Mathematics Teaching-Learning Process and Students’ Online Cooperative Learning Technique in the Facebook Group: A Walkthrough

Middle East Journal of Applied Science & Technology
Vol.4, Iss.2, Pages 147-162, April-June 2021
ISSN: 2582-0974 [147] www.mejast.com
Country: Philippines
Mathematics Teaching-Learning Process and Students‘ Online Cooperative Learning Technique
in the Facebook Group: A Walkthrough
Rodulfo T. Aunzo, Jr.
Assistant Professor IV, Visayas State University - Isabel, Philippines. Email: dolph.fu@gmail.com
Copyright: ©2021 Rodulfo T. Aunzo, Jr. This is an open access article distributed under the terms of the Creative Commons Attribution License, which
permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Article Received: 28 February 2021 Article Accepted: 31 May 2021 Article Published: 30 June 2021
1. Introduction
Nowadays, the students are immensely engaged in Web 2.0 technologies such as Twitter, podcasts, blogs, wikis,
virtual worlds, social network sites, video sharing, and photo sharing. They are crafting online lives that seamlessly
meld with their offline world. Indeed, the internet plays an increasingly important role in students' academic and
social life (Crook & Harrison, 2008). Many social network sites are ubiquitous online.
The most popular of these websites are Facebook, Bebo, and Myspace (Stelter, 2008). Social communication or
social relations can be established, and individuals intensely share information through a unique online platform,
Facebook (Tiryakioglu and Erzurum, 2011). As of May 1, 2013, Facebook says it already has about 1.11 billion
people using it each month. It is slightly more than the 1.06 billion reported three months earlier. It represents a 23
percent growth from 2012 (Yahoo! News, May 2013).
Facebook is used to reinforce present offline relationships (Lampe, Ellison & Steinfield, 2006). It can also have a
place in the classroom similar to the previous communication platforms such as chat rooms, email, and bulletin
boards. There are various reactions to using social network sites for educational purposes. During the mid-2000s,
the take-up of Facebook among university students was rapid. It led one media researcher to warn university
authorities that Facebook owns your campus (Stutzman 2006). Furthermore, Facebook can offer one of the most
appropriate contemporary online settings to explore how social networks fit with academic settings.
The Informing Science framework of Cohen (2009) provides a way to analyze the role of Facebook in mediating
information shared among students who are assuming the interchanging roles as informers and clients. The use of
Facebook among learners reinforces the right to inform and be informed. This kind of interaction leads to
significant knowledge resources based on various voices. Studies on the uses of social communication networks are
not too many. Moreover, based on many studies, a substantial proportion of students spend non-negligible time in
such social networks (Jones, Blackey, Fitzgibbon, & Chew, 2010). It shows that educational environments
ABSTRACT
Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique
feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also
be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by
almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This
research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an
avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized
communication tool. Results of the investigation are presented in this paper.
Keywords: Teaching-learning mathematics, Facebook group, Online cooperative learning, Mathematics education, Experimental study.

constructed in social networks will better attract the attention of many students. If even it is done successfully, it is
often stated that educational experiences will be more effective. Those mentioned above have led the researcher to
implement the utilization of the Facebook group in the Mathematics teaching-learning process and students' online
cooperative learning techniques. This research aims to evaluate the utilization of the Facebook group in
Mathematics teaching-learning and students' online cooperative learning techniques.
2. Definition of Terms
This section provides the operational definition of the terminologies used in this study. These terminologies were
used in this research as a label of certain activities underwent in this study.
Drill Notebooks - students' lecture, assignment, and exercise notebook.
Learning Materials - refer to materials that deliver knowledge on the subject matter to the students, such as pdf
files, PowerPoint presentations, links, and video clips.
Group Chat - a unique feature of Facebook where Facebook users can chat as a group; created by the group
representatives; the students chat among themselves any matters related to the subject only.
Sub-Facebook Group - it is formed subsequently from the group chats; it is created and managed by the group
representatives; the students can post any form of files such as documents, pdf files, Power Point presentations,
video clips; students can create polls.
Mother-Facebook Group - is created and managed by the teacher and the group representatives; the teacher posts
learning materials, announcements, and exercises in the mother-Facebook group.
Online Exercise - set of problems the students will answer.
Cooperative Learning - teaching-learning process in the Sub-Facebook Group; the students take a picture of their
answers in their drill notebooks and post on the wall to their respective Sub-Facebook Group; the group mates
interact with each other on the answers posted; the students can mark the item with a heart which they are not sure
of their answer; group mates reply an explanation to the item marked with a heart; the students post on the wall their
questions related to the learning materials; the students reply an explanation to the students; the group
representatives tag the teacher's name if no one can explain the answer to any questions; their extent grades students
on the extent of their interaction; scores with coded names are posted in the Mother-Facebook group; the scores do
not affect the grade of the students.
Actual Test - It refers to examinations taken by the students inside the classroom. It measures actual students'
learning on the learning materials and exercises; every set of questions on a specific Actual Test is parallel to a
particular Online Exercise; students are allowed to read the learning in their mobile while taking the exam; this
exam is similar to the traditional seatwork given after discussion, where teachers allow students to open their notes.
3. Methodology
The section presents the methodology employed in this research study. It also presents the logical processes
adapted in the course of the study.

3.1. Research Design
This study employs a quasi-experimental design utilizing the pre-and post-test method of investigation. The
pre-test was utilized to establish an equal footing of students on the lessons applied with a new teaching-learning
design. Post-test will show the difference between the performance of the experimental and the controlled group.
This study also utilized survey methodology to establish students' attitude towards Mathematics, students'
perception of text-messaging approach in teaching-learning Mathematics beyond the classroom, and students'
attitude on text-messaging approach in teaching-learning Mathematics beyond the classroom setting.
3.2. Samples and Setting
This study was conducted at the University of San Carlos, Cebu City, during the second semester of the school year
2015-2016. The respondents in this research study were 1st
-year accountancy students enrolled in a Business
Statistics class. Two groups of Business Statistics classes were assigned to the teacher-researcher during the study
duration, and the experimental group was chosen using the fishbowl method.
3.3. Measures
Three (3) sets of research instruments were used in this study. The first set was the survey on students' attitudes
towards Mathematics and students' perception of utilizing the Facebook group in teaching-learning Mathematics
and students' online cooperative learning techniques. This set was given to the respondents before its
implementation. The second set was the survey on students' attitude on utilizing Facebook group in
teaching-learning Mathematics and students' online cooperative learning technique and students' assessment on the
effectiveness of its utilization. This set was given after the duration of its implementation. The third set was the
pre-and post-test which was the primary basis for establishing the impact of the implementation.
4. Data-Gathering Procedures
This section presents the data-gathering procedure undertaken by the researcher in the course of the research study.
4.1. Preliminaries
A short survey was conducted on students' accessibility in opening Facebook. The survey established that all
students have a Facebook account and can access Facebook through their mobile phones via mobile data. Ninety
percent of the students are using smartphones that are pre-loaded with a Facebook application.
The other 10% can access Facebook through internet-shops and open Facebook at least four times a week. The
preparation of learning materials was conducted. Learning materials were uploaded to the Facebook group.
They were video clips, PowerPoint presentations, portable document format (pdf) files, and website links.
4.2. Implementation of Facebook Group in Mathematics Teaching-Learning Process and Students’ Online
Cooperative Learning Technique
The table below presents the day-to-day activity in implementing the Facebook group in Mathematics
teaching-learning process and the students' online cooperative learning techniques.

S.No. Day Activities
1 Tuesday class
 Assigning of student groups
 After class, creating Group Chats (by group representatives)
 Checking the complete members in each Group Chats
 Creating the Sub-FB Group from its original Group Chat
2 Thursday Class
 Survey on Students‘ Attitudes Towards Mathematics
 Orientation about the Mechanics of the Online Cooperative
Learning via Facebook Group
 Survey on Students‘ Perception on Online Cooperative Learning via
Facebook Group
 Pre-Test
 After class, posting of the Learning Materials on the Mother-FB
Group
3 Friday  Posting of Online Exercise 1
4 Friday (to Sunday)  Cooperative Learning via Sub-FB Group
5 Sunday  Posting of Online Exercise 2
6 Sunday (to Wednesday)  Cooperative Learning via Sub-FB Group
7 Tuesday class
 Actual Test 1. Covering Online Exercise 1
 Checking and Discussion of Answers
9 Thursday class
9 Friday  Posting of Online Exercise 3
10 Friday (to Monday)  Cooperative Learning via Sub-FB Group
11 Tuesday class
12 Thursday class
 Post-Test
 Survey on Students‘ Attitude on Txt-Messaging and Perception on
the Effectiveness of Text-Messaging
5. Results and Discussions
This section provides the results and findings of this research study after a thorough statistical treatment and
analysis of the gathered data from the controlled and experimental groups. The students worked and discussed the

lesson collaboratively on an online real-time platform. As shown in Figure 1, the instructor has a list of all the
groups of students online. In this manner, the instructor can easily access the online discussions of the students.
Fig.1. Mother- and Sub-Facebook Groups at the Homepage Pane
As shown in Figure 2, students posted a question that is not clear to them in their online group. Then, their
groupmates helped them by posting in the comment box their responses to the question. Figure 3, shown below, is
a student who posted a picture of his notes and asked clarificatory questions—the groupmates posted in the
comment box their responses to the question.
Fig.2. Students posting a question, groupmates replied answers to the question
Fig.3. Student posting her drill notes image and group mates interact her answers

Fig.4. A pdf file learning material posted by a member asking for clarification and group mates interact.
In figure 4, a student posted a part of the instructional material (pdf file) provided by the instructor. Along with that
is a question that needs more clarification from her. Then, the groupmates posted in the comment box their
responses to the question.
Table 1. Students' Attitude towards Mathematics
Statements 5 4 3 2 1 Total Wx Description
1 4 12 18 6 0 40 3.35 Undecided
2 5 15 12 6 2 40 3.38 Undecided
3 13 14 4 8 1 40 3.75 Agree
4 12 20 4 3 1 40 3.98 Agree
5 5 7 18 7 3 40 3.1 Undecided
6 11 12 7 8 2 40 3.55 Agree
7 6 16 11 5 2 40 3.48 Agree
8 5 11 15 7 2 40 3.25 Undecided
9 3 6 14 12 5 40 2.75 Undecided
10 3 4 13 9 11 40 2.48 Disagree
11 0 12 13 9 6 40 2.78 Undecided
12 5 9 21 5 0 40 3.35 Undecided
13 2 5 22 10 1 40 2.93 Undecided
14 16 16 7 1 0 40 4.18 Agree
15 7 15 7 8 3 40 3.38 Undecided
Total 97 174 186 104 39 600 3.31 Undecided

Table 1 presents the students' attitudes towards Mathematics. The overall weighted mean of 3.31 revealed that
student's attitude towards mathematics is undecided. Attitude is an essential factor to consider in learning. It all
depends on the person's attitude whether they are determined to learn, and Mathematics has been considered one of
the essential core subjects in a school curriculum (Mohamed, L., & Waheed, H, 2011). No one can deny its
importance for students to learn about it.
Merrilyn Goos (2010) cited that technology can change the nature of school mathematics. It can be done by
engaging students in active mathematical practices such as experimenting, problem-solving, and investigating.
Technology brought depth to their learning and will allow them to ask questions rather than only looking for
answers with our current technology. The power of technology to give an accurate answer and provide students
with thousands of learning materials is a must in teaching (Goos, 2010).
Table 2. Difference in Students' Attitude Towards Mathematics Between Controlled and
Experimental Group
Variable Wx Description p-value Computed Value
Tabular
Value Remark
Controlled 3.33 Undecided
0.4334 3.80 9.488 No difference
Experimental 3.31 Undecided
Table 2 presents the difference in the students' attitudes towards mathematics between the experimental and
controlled groups. As reflected in the table, the computed value of 3.80 is lesser than the tabular value of 9.488. It
leads to the acknowledgment of our null hypothesis. There is no significant difference in the students' attitudes
towards mathematics between the experimental and controlled groups. It coincides with the p-value of 0.4334,
which is greater than the 0.05 level of significance. This equality would mean that both groups have the same
perspective and approach towards Mathematics. This equality set the students on equal footing and thus apt for
using a sample to investigate the Facebook group utilization in the Mathematics teaching-learning process.
Bergqvist, T. et al., have said that studying mathematics with the aid of technology is not a new issue because
humankind has been looking for solutions to avoid time-consuming routine work. It may be the definition of
routine work which has changed since the implementation of modern computers. This computer simulation had
revolutionized the way mathematics is thought in schools.
Table 3. Difference in the Midterm Grade
Variable Average
Std.
dev p-value
Computed
Value
Tabular
Value Remark
Controlled 2.497 0.537
0.7172 0.36 1.96
There is no
difference.
Experimental 2.454 0.479

Table 3 presents the difference between the midterm grades of the controlled and experimental. The table above
shows no difference between the midterm grade of the experimental and controlled groups at a 5% level of
significance. This result supports the previous claim in Table 2 that these groups of students are on equal footing at
the start of the investigation. It implies that none of them perform better than the other.
Table 4. Students' Perception on the Utilization of Facebook Group for an Online Mathematics Teaching-Learning
Process and Cooperative Learning Tool
Statement 5 4 3 2 1 Total Wx Description
1 17 12 11 0 0 40 4.15 Agree
2 7 13 18 2 0 40 3.63 Agree
3 5 11 23 5 0 44 3.36 Undecided
4 3 10 19 7 1 40 3.18 Undecided
5 8 7 22 3 0 40 3.5 Agree
6 2 15 18 5 0 40 3.35 Undecided
7 5 13 16 4 2 40 3.38 Undecided
8 11 17 9 1 2 40 3.85 Agree
9 12 19 7 1 1 40 4 Agree
10 5 13 18 2 2 40 3.43 Agree
11 5 16 16 3 0 40 3.58 Agree
Total 80 146 177 33 8 444 3.58 Agree
Table 4 shows the students' perception of utilizing the Facebook group for an online Mathematics teaching-learning
process and cooperative learning tool. It shows how they felt before their exposure to experimentation. As reflected
on the table, the overall weighted mean of 3.58 revealed that the students agreed on its utility. It implies that the
students are willing to try the Facebook group as an alternative to teaching-learning experiences.
This finding relates to the study of Murray (2015), who found out that student perceptions on flipped learning were
positive. The students had a strong preference for the flipped learning model. Students preferred the video lectures'
convenience and accessibility, and students felt like they interacted more with their instructors and peers.
However, in a study by Abdulsalam Alhazmi and Azizah Abdul Rahman, it was found that those who use Facebook
for academic purposes had a negative perception of the use of Facebook for education. It is because most students
see Facebook as personal and a site where peers interact. Shohrowardhy et al., (2014) cited that Facebook for
academic purposes was only a tiny portion of how students use Facebook instead. It is used mainly for
entertainment needs.

Table 5. Students' Attitude on the Utilization of Facebook Group for an Online Mathematics Teaching-Learning
Process and Cooperative Learning Tool
1 5 19 14 2 0 40 3.68 Agree
2 10 18 8 4 0 40 3.85 Agree
3 5 14 12 7 1 39 3.39 Undecided
4 7 10 12 7 4 40 3.23 Undecided
5 6 11 14 8 1 40 3.33 Undecided
6 8 16 8 7 1 40 3.58 Agree
7 5 13 14 7 1 40 3.35 Undecided
8 7 10 16 6 1 40 3.4 Undecided
9 13 20 3 4 0 40 4.05 Agree
10 5 11 16 8 0 40 3.33 Undecided
11 12 17 9 1 1 40 3.95 Agree
TOTAL 83 159 126 61 10 439 3.56 Agree
Table 5 shows the students' attitude on utilizing the Facebook group for an online Mathematics teaching-learning
process and cooperative learning tool. It shows how they felt after their exposure to experimentation. As reflected
on the table, the overall weighted mean of 3.56 revealed that the students agreed on its utility. This agreement
implies that the students are still willing to participate and cooperate in this teaching-learning experience. It implies
that the students are agreeable to the Facebook group as an alternative to teaching-learning experiences.
Indeed, Cary Moore and Chia-Jung Chung's (2015) study supports these findings, which found that the flipped
classroom positively impacts students' attitudes in a mathematics course. These researchers have seen the need to
have more resources and time to understand the material presented in a mathematics class. There is a need to have
access to web-based videos for added support where students are becoming less worried about falling behind in
class due to web-based instruction at home.
Murat Kayri and Özlem Çakır (2010) found out in their studies that the students' attitudes were strikingly
heterogeneous. Their correlational examination showed that those who spend much time on Facebook perceived
Facebook as an educational tool. It means that those who previously considered Facebook as a social setting had
positive attitudes towards the educational use of Facebook. The students understand how Facebook can be a great
tool in teaching.

Table 6. Difference between Perception and Attitude
Variable Wx Description p-value
Computed
Value
Tabular
Value Remark
Perception 3.57 Agree
0.0004 20.43 9.488
There is a
difference
Attitude 3.54 Agree
Table 6 shows the difference between the student's perception and the students' attitude on utilizing the Facebook
group in the Mathematics teaching-learning process. As shown in the table, the p-value of 0.0004 is lesser than the
0.05 level of significance. It leads to the rejection of our null hypothesis. It means that there is a significant
difference between the two variables of investigation. It coincides with the computed value of 20.43 that is greater
than the tabular value of 9.4888. It further implies that students' rating on the utilization of the Facebook group in
the Mathematics teaching-learning process has dropped from 3.57 to 3.54. This finding relates to a few
student-respondents who narrated that they experience hassle on the availability of the network connection during
the duration of the utilization. However, many students found the implementation fun because they experienced a
unique teaching-learning process.
Vesna Perišić (2012) has said that ―establishing and maintaining communication with and among the students
during the semester improves students‘ engagement and hence attainment leading to a better learning experience in
general and Facebook is a good tool for this." It further emphasizes the importance of Facebook in the
teaching-learning process as it is the perfect tool to engage with students.
Table 7. Effectiveness of the Utilization of Facebook Group in
Mathematics Teaching-Learning Process
1 10 18 7 4 1 40 3.80 Agree
2 3 11 17 6 3 40 3.12 Undecided
3 12 25 2 1 0 40 4.20 Agree
4 11 13 10 5 1 40 3.70 Agree
Total 36 67 36 16 5 160 3.71 Agree
Table 7 presents the students' assessment on utilizing the Facebook group in Mathematics teaching-learning
process. As reflected in this table, the overall weighted average is 3.71. It shows that the students' have a positive
stand on utilizing Facebook group in the Math teaching-learning process. It further implies that students rated the
implementation as effective. One of the students in the Facebook group stated that Facebook is a supportive
learning environment for lessons. It is because they could share educational materials and have more engagement in
the learning process. Sara Daraei (2015) has found out in her research that Facebook was an effective instrument

for education. It developed their skill on teamwork. It is also helpful for both students and teachers when they are
used as supportive material in lessons. It also helped teachers and students to know each other better via the profile
pages.
Table 8. Difference between the Scores of the Experimental (n = 35) and Controlled Groups (n = 38)
Activities Groups Average
Std.
Dev.
p-value
Computed
Value
Tabular
Value
Remarks
Pre-Test
0.4688 0.73 1.96 No difference
Exercise
1
0.0225 2.33 1.96
There is
difference
Exercise
2
0.0006 3.6 1.96
There is
difference
Exercise
3
Post-Test
Table 8 presents differences between scores of the experimental and controlled groups in all the activities
undertaken in the lesson. The table shows that only in Exercise 1 and 2 where the scores of the groups differ
significantly.
In the pre-test, the p-value of 0.4688 is greater than the 0.05 level of significance. It leads to the acceptance of our
hypothesis. It also coincides that the computed value of 0.73 that less than the tabular value of 1.96. These show no
significant difference between the scores of the controlled group and the experimental group. These imply that the
students are set on equal footing before the start of the new lesson. Furthermore, the equality of the average scores
of both groups before the commencement of the experimentation shows that both groups do not have prior
knowledge of the subject matter. Thus, this serves as the basis for proper evaluation of the effectiveness of the
mathematics teaching-learning process once it commences.
In exercise 1, the p-value of 0.0225 is lesser than the 0.05 level of significance. It leads to the rejection of our null
hypothesis. It implies a significant difference between the scores of the controlled group and the experimental
group. It coincides with the computed value2.33 that is greater than the tabular value of 1.96. These findings imply
that the controlled group performed better than the experimental group in Exercise 1. It further shows that the
student's performance in a traditional classroom is better than those students who group-studied the same topic. In
exercise 2, the p-value of 0.0006 is lesser than the 0.05 level of significance. It leads to the rejection of our null

hypothesis. It implies a significant difference between the scores of the controlled group and the experimental
group. It coincides with the computed value3.66 that is greater than the tabular value of 1.96. These findings imply
that the experimental group performed better than the controlled group in Exercise 2.This further shows that those
who group-studied in the Facebook group scored better than those who have undergone learning the same topic in
the traditional classroom setting. It proves one study that says active learning (such as learning by engaging in
synthesis, analysis, and evaluation through independent problem-solving) has been found to produce better grades
than passive learning (Minhas, Ghosh, & Swanzy, 2012).
In addition to that, with the integration of group discussions, a better level of collaborative learning is achieved.
Collaborative learning occurs when students learn something together. They hold one another accountable for their
learning (Roberts, 2004). The experimental group's performance on the application of the Flipped Classroom
activity also implies that the most significant learning in a flipped classroom has occurred due to the effective use of
their extra class time (Tucker 2012).
Moreover, the p-values in Exercises 3 (0.9039) and Post-Test (0.8727) are greater than the 0.05 level of
significance. They coincide with their computed values which are lesser than 1.96 tabular values. These lead to the
rejection of the null hypothesis. It means no significant difference between the scores of the controlled and
experimental groups in the said activities. This further implies that these groups performed just equally in these
examinations. These findings relatively imply that the utilization of the Facebook group in the Mathematics
teaching-learning process is effective. It is revealed by specific equalities of the scores of the experimental group
with the controlled group. Even though the experimental group did not undergo a formal discussion inside the
classroom, they performed equally with the controlled group which the discussion was held formally inside the
classroom. These findings further show that both groups performed equally regardless of the method used in the
teaching-learning process. It also implies that the experimental group remained consistent in their performance
even though they group-studied the learning materials. This consistency proved one study on constructivist
learning. Constructivist learning occurred when the students have gained knowledge through direct personal
experiences like projects, activities, and discussions (Ultanir, 2012). These personal experiences of the students can
be increased in a flipped classroom activities that transform learners to be active (learning by engaging in analysis,
synthesis, and evaluation) rather than passive (Minhas, Ghosh, & Swanzy, 2012; Sams, 2013).
From a study conducted by Schulman and Sims (1999), no significant differences in the post-test scores between
the traditional and traditional students in an undergraduate course were found. Jones (1999) also compared the
traditional class to all web-based classes. It was found out that there are no significant differences in GPA between
online and traditional learners. All these findings support the output of our test, wherein no significant difference
was found between the midterm grades of the controlled and experimental groups. Table 9 shows the difference
between the experimental and the controlled group's Pre-Test and Post Test scores. The table shows that the p-value
5.92E-16 (controlled) and 2.65E-15 (experimental) are lesser than the 0.05 level of significance. These lead to the
rejection of our null hypothesis. It means that the post-test scores of the controlled and experimental groups are
greater than the pre-test scores. It implies an improvement in the result from the pre-test to the post-test.

Table 9. Pretest and Post-test Scores of the Experimental
and Controlled Group
Group Test Ave.
Std.
Dev.
Paired-Sample Statistics
Ave.
Std.
Dev.
df p-value
Computed
Value
Tabular
Value
Remark
Cont.
Pre 10.38 2.81 13.6
3
2.6 33 5.92E-16 14.6 1.69
There is a
Difference
Post 16.88 1.94
Exp.
Pre 10.19 2.9 13.6
9
3.24 36 2.65E-15 13.14 1.69
There is a
Difference
Post 17.19 2.62
Table 10. Difference in the Proportion of Students Who Passed
the Exam (Post-Test + Exercise 3)
Groups n
Number of
Students Passed
Std.
Dev. p-value
Compute
d Value
Tabular
Value Remarks
Experimental 35 33 2.96
0.1686
1.376698
173
1.96
No
significant
difference
Controlled 38 32 4.13
Table 10 presents the difference between the proportion of students who passed the exam (exercise plus post-test)
of the controlled and experimental groups. As shown in the table, the p-value of 0.1686 is greater than the 0.05 level
of significance. It leads to the acceptance of our null hypothesis. It implies that the proportion of students who
passed in the experimental group is the same as that of the controlled group. Indeed flipped Classroom might be a
teaching design worth keeping, or it might just be another fad. It is nice trying alternative ways to teach students but
should not be enforced since results are the same, and flipped classroom requires materials you cannot expect all
the students to have (Fulton, 2012).
6. Conclusion
Based on the statistical analysis of the gathered data, it is concluded that utilizing Facebook group in the
teaching-learning of Mathematics and students' online cooperative learning technique is effective in the sense that
even though there is no formal class encounter for lecture, the following was derived: (1) There is no significant
difference between the post-test result of the controlled and experimental groups. (2) There is no significant
difference between the proportion of students who passed the exam from the controlled and experimental groups.
(3) There is a significant increase in the scores of the experimental group from the pre-test to the post-test.
In addition, the following significant findings were derived based on data analysis and interpretation: (1) The
students rated the utilization of the Facebook group in the teaching-learning of Mathematics and students' online

cooperative learning technique as effective. (2) The students have a positive perception and positive attitude
towards utilizing the text-messaging approach in the teaching-learning of Mathematics beyond four walls.
However, there is a significant difference in their rating before the implementation (3.54) and after the
implementation (3.57). It means that there is a decreased level of agreement of the students after experiencing the
utilization of Facebook group in the teaching-learning of Mathematics and students' online cooperative learning
technique but still has remained a positive attitude.
7. Recommendations
Based on the findings and conclusions, the researcher provides the following recommendations.
(1) A strategic plan must be created before implementing the utilization of the Facebook group in the
teaching-learning of Mathematics and students' online cooperative learning technique.
(2) A comprehensive timetable for students' group discussion in Facebook groups must be discussed with students.
(3) The scoring mechanics in the group has to be developed with the students.
(4) The Facebook group has to be maximized as a tool in delivering learning materials to minimize printing costs.
(5) The following has to be posted on the Facebook group to enhance students' knowledge and understandability.
a) Updates on exam schedules and results;
b) Update class standing;
c) Concepts that need to be explained thoroughly for students‘ comprehension;
d) Enrichment items, especially those who performed low in the quiz and those who are shy during
seatwork;
e) Congratulatory remarks to those who scored high in the exams and those who did excellent
participation in the discussion;
f) Follow-ups on projects that are not yet submitted;
g) Updates on new topics;
Acknowledgements
Thanks to the 2015 USC administrators during the conduct of the study: Fr. Dionisio Miranda, SVD (University
President), Fr. Antonio Salas, SVD (Vice President for Academic Affairs), and Dr. Ramon del Fierro (Asst. Vice
President for Academic Affairs). Above all, thanks to the Heavenly Father, whose divine assistance is peerless.
Declarations
Source of Funding
This research did not receive any grant from funding agencies in the public, commercial, or not-for-profit sectors.

Competing Interests Statement
The authors declare no competing financial, professional and personal interests.
Consent for publication
We declare that we consented for the publication of this research work.
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