Effect of free and controlled grouping schemes on students’ mathematics achievement and attitude towards group work

Mathematics as a part of daily activities has become an essential element in life especially in the field of education. Mathematics is not only for an individual working on an exercise or problem, but it can be done by working together.

One of the problems encountered by teachers is the inability of the students to communicate in class. By working in small groups, the students may come to know and understand each other better, and consequently, be able to communicate more effectively. The study focused on the comparison of the effectiveness of the free and controlled grouping schemes in improving students’ Mathematics achievement and in fostering a more positive attitude towards group work.

The quasi-experimental research design, specifically the pre-posttest design was employed. The participants of the study were the two sections of BSE/BEE I students. To ensure that both groups have the same entry level, pairing scheme was done.

Based on the findings of the study, it is concluded that the integration of cooperative learning strategy, either free or controlled grouping enhances the Mathematics performance and attitude of students toward group work. However, the cooperative learning has far better results when free grouping scheme is employed among students.

Cooperative learning employing the free grouping scheme should be recommended to Mathematics teachers to encourage and promote active learning, thereby enhancing Mathematics performance and favorable attitude towards group work.