or things that may continue to called adepts.

Collaborative. The group of people working together as a whole, maybe organization or two

parties that may talk to talk, teach, and share some ideas, information, and knowledge.

Algebra. Commonly refers the word algebra as a fundamental branches of mathematics

because most of the time algebra were used to solve difference complex problem in
differences branches of mathematics and it is also the gatekeeper to the higher level-

mathematics. Manipulating the concepts of equation, number, and pattern that aligned from

the specific task that might going to solve.

Exponents. The meaning of exponents is to determine as the number of times the base is to

be used as a factor. Exponents are powerful concepts in the study of algebra. They are often

encountered in expressing numerical value or numbers of extreme values. To solve the

problem of exponents what was going to do is to know the law of exponents to be able to use

in well and correctly.

Radical. It is used to describe the roots of a number, cube root, fourth roots or higher. It is

one of the lesson in algebra to determine with by its symbol called index.

Pattern. In general pattern was determine by its repeated way to the something happen or

done, a way for sharp a critical thinking minds, developing the same knowledge and improvise

the learning as well as a guide line to solve a specific task. But in mathematics pattern was

determine in the arrangement of the shapes to show case the repeated design.

Intrapersonal. It is the awareness of a person within themselves, also called the learning

capability of a person to communicate as well as to make a decision according to its

perspective to the problem of things that might going to do if they ever figure it out according

to their knowledge and awareness in surrounding.

Interpersonal. It is a close association between two persons, also a communicating with

person maybe verbal or non-verbal it is also the interaction from another person that might be

encountered in our daily lives.

Knowledge. Human faculty resulting from interpreted information; understanding that

germinates from combination of data, information, experience, and individual interpretation.

Theoretical framework

Multiple
Peer Learning Intelligence

collaborative
learning

Schema apos
Theory Theory

Figure 1.
Theoretical framework of collaborative learning
 Figure 1 show that peer learning, as propounded by david buod, ruth cohen and jane,

state that within the school environment students were used to sharing ideas, information and

knowledge by doing talk-to-talk with each other, whereby students will undergo in the process of

peer learning which the concepts of this is to develop the students to take the problem beyond

dependent to interdependent. it beneficial and involves interaction to each other. Self-directed

skills have been one of the content of peer learning that might be going to take students to

encompasses the capability to think and response in their surroundings. Perhaps, students will

engage in a great deal by explaining their thoughts to other and by intrusion in activities students

will develop their skills in organizing and planning as well as to take the activity effectively.

However, the sense of collaborative learning remains connected in peer learning.

The theory of multiple intelligence, theory of howard wagner. The three parts of multiple

intelligence was affected because of collaborative learning are intrapersonal, interpersonal, and

logical-mathematics which suggest a potential direction of collaborative learning in terms of

acquiring knowledge to apply it to the problem, making a decision that lead in interaction and

communication within the group and solve logical activity. These parts of multiple intelligence may

serve as a guide line to know how collaborative learning may a great impact on the students to

solve some algebra problems to become mathematical adepts.

Another Theory is Schema Theory was introduced in 1932 through the work of British

Psychologist Frederic Bartlett but others believed that it was introduced first during 1926 by jean

Piaget, and through the years went on, it was developed mostly in 1970s by American

Psychologist Richard Anderson. Schema describe the knowledge was acquired, it was processed

and organized. The term schema in present generations was often used as mental framework or

an explanation and representation of person’s thought process or called cognition and for the

something works that apply in real world or exterior reality that learn more by understanding and
make a sense of making that provide a prior knowledge and personal experience. In Widely

ranged of thoughts of schema theory is to emphasis the crucial vision of general knowledge that

may apply in the various areas like motor learning has shown that the developing motor schema

has resulted in better performance in children when learning motor task by Richard Schmidt

(1975) And another one is reading comprehension which to emphasis and assist the second

language learning and lastly is mathematical problem solving (jitendra et.al. 2007) conducted a

research showing that 3rd-graders taught to using schemata(a representation of a plan or theory

in the form of an outline or model. According to the dictionary) to solve mathematical problems

formulated in words performed better than their peers who were taught to solve them in four steps

(read and understand/plan to solve/solve/look back and check) in this connection, collaborative

learning was remained touched to the concepts of schema theory.

And last theory is Apos theory was developed in 80s, the theory was explained in

dubinsky’s (1991) the influential advanced mathematical thinking text (Tall 1991). Apos theory

was elaborated on how students can understand mathematical concepts and think carefully about

on how this should inform pedagogic intervention. The theory had begun with the hypothesis that

mathematical knowledge of students on how to engaged mathematical problems by constructing

mental action, processes, and objects and organizing them in schemas to make crucial thoughts

on the situation to solve problems. In the tremendous definitions, these thoughts came to be called

apos theory. In the connections of this apos theory is one of the building blocks of the

effectiveness of collaborative learning as the students must know to become mathematical

adepts.

In connection to the study, the following theories suggests that collaborative learning may

affect a widely ranged of development in field of mathematics and it can also affect the behavioral

aspect of students heading a wider significance in personal development of students to make a

sense of decision to interacts to other and communicate effectively as they engaged to the theme.
conceptual framework

The main purpose of this study was to determine the Effectiveness of Collaborative

Learning Approach Mathematical Adepts of Grade 11 and 12 STEM Students on Algebra Lessons

of Mariano Marcos Memorial High School.

Specifically, it sought to answer the following questions.

collaborative
1. what are the possible way to collaborate grade 11 and 12
learning
STEM Students as they approach mathematical adepts on

algebra lesson.

control experimental
2. how does collaborative learning may affect grade 11 and 12
group group
STEM Students as they approach themselves to become

mathematical adepts.

2.1 interpersonal
Pre-Test
2.2 intrapersonal

2.3 logical-mathematics

Traditional Experimental 3. is there any significance method to determine the factors

Method method
that affecting themselves approach mathematical adepts.

4. what is the significance between collaborative learning and

effectiveness of the lessons as they benefit themselves towards

Post-test mathematical adepts of grade 11 and 12 STEM Students.

Action Plan