Effect of experiential learning on students' conceptual understanding and collaborative skills in linear equation systems

Abstract

This study addresses the need for instructional approaches that integrate conceptual understanding with collaborative competencies in 21st-century education. Specifically, it examines the effects of experiential learning on students' conceptual understanding and collaborative skills concerning Systems of Linear Equations in Two Variables (SLETV). A quasi-experimental nonequivalent control group design was employed, involving 64 ninth-grade students divided equally into a control group (n = 32) and an experimental group (n = 32). Data were collected using a conceptual understanding test and a collaborative skills questionnaire, both of which demonstrated acceptable validity and reliability. Data analysis included independent-samples t-tests, paired-samples t-tests, and multivariate analysis of variance (MANOVA). The results indicated significant differences between the groups, with the experimental group exhibiting higher posttest scores in both conceptual understanding and collaborative skills. Furthermore, MANOVA confirmed a significant multivariate effect (Wilks' Lambda = 0.751, F = 10.090, p < 0.001), showing substantial improvements in both conceptual understanding (F = 19.766, p < 0.001) and collaborative skills (F = 4.408, p = 0.040). Ultimately, students who engaged in experiential learning outperformed their peers receiving conventional instruction. These findings highlight the efficacy of experiential learning in simultaneously fostering mathematical comprehension and collaborative competencies in junior high school mathematics.