Influence of Collaborative Learning Strategies on Students Performance in Mathematics in Public Day Secondary Schools in Nyagatare District, Rwanda
DOI:
https://doi.org/10.53983/ijmds.v14n1.005Keywords:
Collaborative Learning, Students’ Performance, Mathematics RwandaAbstract
Purpose: This study aimed to explore the influence of collaborative learning on students' performance in mathematics in public day secondary schools in Nyagatare District, focusing on peer learning, group discussions, and problem-solving methods. Methodology: A cross-sectional research design was used, targeting 252 mathematics teachers. A simple random sample of 155 teachers was selected, and data were collected using a questionnaire. The Theory of Planned Behavior (TPB) guided the study, while data were analyzed using descriptive statistics, correlation, and regression with SPSS version 26.0. Findings: Peer learning showed a strong positive association with students' performance (r = 0.522, p = 0.000). Group discussions also had a significant positive impact (r = 0.820, p = 0.000). Problem-solving methods were found to positively influence students' performance in mathematics. Conclusion: Collaborative learning methods significantly improve students' academic performance in mathematics. Peer learning, group discussions, and problem-solving enhance understanding, self-confidence, and overall academic success. Recommendations include involving students in individual thinking followed by paired discussions, strengthening formal structures for collaborative learning, and training school leaders to support these strategies. Further research could explore the influence of teachers on student creativity and conduct longitudinal studies to examine the national impact of collaborative learning on student performance in Rwanda.
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