1) The study evaluated the use of virtual cooperative learning through cell groups to teach mathematics to 8th grade students during the pandemic. 2) Based on pre- and post-tests, students' mathematical abilities improved after participating in the virtual cooperative learning activities. However, issues like unstable internet connections and difficulties communicating posed challenges. 3) While virtual cooperative learning was found to be effective for improving math skills, face-to-face learning may produce better outcomes. Adaptations are needed to address the downsides identified.

1. Virtual Cooperative Learning
through Cell: Hybrid
Learning Modality in Mathematics
DAISY TAYO, T-III
CHEM OYASAN, T-I
MERRY JOY M. CORPUZ, T-II

2. CONTEXT AND RATIONALE
Technology has transformed the field of education. Its
importance in education cannot be ignored.
Long before pandemic, most of the students were dependent
on the learning environment set by learning facilitators. But
because of this unexpected situation, everything was changed.
Students were left doing activities alone in home with less
interventions from facilitators which resulted to minimal
learning.

3. CONTEXT AND RATIONALE
In this time of pandemic cooperative learning in the
traditional setting is not applicable. With this scenario, the
researchers conceptualized the study of virtual cooperative
learning through cell group to grade 8 students.Math
facilitators schemed the use of hybrid learning modality.
Learners in the limited face-to-face were given opportunity
to work with their classmates.
According to Brandsford et, al (2000), cognitive
psychologist and progressive teachers have been supporting
the use of cooperative learning because it encourages active
learning. Students with higher understanding on the topics
were given the chance to strengthen their knowledge by
guiding their fellow students or group mates.

4. PROPOSED INNOVATION, INTERVENTION, AND STRATEGY
The teacher researchers employed hybrid learning modality. Virtual
cooperative learning through cell group was used by the researchers in
teaching Mathematics to grade 8 students. Students had their cell group
and activities were sent through group chats.
In doing the virtual cooperative learning, the teacher researchers
chose a set of 20 students in Grade 8 students who were included in the
limited face-to-face. The respondents from the chosen section were then
determined and pre-test was administered to the 20 respondents in the
classroom setting.

5. ACTION RESEARCH QUESTIONS
This study generally aimed to improve Grade 8 mathematical
skills using the virtual cooperative learning through cell group.
Specifically, it sought to answer the following questions:
1.What was the mean score of the Grade 8 students in the pre-
test?;
2.What was the mean score of the Grade 8 students in the post-
test?;
3.Was there a significant difference between the pretest score
and posttest score of the Grade 8 students? and,
4.What were the downside of virtual cooperative learning?

6. ACTION RESEARCH METHODS
a.Research Design
This study employed descriptive-quantitative research
design. This study also described the possible downside of the
virtual cooperative learning.
b. Participants and other Sources of Data
The respondents of the study were twenty (20) grade 8
students who were joining in the limited face to face in Kabacan
National High School Year 2021-2022. The respondents were
purposively chosen.

7. c. Data Gathering Methods and Ethical Consideration
A 60-item researcher-made test with table of specification was
done by the researchers. Pre-test and post-test were conducted.
The raw scores were converted to its appropriate equivalent for
description. The descriptions were as follows:
0 – 11 Poor
12 – 23 Needs Improvement
24 – 35 Average
36 – 47 Very Good
48 – 60 Excellent

8. d. Data Analysis Plan
 Descriptive statistics was utilized to determine the mean
score of the pretest and post-test as well as the gain scores.
The percentage distribution of score was also determined.
 Data were encoded using the MS Excel Microsoft Office
Program and were analyzed using the Statistical Package for
Social Sciences (SPSS). Furthermore, to determine significant
differences, t-test analysis was performed.
 All interpretations were based on a 0.05 level of significance
using the two-tailed test.

9. e. Ethical Consideration
 The respondents were oriented during their face-to-face
class.
 A letter of consent were sent to parents or guardians.
 The information gathered from respondents were strictly
confidential, anonymous and solely for research purposes.

10. Score Frequency %
0 – 11 (P) 3 15
12 – 23 (NI) 15 75
24 – 35 (Ave) 2 10
36 – 47 (VG) 0 0
48 – 60 (E) 0 0
Total 20 100
Mean Score 15.1
Table 1. The Pretest Result
Mean of the Pre-test
RESULTS AND DISCUSSION

11. Score Frequency %
0 - 11 (P) 0 0
12 - 23 (NI) 3 15
24 - 35 (Ave) 11 55
36 - 47 (VG) 4 20
48 - 60 (E) 2 10
Total 20 100
Mean Score 32.4
Table 2.The Post-test Result

12. Significant Difference between the
Pretest Score and Posttest Score
Source of
Variation Mean St. Dev t-stat P-value
Pretest 15.10 3.75 -14.96 <0.0001*
Posttest 32.4 8.61
Table 3.

13. Downside of the Virtual Cooperative
Learning through Cell Groups
The teacher had an interview questionnaire answered by the
respondents during the limited face-to-face class. The students answered 3
questions. The responses of the students were:
“Sa una kinakabahan ako dahil mahina ang signal sa amin.” (I felt nervous
at first since the signal in our area is unstable)
. “Hindi ako sanay sa paggamit ng cellphone dahil wala akong sariling
cellphone na touch screen.” (I wasn’t used in using cellphone because I
don’t own a touch screen cellphone)

14. “Mahirap ang communication.” (The commnunication is hard)
“Minsan hindi kami nagkakaintindihan.” (Sometimes we couldn’t
understood each other)
“Ang hirap mag-explain sa chat…” (It’s tough to explain in chat…)
“Ang iba minsan lang magtulong dahil wala silang signal”. (Sometimes
others couldn’t help as they had poor signal)
“Hindi po ako satisfied. Baka mas maganda ang output kung
ginawa ito ng face-to-face.” (I wasn’t satisfied. I think we can do it
better if we did it in the face-to-face class.)

15. c. Conclusion
Based on the findings of the study it was concluded that
virtual cooperative learning through cell group is an effective
tool in improving mathematical ability of students in Grade
8. The study revealed that despite of the increased in the
learning of the students, the Virtual Cooperative Learning
through cell groups had its downside. Most of the issues
raised were the stable internet connectivity and the
communication within the cell group member.

16. d. Recommendation
After a careful analysis of the data and findings, it was recommended
that there should be adaptation of policy that virtual cooperative
learning shall be used in the classroom instruction especially in this
time of pandemic. Teachers are encouraged to engage in virtual
cooperative learning approach to achieve active participation from the
students and to continue their interaction through online classes.
Furthermore, school administrators must encourage cooperative
learning. It was also recommended that a replicate study shall be done
to determine the applicability of the results of this study.