Cooperative Against Independent Learning Through the 5E’s: Strategies to Reinforce Grade 8 Students’ Skills in Factoring Polynomials

Abstract

This study aims to determine the effectiveness of cooperative learning compared to independent learning using the 5E’s strategies in reinforcing the factoring polynomial skills of Grade 8 students at Imelda Integrated Secondary School.

A two-group pretest-posttest quasi-experimental research design was utilized using a researcher-made test. The participants were selected based on the results of the pretest. After approval from the School Division Superintendent and the school principal, the researcher conducted the study. The researcher administered the pretest to 151 Grade 8 students. Students who scored 15 or below were selected using purposive sampling. Eighty students were divided into two groups of 40 each. The cooperative group was subdivided into six smaller groups, while the other group learned independently. The 5E’s strategy was used in teaching factoring polynomials. Cooperative learners worked together and presented outputs, whereas independent learners completed tasks individually. A posttest was administered after instruction.

The test consisted of 50 parallel items on factoring polynomials and word problems. Data were analyzed using mean, standard deviation, and t-tests for independent and dependent samples. Results showed both groups had low pretest mastery. After the intervention, the cooperative group reached average mastery, while the independent group remained at low mastery. Both groups improved in posttest scores, but the cooperative group performed significantly better.

This indicates that cooperative learning using the 5E’s is more effective than independent learning in enhancing students’ factoring polynomial skills among Grade 8 learners in this context. The findings suggest that structured group interaction, discussion, and peer support contribute to deeper understanding, while independent work alone may not fully address learning gaps. Therefore, teachers are encouraged to incorporate cooperative strategies within the 5E’s framework to improve mathematics achievement and engagement. This approach can foster collaboration, critical thinking, and problem-solving skills essential for learners’ academic success in algebra and beyond.