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Year of Graduation

2026

Document Type

Thesis

Degree Name

MALS: Interdisciplinary Studies

Directing Professor

Dr. Bryan Faulkner

Abstract

Abstract

This study examined the relationship between collaborative and individual learning and student performance as well as student perceptions in a high school mathematics classroom.  The participants were 36 students enrolled in two Advanced Mathematics with Trigonometry classes at one high school.  During regular classroom instruction students checked homework and worked on warmup problems either individually or collaboratively before completing individual homework quizzes.  The study conditions were then analyzed.  Student perceptions of collaborative learning were also examined using an anonymous 16-question Likert-scale survey addressing mathematical understanding and persistence, help-seeking behaviors, attitude and engagement, and perceived limitations.

Results from the teacher selected study periods showed minimal difference in quiz performance.  The mean quiz score was 85.1% following collaborative study compared with 84.7% following individual study.  The student selected analysis showed higher quiz scores following individual study (85.4%) than collaborative study (78.7%) however, students were not randomly assigned to these conditions so this finding cannot be interpreted as a causal effect.  Survey results indicated generally positive perceptions of collaborative learning, particularly regarding help-seeking and opportunities to explain mathematical thinking.  Students also reported potential limitations including unequal participation, becoming distracted, and reliance on group members.  Collaborative learning did not demonstrate a clear advantage in short term quiz performance, but students generally valued the opportunities that small group work provided.  The findings suggest that collaborative and individual learning could both have value and serve different purposes within the mathematics classroom.


 

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