Effect of Collaborative Learning on Conceptual Understanding ability in Mathematics among 5th Grade Neglected Children

Abstract

Conceptual understanding is a fundamental component of learning as it allows students to develop a deep and meaningful understanding of a subject. This is especially true in subjects like mathematics, where understanding the principles and logic behind formulas and equations is crucial particularly for neglected children. The objectives of the study were to investigate the effect of collaborative learning on the conceptual understanding ability of 5th grade neglected children in mathematics and to explore the beliefs of students about mathematics and the teaching of mathematics in collaborative learning settings. This study used both quantitative and qualitative methods. The study involved 60 students of fifth-grade from Child Protection School Lahore, divided into control and experimental groups. The experimental group received collaborative learning treatment, while the control group used traditional learning methods for two weeks. Quantitative and qualitative data were collected using pre and post-tests and structured interviews. Results showed that the experimental group performed better on mathematic achievement test than the control group, and their beliefs about mathematics improved. The research findings indicated that collaborative learning is a more efficient approach for enhancing the conceptual understanding abilities of 5th grade students compared to traditional learning methods. The study recommended the widespread adoption of this approach for educational rehabilitation of neglected children throughout the Punjab.