5.

RESULTS

5.1. Pre-test score in grade 9 Algebra using collaborative learning approach and
traditional approach

100%
120% 100%
100%
80%
60%
40%
20%
0%
0%0% 0%0% 0%0% 0%0%
Percentage
Collaborative Learning Approach Traditional Approach

Pre-test score

Figure 4. Percentage distribution of the pre-test score in Algebra among grade 9 student
using collaborative learning approach and traditional approach

Figure 4 shows the percentage distribution of the pre-test score in Algebra among grade 9

students using collaborative learning approach and traditional approach. It shows that 100% of

respondents from the collaborative learning approach and traditional approach got the score that

ranges from 0 to 24, respectively.

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5.2 Post-test score in grade 9 Algebra using collaborative learning approach and
traditional approach

70.00% 63.64%
60.00%
50.00% 42.42%
40.00% 30.30%
30.30%
30.00% 15.15%
20.00% 3.03% 9.09%
3.03% 3.03%
10.00%
0.00%
0.00%
Percentage
Collaborative Learning Approach Traditional Approach

Post-test score

Figure 5. Percentage distribution of the post-test score in Algebra among grade 9 student
using collaborative learning approach and traditional approach

Figure 5 shows the percentage distribution of post-test score in Algebra among grade 9

students. Using collaborative learning approach 30.30 % or 10 out of 33 respondents got the

score that ranges from zero to twenty-four (0-24), 42.42 % or 14 respondents got the score that

ranges from twenty-five to twenty nine (25-29), 15.15% or 5 respondents got the score that

ranges from thirty to thirty-four (30-34), 9.09% or 4 respondents got the score that ranges from

thirty-five to thirty nine (35-39), and 3.03% or 1 respondent got the score that ranges from forty to

fifty (40-50).

Using traditional approach 30.30 % or 10 out of 33 respondents got the score that ranges

from zero to twenty-four (0-24), 63.64 % or 21 respondents got the score that ranges from twenty-

five to twenty nine (25-29), 3.03% or 1 respondent got the score that ranges from thirty to thirty-

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 four (30-34) and thirty-five to thirty nine (35-39), while no one got the score that ranges from forty

to fifty (40-50).

5.3 Difference between the pre-test performance in Algebra among grade 9 students in
collaborative learning approach and traditional approach

Table 2 shows the difference between the pre-test scores in Algebra among grade 9 students

in collaborative learning approach and traditional approach. The analysis shows that such

difference is not significant with the t-value of 0.20 and p-value of 0.8451.

Table 2. Difference between the pre-test scores using t-test for paired observation in
Algebra among grade 9 students in collaborative learning approach and
Mean
Pre-test n Mean Difference t-value p-value Remarks
Collaborative Learning 3
Approach 3 13.03
0.09 0.20 0.8451 Not Significant
3
Traditional Approach 3 12.94
traditional approach
With 0.05 level of significance

5.4 Difference between the post-test scores in Algebra among grade 9 students in
collaborative learning approach and traditional approach in teaching

Table 3 shows the difference of post-test scores in Algebra among grade 9 students in
collaborative learning approach and traditional approach. The analysis shows that such difference
is significant with the t-value of 2.17 and p-value of 0.0299.

Table 3. Difference between the post-test scores using t-test for paired observation in
Algebra among grade 9 students in collaborative learning approach and
traditional approach

Mean
Mea Differenc t-
Posttest n n e value p-value Remarks
Collaborative 3 25.3
learning approach 3 3
Significan
2.52 2.17 0.0299 t
Traditional 3 27.8
approach 3 5
With 0.05 level of significance

19
5.5 Difference between the pre-test and post-test scores in Algebra among grade 9 students
in collaborative learning approach and traditional approach

Table 4 shows the difference of pre-test and post-test scores in Algebra among grade 9

students in collaborative learning approach. The analysis shows that such difference is significant

with the t-value of -15.2053and p-value of 3.39E-16.

Table 4. Difference between the pre-test and posttest scores in Algebra among
grade 9 students in collaborative learning approach

Collaborative Mean
learning approach N Mean Difference t-value p-value Remarks
3
Pre-test 3 13.03
-14.8182 -15.2053 3.39E-16 Significant
3
Post-test 3 27.85
With 0.05 level of significance

Table 5 shows the difference of pre-test and post-test scores in Algebra among grade 9

students in traditional approach. The analysis shows that such difference is significant with the t-

value of -22.519 and p-value of 3.42E-21.

Table 5. Difference between the pre-test and post-test scores in Algebra among grade 9
students in traditional approach

Traditional Mean
approach n Mean Difference t-value p-value Remarks
3
Pre-test 3 12.94
-12.394 -22.519 3.42E-21 Significant
3
Post-test 3 25.33
With 0.05 level of significance

20