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Published in
Academic Frontiers
The Effectiveness of Jigsaw and Collaborative Learning Approaches on Mathematics 8 Performance in Nasipit National High School
Academic Frontiers, 2(7), 77-87, ISSN: 3082-4400, 2026.
Recommended Citation:
Alim, M. R. G.& Villamor, L. I. N. (2026). The Effectiveness of Jigsaw and Collaborative Learning Approaches on Mathematics 8 Performance in Nasipit National High School. Academic Frontiers, 2(7), 77–87. https://doi.org/10.5281/zenodo.21478193
Author(s)
Alim, Melvin Rey G., Villamor, Liz Irish NG.
Abstract
This study examined the effectiveness of the Jigsaw Learning Approach and the Collaborative Learning Approach in improving the Mathematics performance of Grade 8 learners at Nasipit National High School. A quantitative quasi-experimental pretest-posttest design involving two experimental groups was employed. Forty Grade 8 learners were selected through purposive sampling. Data were collected using a validated teacher-made achievement test and analyzed using Percentage Mean Scores (MPS), the Shapiro-Wilk normality test, the paired-samples t-test, and the Wilcoxon Signed-Rank Test at a 0.05 level of significance. Results revealed that both instructional approaches significantly improved students' Mathematics performance, with learners progressing from the Beginning level in the pretest to the Approaching Proficient/Proficient level in the posttest, achieving MPS ranging from 80% to 84%. Statistical analyses indicated significant differences between the pretest and posttest scores within both groups (p < .05), confirming that the observed improvements were not due to chance. However, no significant difference was found between the posttest scores of the Jigsaw and Collaborative Learning groups (p > .05), indicating that both approaches were equally effective in enhancing Mathematics achievement. The findings demonstrate that learner-centered and cooperative instructional strategies promote active engagement, peer interaction, critical thinking, and improved academic performance. The study concludes that both Jigsaw and Collaborative Learning Approaches are effective instructional methods for Mathematics and recommends their integration into classroom practice to strengthen learner achievement and foster 21st-century competencies. Future studies may validate these findings using larger samples, multiple grade levels, and different learning contexts.
Keywords
Jigsaw Learning Approach, Collaborative Learning Approach, Mathematics Performance, Quasi-Experimental Design, Grade 8 Learners
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