Impact of Collaborative Teaching (CT) on Mathematics Students’ Achievement in Pakistan

The study explored the impact of CT on 8 th grade students’ achievement in mathematics. The experiment was conducted using Solomon Four-Group on 118 students in a public sector school in Punjab province. Two volunteer mathematics’ teachers from the sampled school and the 2nd researcher participated in the experiment. Mathematics Achievement Test (MAT) was used to measure the academic achievement of the students in their abilities of conceptual understanding, procedural knowledge, and problem solving. MAT items were selected from the Mathematics item pool of National Educational Assessment System (NEAS) Pakistan. A Collaborative Mathematics Teaching Module (CMTM) was developed and implemented that included two content strands, Algebra and Geometry. The duration of the experiment was thirty seven days. Data were analyzed using descriptive and inferential statistics such as mean, independent sample t-test and 2×2 ANOVA. The results of the experiment revealed that CT had significant positive impact on students’ conceptual learning achievement particularly on their conceptual understanding and procedural knowledge.