Cooperative Learning Engagement, Resilience, and Performance in Mathematics of Senior High School Students

Abstract

This study investigated the relationship among cooperative learning engagement, mathematical resilience, and mathematics performance of Senior High School students. Utilizing a quantitative descriptive-correlational research design, the study was conducted among 205 Grade 12 students enrolled in the Business and Entrepreneurship cluster of a high school in the Negros Island Region during the school year 2026–2027. Data were gathered through a structured survey questionnaire adapted from validated instruments. Cooperative learning engagement was measured across four dimensions: positive interdependence, individual accountability, promotive interaction, and group processing. Mathematical resilience was assessed across three dimensions: value, struggle, and growth. Mathematics performance was measured using official school records to ensure objectivity and accuracy. Findings revealed that students demonstrated a very high level of engagement in cooperative learning and mathematical resilience. In terms of mathematics performance, students demonstrated an advanced level.
Furthermore, significant relationships were found among cooperative learning engagement, mathematical resilience, and mathematics performance. These findings indicate that students who actively engage in cooperative learning and demonstrate greater mathematical resilience tend to perform better in mathematics. The results highlight the importance of creating collaborative and supportive learning environments that encourage active participation, shared responsibility, persistence, and positive attitudes toward mathematics. The study further emphasizes the potential of cooperative learning strategies to strengthen students' mathematical resilience and improve mathematics learning outcomes. These findings provide useful insights for teachers, school administrators, and curriculum planners in designing learning experiences that promote collaboration, resilience, and academic achievement in mathematics among Senior High School students.