Strengthening Math Instructions Through Supervisory Support of School Head in Implementing Collaborative Learning Strategies and Academic Performance of Key Stage 2 Learners

AUTHOR(S)

FATIMA B. BERDOS

ABSTRACT

— This study evaluates the extent of supervisory support of school head in implementing collaborative learning strategies to strengthen Math instructions and academic performance of key stage 2 learners. A descriptive-correlational research design utilizing a survey adapted and modified from the study of Alkrdem & Mofareh (2015) in assessing school heads’ supervisory support provided to the teachers in the implementation of collaborative learning strategies such as resource provider, instructional specialist, curriculum specialist, learning facilitator, and school leader. Further, to measure the extent of implementation of collaborative learning strategies, the researcher utilized the instruments used by Vijayalakshmi & Kanchana (2019) in their study, “Evaluating the effectiveness of the collaborative learning in fashion studies”. Finally to measure the academic performance of key stage 2 learners, the researcher gathered the quarter 4 average grade of key stage 2 learners. The study revealed no significant relationship between the extent of supervisory support of school head and implementation of collaborative learning strategies in teaching Math. This finding suggests that school heads’ supervisory support—such as feedback, monitoring, coaching, and resource provision—may not be influencing how teachers implement collaborative learning strategies in Math. Meaning, teachers’ use of collaborative methods (e.g., group work, peer learning, math discussions) might be influenced more by personal beliefs, teaching style, training, curriculum demands, or available time and resources, rather than direct supervision from the school head. On the other hand, a weak but significant relationship revealed between the extent of implementation of collaborative learning strategies and academic performance of key stage 2 learners in Math. This means that while collaborative learning does have a positive influence on learners’ Math performance, the strength of that influence is relatively small. This could indicate that collaborative strategies alone are not enough to drive substantial gains in Math performance for Key Stage 2 learners, or that implementation quality, learner readiness, and subject complexity may be affecting results. Keywords — Strengthening Math Instructions, Supervisory Support, School Head, Implementing Collaborative Learning Strategies, Academic Performance, Key Stage 2 Learners