Parallel Achievement Division as Collaborative Learning Approach for Improved Mathematical Thinking Skills and Engagement of College Students

An increase in the passing percentage in the Licensure Examination for Teachers (LET) is the main concern of every institution. Mathematics as a general education component in the LET and as perceived by the students as a challenging subject, mathematics educators should create a learning environment that is conducive to increasing the engagement and the mathematical thinking skills of the students. To support, this study introduced the Parallel Achievement Division which assessed its effect in improving the Mathematical Thinking skills and engagement of the students. The use of one group pre-test and post-test experimental research design led in achieving the objectives of the study participated by 40 College of Teacher Education first-year students, non-Mathematics major of the academic year 2018-2019. The result showed a significant difference between the pre-test and post-test scores performance of the student-respondents which imply that the use of the Parallel Achievement Division helped students improve their mathematical thinking skills. This indicates that from poor to low level in remembering, illustrating, analyzing, solving, and applying mathematical concepts they were able to reach a very satisfactory to an outstanding level of performance. Also, the use of the initiated collaborative learning approach encourages students to become more engaged in doing mathematical tasks for they receive points and rewards for every achievement in the group competition. The study suggests that the use of a collaborative learning approach particularly the Parallel Achievement Division in Mathematics classes posts a positive significant increase in student’s thinking skills which promotes high engagement in learning