The Cooperative Learning Strategies and Their Relationship to the Mathematics Engagement of Grade 9 Students at San Isidro National High School
DOI:
https://doi.org/10.5281/zenodo.21416875Keywords:
Cooperative Learning Strategies, Mathematics Engagement, Behavioral Engagement, Emotional Engagement, Cognitive EngagementAbstract
This study aimed to determine the relationship between cooperative learning strategies and the Mathematics engagement of Grade 9 students at San Isidro National High School during the School Year 2025–2026. Specifically, it examined the extent of implementation of cooperative learning strategies in terms of team formation and grouping, individual accountability, peer tutoring and assistance, and team recognition and rewards, as well as the level of students’ Mathematics engagement in terms of behavioral, emotional, and cognitive dimensions. A descriptive–correlational quantitative research design was utilized, with 87 respondents selected through simple random sampling. Data were gathered using a validated questionnaire and were analyzed using weighted mean and Pearson Product-Moment Correlation Coefficient. Findings revealed that cooperative learning strategies were fully implemented across all components, while students demonstrated a high level of Mathematics engagement in all three dimensions. Furthermore, results showed a significant relationship between the implementation of cooperative learning strategies and students’ Mathematics engagement, indicating that cooperative and structured learning approaches were associated with behavioral, emotional, and cognitive engagement. The findings suggested that when students were actively involved in collaborative learning environments with clear accountability and support systems, they became more engaged in Mathematics learning. Based on the results, an instructional enhancement plan was proposed to further strengthen engagement through structured group activities, peer support, and recognition strategies. This study highlights the importance of using innovative and learner-centered teaching strategies to enhance students’ engagement and learning experiences in Mathematics
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