Cooperative learning and kindergarten pupils cognitive engagement in Mathematics

Abstract

This quasi-experimental research study investigated the effect of cooperative learning and traditional teaching methods on the K-2 pupils' cognitive engagement in Filamer Christian University, Roxas City for the school year 2017-2018. The study anchors on Vygotsky's socio-cultural theory of cognitive development and cooperative learning structures of Kagan. Twenty (20) pupils were assigned to the experimental group and were exposed to cooperative learning instruction while another twenty (20) pupils in the control group were taught using the traditional method. Results showed that pupils' cognitive engagement in mathematics in the control group and experimental group before the intervention was high; posttest pupils' cognitive engagement was also high for both the control and the experimental group. There was no significant difference both in the pretest and posttest scores of pupils in the cognitive engagement in mathematics between the control and experimental group. Furthermore, results showed that both pretest and posttest scores of the control group and experimental group of the pupils' cognitive engagement in mathematics differed significantly. Furthermore, results showed that both pretest and posttest scores of the control group and experimental group of the pupils' cognitive engagement in mathematics differed significantly. Pupils' mean gain scores both in the control and experimental group are the same in their cognitive engagement in math. Therefore, cognitive engagement spontaneously occurs in any of the environment a preschool child is placed in, regardless of the method used in teaching.