Implementation of collaborative learning in an online mathematics class

This classroom-based action research aimed to determine the applicability of implementing Collaborative Learning in online setting. This study intended to implement collaborative learning in an online class setting to help students develop their interaction with one another and improve their academic performance. Quantitative and qualitative data were collected from an intact class which yielded only 20 valid responses. These participants were from the grade 8 pilot section of a public school in an urban community. Quantitative data were taken from Student Attitude Survey, individual and group activity sheets, and achievement test, while qualitative data were taken from focus group discussions. Triangulation was also used in obtaining data from the transcripts of the online collaborative learning, that were analyzed using content analysis with respect to Garrison’s Practical Inquiry Model. Results showed that there is a significant increase of scores in the activities done collaboratively than done individually. However, the achievement test, which was given after the intervention, revealed very low raw percentage scores, where only 2 participants passed. When the raw percentage scores were the transmuted, the raw percentage scores have improved and 12 people already passed. Additionally, results of the content analysis of the video recording transcripts show that among the four categories of Garrison’s Practical Inquiry Model – triggering events, exploration, integration, and resolution – integration and exploration are the categories with the most frequency of messages during online collaborative learning. In terms of students’ attitudes toward the intervention, the results indicated a positive response with regard to their experience with online collaborative learning. The focus group discussions were analyzed using interpretative phenomenological analysis and it revealed that there were similarities and differences in collaborative learning between an online and face-to face learning. Moreover, students’ participation during online collaborative learning made use of the first three stages of Siemen’s Connectivism taxonomy