From Interaction to Effective Insights: Social Learning Strategies on Students' Engagement in Mathematics

Abstract

The aim of this study is to examine the engagement levels of Grade 7 students in Mathematics at Tamac Integrated School using three social learning strategies: collaborative learning, reciprocal teaching, and peer teaching. Objectives were to determine students’ Mathematics performance before and after the strategies, assess their engagement across cognitive, behavioral, emotional, and social domains, and identify significant differences between pre-intervention and post-intervention results.

Data were collected using a survey checklist adapted from Dr. Victoria E. Tamban’s engagement tool and a Mathematics performance test. Weighted mean and t-test were employed for analysis.

Findings revealed that students began with only a basic understanding of mathematical concepts, particularly struggling with computation and data management. Peer teaching increased social interaction but highlighted the need for more relaxed and supportive environments. Reciprocal teaching moderately improved behavioral and emotional engagement but was less effective in cognitive and social aspects. Collaborative learning yielded the strongest results, significantly enhancing both cognitive and behavioral engagement. Lastly, students actively participated, demonstrated better problem-solving skills, and showed reduced anxiety, though emotional and social engagement remained lower.

In terms of performance, all three strategies contributed to meaningful improvements. Peer teaching fostered confidence and motivation, reciprocal teaching supported comprehension, and collaborative learning promoted deeper understanding and participation. Post-test results showed significant gains, confirming the effectiveness of these methods in enhancing both engagement and achievement.

In conclusion, the study recommends that Mathematics instruction incorporate these social learning strategies, adjusted according to lesson content. A supplementary tool guide derived from this research can aid teachers in implementation and be refined for quarterly use in Grade 7 Mathematics. Future efforts should strengthen emotional and social aspects of engagement alongside cognitive and behavioral development.