stdClass Object
(
    [id] => 17657
    [paper_index] => 202509-01-024178
    [title] => ENHANCING JUNIOR HIGH SCHOOL STUDENTS' PROBLEM-SOLVING SKILLS IN MATHEMATICS THROUGH THE USE OF THE COLLABORATIVE LEARNING STRATEGY 'TWO STAY TWO STRAY' (Ts-Ts)
    [description] => 
    [author] => Marilyn D. Lim
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => September
    [volume] => 11
    [issue] => 9
    [file] => fm/jpanel/upload/2025/September/202509-01-024178.pdf
    [abstract] => This study explored the effectiveness of the Two Stay Two Stray (Ts-Ts) collaborative learning strategy in enhancing junior high school students' problem-solving skills in mathematics. Recognizing the challenge many students face in engaging with math due to traditional passive teaching methods, this research applied Ts-Ts to promote active participation, peer interaction, and cooperative learning. Using a Classroom Action Research design, the study involved 38 students who underwent a series of problem-solving tasks implemented over two cycles of Ts-Ts activities. Quantitative data were gathered through pre-tests and post-tests, while qualitative data were collected via classroom observations and student feedback questionnaires. The results revealed significant improvements in students’ problem-solving abilities, with mastery levels rising from 23.68% at pre-test to 86.84% after the second post-test cycle. Students reported enjoying the collaborative process, feeling more confident and less anxious about mathematics. Observations indicated heightened engagement and dynamic peer interactions. The Ts-Ts strategy provided a structured yet lively learning environment where students not only solved problems together but also taught and learned from one another. This social support and shared responsibility contributed to a more positive attitude toward mathematics and fostered deeper understanding. This study concludes that the Two Stay Two Stray strategy is an effective pedagogical approach that boosts academic performance and promotes emotional well-being in mathematics learning among junior high students. The findings support integrating Ts-Ts into curricula to create collaborative classrooms where students thrive.
    [keywords] => Collaboration, Mathematics, Peer Learning, Problem-Solving, Two Stay Two Stray
    [doj] => 2025-09-26
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 77
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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