This study examined the impact of collaborative learning on students' mathematics achievement, with a focus on the mediating role of mathematics motivation. Grounded in social constructivist theory, the research employed a descriptive survey design anchored on the quantitative research approach within the positivist paradigm. Conducted between July and December 2024, the study sampled 261 second-year students from a Senior High School. Participants were selected using a simple random sampling technique to ensure representation. Data were collected using a validated structured questionnaire measuring collaborative learning practices, mathematics motivation, and academic performance. A Structural Equation Modeling approach was used to test four hypotheses. The findings revealed that collaborative learning significantly enhanced students' mathematics achievement and positively influenced their mathematics motivation. Additionally, mathematics motivation significantly predicted academic achievement and partially mediated the relationship between collaborative learning and achievement. These results highlight the critical role of motivation in maximizing the benefits of collaborative learning in mathematics education. The study contributes to the literature by demonstrating that collaborative learning not only improves academic performance but also strengthens student motivation. It is recommended that educators incorporate collaborative strategies and motivation-enhancing techniques in mathematics instruction to further boost student outcomes.
Akendita et al. (Tue,) studied this question.