Collaborative Learning Approaches in Mathematics 6 Under English Program in International Schools in Bangkok, Thailand: Basis for an Instructional Enhancement Program

Abstract

This study examined the effectiveness of collaborative learning approaches in improving the mathematics performance of Grade 6 students under the English Program in an international school in Bangkok, Thailand. A quasi-experimental one-group pre-test and post-test design was employed among 60 Grade 6 learners. A 30-item Mathematics Achievement Test measured performance before and after the intervention, while a structured questionnaire assessed challenges encountered during collaborative learning activities. Frequency counts, percentages, means, standard deviations, weighted means, a paired-samples t-test, and correlation procedures were used to analyze the data. The pre-test mean of 18.23 increased to 23.23 after the integration of structured collaborative learning approaches. The post-test scores also became more consistent, as the standard deviation decreased from 7.36 to 3.85. The difference was statistically significant, t = -7.62, p < .001, with a reported large practical effect. Challenges encountered during group activities were moderately serious overall (M = 3.15), particularly unequal participation, unclear instructions, time constraints, noise or distractions, and difficulty solving mathematics problems collaboratively. None of the reported learner-profile variables had a statistically significant relationship with mathematics performance. Based on the findings, the study proposed the Math Bridge Program to strengthen structured group participation, teacher facilitation, English-language support, classroom management, and monitoring. The results indicate that well-planned collaborative learning can improve mathematics achievement in English-medium international-school settings.