<![CDATA[Mathematics comprehension continues to be a challenge among Filipino students, as reflected in recent international assessments that show low proficiency levels. This study investigated the effect of collaborative learning on the mathematics comprehension of Grade 10 students at Sto. Rosario National High School, focusing on the topic of permutations. Using a quasi-experimental design, the researchers compared two groups: 22 students engaged in collaborative learning strategies, and 22 students taught using traditional methods. Pre-tests and post-tests were administered to assess the impact of the intervention. Statistical analysis of the results showed no significant difference in the performance of both groups, suggesting that the collaborative approach did not produce measurable improvement in students’ comprehension of mathematical concepts. The findings highlight the importance of evaluating not just the method, but also its implementation, duration, and alignment with student needs. The study contributes to mathematics education by offering insights into the challenges of applying collaborative learning and the importance of refining instructional approaches to enhance learning outcomes.]]>
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