1

UNIVERSITY OF GUYANA

Faculty of Education and Humanities

Education Research Proposal (EMA5101)

Title: To unfold Students’ of Grade 9 DSC Secondary School Mathematical Problem-

Solving Skills Through Collaborative Learning Strategies.

A research proposal submitted in partial fulfillment of the requirement for the degree of

Bachelor of Education, Secondary

Submitted by:

Darrel Chesney - 1042524

To:

Dr. Troy Brown

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CONTENTS PAGE

Acknowledgement 4

Title Page 5

CHAPTER ONE – INTRODUCTION 6

Background of the study 7-8

Statement of Problem 8

Purpose of the Study 8

Research Questions 9-10

Significance of the Research 10

Assumption of the study 11

Limitations of the study 11

Definition of terms 12

CHAPTER TWO- LITERATURE REVIEW 13

Theoretical Framework 13-15

Literature for Research Question 1 15-16

Literature for Research Question 2 16

Summary 17

CHAPTER THREE – METHODOLOGY 18

Research Design 18

Population 19

Sampling 19-20

Instrumentation 20

Description of Procedures for Data Collection 20

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Description of Techniques for Data Analysis 21

Potential Ethical Considerations 22

Reference 23-26

APPENDICES

Sample of Instrument 27-28

Sample seeking permission 29-30

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Acknowledgement

The research proposal was a success owing to the help and support of many generous

people. As a result, the researcher would like to extend deep gratitude to the individuals named

below. First and foremost, he thanks Almighty God for providing him with the health, strength,

and knowledge necessary to complete his proposal successfully.

His supporting parents for being there for him during his time at the University of

Guyana. His gratitude also goes to Dr. Troy Brown, his lecturer, who went above and beyond to

provide constant advice and support during this process.

Lastly, gratitude to his colleagues for encouragement and support and for being a vital

part of his journey..

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Title of Study

To unfold Students’ of Grade 9 DSC Secondary School Mathematical Problem-Solving Skills

Through Collaborative Learning Strategies.

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CHAPTER ONE

Introduction

Over the years the Education system has been developing ways and strategies to ensure

that students receive the best education, also has been training teachers to incorporate the

different style and type of learning/teaching strategies into their lesson so students would have a

better opportunity of leaving school with a good education. Collaborative learning strategies is

one of the many ways that was developed to help students learn. Collaborative learning is the

practice of breaking students into small groups to answer questions, work on projects and learn

from one another and has become one of the strongest core philosophies operating in classrooms

today (The Graduate School of Education and Human Development, 2017). This theory is rooted

in the work of Lev Vygotsky (1934). As a result, the researcher deployed the students’ of Grade

9 mathematical problem-solving skills through collaborative learning strategies.

This research aims to explore the potential of collaborative learning strategies to improve

mathematical problem-solving skills among secondary school students. By diving into the

effectiveness of these strategies, the study seeks to provide practical insights for educators,

curriculum designers, and policymakers.

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Background to the study

Collaborative learning strategies have been around for years, according to a document by

Pressbooks (2020), Social development theory and zone of proximal development, which

highlighted the importance of communication and social interaction in learning (Lev Vygotsky’s

(1934)). In 1972, Kenneth Bruffee introduced the learning method, Classroom Consensus Group,

in which the teacher allocated students into groups and assigned them questions to answer or

problems to solve together.

Based on a study by the University of Cape Coast, Ghana, (2021), a study was carried

out to evaluate the usage of collaborative learning among University of Cape Coast B. Ed.

Management students. The investigation was conducted using a descriptive survey design. 245

student-teachers in levels 200 - 400 were sampled using a stratified simple random sampling

technique. According to the findings, University of Cape Coast B. Ed Management students

show a favorable attitude toward collaborative learning. Collaborative learning, according to the

study, provides a more learner-centered environment, improves students’ academic skills,

develops strong working relationships among students, and increases class participation. Group

activities assist students acquire intrinsic motivation, extrinsic motivation, and management

skills, among other things. Finding consensus, communicating with group members,

coordination between group members, lack of leadership, lack of motivation, lack of time,

procrastination, scheduling conflicts, and unequal participation are among the challenges

students face when using collaborative learning, according to the study. The study concluded that

the academic board of the University of Cape Coast’s Department of Business Education should
 8

evaluate B. Ed Management in order to make teacher-centered techniques such as collaborative

learning a major pedagogy for B. Ed Management teaching and learning.

Statement of Problem

A significant amount of research has highlighted the many benefits of Collaborative learning in

the classroom. Collaborative learning was formulated in the 1900’s, and it has been proven to be

effective, yet this type of strategy has not been used more frequently in the classroom. Most

schools continue to use the modern ways and strategies of teaching instead of integrating this

strategy.

Purpose of the Study

The purpose of this study was to unfold students’ of Grade 9 DSC Secondary School

Mathematical Problem-Solving Skills Through Collaborative Learning Strategies.

It would have:

1. Establish whether collaborative learning strategies have an impact on secondary school

students' mathematical problem-solving abilities compared to traditional classroom

methods.

2. Examine the roles teacher facilitation play in fostering collaborative problem-solving

skills among secondary school students in mathematics

3. Evaluate whether collaborative learning strategies in mathematics affect students'

engagement and performance.

4. Ascertain the challenges do teachers face when implementing collaborative learning

strategies in mathematics classrooms.

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Research Questions

1. Do collaborative learning strategies impact secondary school students' mathematical

problem-solving abilities compared to traditional classroom methods?

Reason: Collaborative learning has gained attention as an effective teaching method.

Investigating its specific impact on mathematical problem-solving skills can provide valuable

insights into the most effective pedagogical approaches.

2. How do students perceive collaborative learning strategies in mathematics, and how does

their perception affect their engagement and performance?

Reason: Student attitudes and perceptions significantly influence learning outcomes. Exploring

how students perceive collaborative learning in mathematics can shed light on its acceptability

and effectiveness from the student's perspective.

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Significance of the Study

Collaborative learning strategies are mostly developed for the interaction of students and

the education system is pushing for schools to implement more student centered curriculum, the

findings of this study will be essential to various stakeholders.

1. Teachers who would have realized the effectiveness of collaborative learning in teaching

mathematics, would make the necessary change to their teaching strategies in the

teaching of mathematics.

2. Guardians will better understand the effects of collaborative learning being used in

teaching their child and seeing that it would improve their performance and would

recommend in meetings for teachers to incorporate this strategy in their subject area.

3. Curriculum planners could use the study findings to make necessary changes to the

mathematics curriculum and curriculum in general.

4. Other researchers can use this study as a foundation for further research work in similar

areas.

In summary, this research aimed to shape policies and promote an unbiased and

innovative Mathematical educational environment.

Assumption of Study

The research utilized following assumptions:

1. Teachers, students and parents all participated fully in the study.

2. The researcher carried out the research in a systematic way.

3. The researcher was granted permission from the Ministry of Education to conduct the

study.
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4. Data from the study’s was collected using the appropriate instrument(s).

5. The findings of the study were beneficial to teachers, parents, students and other

stakeholders.

6. The sample selected was an accurate representation of the population.

7. 6. Respondents answered all questions correctly.

Limitation of the study

The following are some of the limitation that the researcher may face while conducting the

study:

1. The school’s extracurricular activities may have an impact on the research.

2. The time allotted for the study may be insufficient.

3. Weather or some sort of emergency can cause students from not attending school, which

can affect the research.

Definition of Key Terms

Education system - generally refers to public schooling, not private schooling, and more

commonly to kindergarten through high school programs. Schools or school districts are
 12

typically the smallest recognized form of “education system” and countries are the largest. States

are also considered to have education systems. (The Glossary of Education Reform,, 2013)

Problem-solving skills - are the ability to identify problems, brainstorm and analyze answers,

and implement the best solutions. (Zoe Kaplan, 2023)

Collaborative learning strategies - Collaborative learning strategies are explicit approaches or

procedures to guide the process of collaborative learning. Collaborative learning occurs when

dyads or small groups have been engineered to share responsibility, authority, and learning

outcomes. (Udvari-Solner, A. 2012)

Mathematics is the science and study of quality, structure, space, and change. Mathematicians

seek out patterns, formulate new conjectures, and establish truth by rigorous deduction from

appropriately chosen axioms and definitions. (Albert Einstein)

Academic performance - is the knowledge gained which is assessed by marks by a teacher

and/or educational goals set by students and teachers to be achieved over a specific period of

time. (Narad & Abdullah (2016).)

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CHAPTER TWO

Literature Review

Collaborative learning strategies have gained attention as effective teaching methods,

particularly in the context of mathematics education. This chapter provides a comprehensive

review of the literature related to collaborative learning in mathematics, focusing on its impact

on Grade 9 students' problem-solving abilities, the role of teacher facilitation, student

perceptions, and the challenges associated with its implementation. The review is organized

around the research questions and the purpose of the study, aiming to provide a theoretical

framework and empirical evidence to support the investigation of collaborative learning

strategies in the context of mathematical problem-solving skills.

Theoretical Framework

The theoretical framework for this study is grounded in social constructivism and the theory of

cooperative learning. Social constructivism emphasizes the importance of social interaction and

collaboration in the learning process, suggesting that knowledge is constructed through

interactions with others. Constructivism is "a method of learning that contends that people

actively construct or create their knowledge, and their experiences shape that reality." (Elliott et

al., 2000, p. 256). This point of view, which maintains that people create their learning, may be

dated directly to Piaget and beyond. It considers the learner an active participant rather than a

blank canvas on which we print. Cognition is said to be flexible because it arranges experiences

to "align" with pre-existing information. As a result, instead of experts and educators referring to

behaviors and asking, "What will elicit a desirable response?" Both experts and educators

inquire, "What is going on in students' thoughts when...?" Constructivism is a learning theory

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that emphasizes the active role of learners in building their own understanding. It is based on the

idea that learners construct their own knowledge and understanding through their experiences

and interactions with the world around them. According to constructivism, learners use their

previous knowledge as a foundation and build on it with new information. This theory suggests

that learning is a personal affair, and each person will have their own prior knowledge and

experiences to bring to the table. Constructivism is not a particular pedagogy, but rather a theory

describing how learning happens, regardless of whether learners are using their experiences to

understand a lecture or following a hands-on activity. The theory of constructivism suggests that

learners construct knowledge out of their experiences.

Cooperative learning theory, on the other hand, provides a structured approach to

collaborative learning, emphasizing positive interdependence, individual accountability,

promotive interaction, and social skills development. These theoretical perspectives provide a

foundation for understanding the potential impact of collaborative learning strategies on students'

problem-solving abilities in mathematics.

Cooperative learning is an instructional strategy where students work together in small

groups to achieve a common learning goal. It is based on the idea that learning is a social process

that occurs through the interaction between individuals and their environment. The Cooperative

Learning Institute defines cooperative learning as the instructional use of small groups so that

students work together to maximize their own and each other's learning. This approach is widely

used in schools and universities in every part of the world, in every subject area, and with every

age student. The approach is based on two theories: Structure-Process-Outcome theory and

Social Interdependence theory. The Structure-Process-Outcome theory focuses on the design of

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the task, the interaction of the group, and the consequences of the group's work. The Social

Interdependence theory focuses on the idea that students must work together to achieve a

common goal. Cooperative learning is an effective strategy for enhancing student collaboration,

boosting academic outcomes, and fostering essential social skills. It is also an essential part of

most active learning strategies, such as problem-based learning, team-learning, and collaborative

learning. The approach is based on the idea that students must work together to achieve a

common learning goal. This approach is consistent with the social constructivist theory, which

emphasizes the importance of social interaction and collaboration in learning.

Cooperative learning is also based on the idea that students must work together to achieve a

common learning goal. This approach is consistent with the social constructivist theory, which

emphasizes the importance of social interaction and collaboration in learning. The approach is

also based on the idea that students must work together to achieve a common learning goal. This

approach is consistent with the social constructivist theory, which emphasizes the importance of

social interaction and collaboration in learning.

Literature Review for Question 1

The literature review begins by examining the impact of collaborative learning strategies on

students' problem-solving abilities in mathematics. Research by Klang et al. (2021) suggests that

collaborative learning approaches may lead to gains in mathematical problem-solving,

particularly in heterogeneous classrooms. However, the study also highlights the importance of

social acceptance and friendships in influencing students' results, indicating the complex

interplay between collaborative learning and social dynamics. Similarly, the review of literature
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by Amplify (2023) emphasizes the importance of collaborative learning in promoting active

learning, critical thinking, and communication skills, all of which are essential for effective

problem-solving in mathematics. The role of teacher facilitation in fostering collaborative

problem-solving skills among secondary school students in mathematics is another key focus of

the literature review. The study by Eriksson and Karlberg (2021) emphasizes the need for

explicit instruction in social skills necessary for collaboration, as well as the importance of task

design and seat arrangements to promote interaction among group members. Additionally, the

review of literature by the Learner Variability Project (2023) provides practical examples of how

teachers can facilitate collaborative problem-solving in mathematics, highlighting the importance

of group processing and the use of flexible grouping to support deeper understanding.

Literature Review for Question 2

Student perceptions of collaborative learning strategies in mathematics and their impact on

engagement and performance are also explored in the literature review. The study by Klang et al.

(2021) emphasizes the need for students to perceive collaborative learning as acceptable and

effective, as their attitudes and perceptions significantly influence learning outcomes. The review

of literature by Amplify (2023) highlights the importance of creating a positive learning

environment that fosters collaboration and encourages risk-taking, as well as the need for clear

expectations and guidelines for collaborative work.

The challenges teachers face when implementing collaborative learning strategies in

mathematics classrooms and how these challenges can be mitigated are also discussed in the

literature review. The study by Eriksson and Karlberg (2021) highlights the need for ongoing

professional development and support for teachers, as well as the importance of addressing
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potential barriers such as time constraints and resistance to change. The review of literature by

the Learner Variability Project (2023) emphasizes the importance of providing students with the

necessary skills and tools to collaborate effectively, as well as the need for ongoing assessment

and feedback to monitor progress and adjust instruction as needed.

Summary of Literature

The literature review provided evidence that collaborative learning strategies has the potential to

impact students' problem-solving abilities in mathematics positively. The review highlights the

importance of teacher facilitation, student perceptions, and the challenges associated with

implementing collaborative learning strategies in mathematics classrooms. The theoretical

framework of social constructivism and cooperative learning provides a foundation for

understanding the potential impact of collaborative learning strategies on students' problem-

solving abilities in mathematics. The literature review provided a theoretical and empirical basis

for the investigation of collaborative learning strategies in the context of mathematical problem-

solving skills.
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CHAPTER THREE

Research Methodology

Research Approach

This chapter discusses the methods and procedures utilised by the researcher in

collecting, processing, analysing, interpreting and reporting data. It also outlines the

research design, the population, a description of the sampling technique, the sample

size, and the data collection instrument employed.

This study examined the impact of technology used on Grade 9 students' mathematics

performance. Research methodology as the approach or architectural design through which the

investigator sketched out a technique for problem-finding or problem-solving (Martin, 2019).

Hence, this chapter provided an overview of the research methodologies employed in this

investigation and a summary of the research design, population, and sample. Additionally, the

tools to be utilized in this study are the data collection and analysis protocols. Finally, it

considers how the instruments were validated and implemented.

Research Design

Creswell (2012) defined research design as an outline that depicts the

procedures involved in collecting, analysing and reporting data by the researcher(s). It

serves as a guide in choosing data collection techniques and data analysis. The

research design also influences the reliability and validity of a study's findings.
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Boru (2018) stated that the research design is the overarching plan adopted to combine

the many aspects of the research. It served as the framework for data collecting, measuring, and

analyzing. The research design enabled the researchers to fine-tune research methodologies

appropriate for their research area. The research design was chosen based on the research's

objective, the variables to be controlled, and the conditions in which it is carried out.

This study utilized a diverse method to investigate the impact of collaborative learning strategies

on the mathematical problem-solving skills of Grade 9 students at DSC Secondary School. The

mixed-methods approach allowed for the collection and analysis of both quantitative and

qualitative data, providing a comprehensive understanding of the research questions.

Population

Delacruz (2022) defines population as an entire collection of components (people or

things) that share some common trait indicated by the researcher's criteria. The current Grade 9

students from the DSC secondary school constituted the study's population.

The population for this study consisted of all Grade 9 students at DSC Secondary School.

There are 7- boys and 13 - girls, a total of 20 students. They are multicultural, with East Indians,

Africans, and mixed-race students living in the area of their schools. The students are from

lower, middle, and upper-class households, have varied learning styles and abilities, and practice

Hinduism, Christianity, and Islam. This population was chosen because it is diverse, and the

students belong to the same cluster, are exposed to the same curriculum, are the same age, and

are at the same stage of cognitive development.

Sample
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A sample is described as a smaller group of data that a researcher picks or selects from a

broader population using a pre-specified selection process (QuestionPro 2018). In this study, the

researcher employed probability sampling. Probability sampling is a sampling approach in which

a researcher defines a few criteria and randomly selects individuals from a population. With this

selection criteria, all members have an equal chance of being included in the sample

(QuestionPro, 2018).

A purposive sampling technique was used to select students from different classes. The

sample size will be determined based on the principles of statistical power and the requirements

of the selected data analysis techniques.

The study used a stratified random sampling technique to ensure that students from

different academic backgrounds and abilities are represented in the sample. This allowed for a

more comprehensive analysis of the impact of collaborative learning strategies on students'

problem-solving abilities.

Instrument

The study utilized a questionnaire to assess students' perceptions of collaborative learning

strategies in mathematics. Additionally, mathematical problem-solving tasks were used to

measure students' problem-solving abilities. The questionnaire was designed to capture students'

attitudes, engagement, and perceived effectiveness of collaborative learning strategies in

mathematics..

Description of Data Collection Procedures

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A procedure is defined by Bizmanualz (2020) as a set of actions executed collectively to

accomplish the desired outcome. It is a specific method of completing something, such as a

repeating strategy, process or cycle to get an ultimate result. The researcher took several

measures to obtain data for this study.

Data collection was conducted in two phases. In the first phase, the questionnaire was

administered to students to gather their perceptions of collaborative learning in mathematics. In

the second phase, students participated in mathematical problem-solving tasks in both

collaborative and traditional learning settings. The tasks were designed to assess students'

problem-solving abilities under different learning conditions.

Description of Techniques for Data Analysis

Bhat (2019) explains that data analysis in research is an example approach of using the

proper statistical or logical strategy so that the raw data collected makes sense. The researcher

employed descriptive statistics for this investigation. Mean, and standard deviation was used for

descriptive statistics, while the t-test was used for inferential statistics.

Quantitative data from the questionnaire was analyzed using descriptive and inferential statistical

techniques to examine the impact of collaborative learning strategies on students' perceptions and

engagement. The problem-solving task data was analyzed using both quantitative and qualitative

methods to compare students' performance in collaborative and traditional learning settings.

Statistical tests were used to analyze the quantitative data, while qualitative data was

thematically analyzed to identify patterns and themes.

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The proposed research design, population, sample, sampling technique, instrument, and data

collection procedures align with the study's objectives and provide a comprehensive

understanding of the impact of collaborative learning strategies on students' mathematical

problem-solving skills. The use of a mixed-methods approach allowed for a more in-depth

analysis of the research questions and provided valuable insights into the most effective

pedagogical approaches for teaching mathematics.

Ethical Considerations

The following ethical measures were implemented during the research period:

1) Compliance with the regulations of the University of Guyana.

2) Obtain permission from the Chief Education Officer to conduct the research.

3) Seek teachers' clearance to participate in the research.

4) Obtain agreement from the parents for their children to participate in the research.

5) Recognize the educators' and pupils' right to privacy and confidentiality.

6) Enlighten participants about the study's objective and significance.

7) Allow respondents to leave the study without being judged or questioned.

Reference
 23

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Darko, E. and Wang, X. (2021) Research on the Influence of Collaborative Learning among

Bachelor of Education (Management) Students in University of Cape Coast, Ghana. Open

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https://mathematics.huji.ac.il/why-study-mathematics-0#:~:text=Albert%20Einstein%3A
%20%E2%80%9CMathematics%20is%20the,the%20mathematician%20is%20faced%20with.
 24

Front. Psychol., 03 June 2020. Sec. Educational Psychology. A Review of Flipped Classroom

and Cooperative Learning Method Within the Context of Vygotsky Theory. Retrieved on 28th

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Learning—The Importance of Peer Acceptance and Friendships. Retrieved on 15th December,

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Tennessee Tech, What is Mathematics. Retrieved on 26th October, 2023.

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The Glossary of Education Reform, 29th August, 2013. Retrieved on 25th October, 2023.

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Appendices

Sample of Instrument
Questionnaire

Section 1:

1. Grade/Year:
- [ ] 6th
- [ ] 7th
- [ ] 8th
- [ ] 9th
- [ ] 10th
- [ ] 11th
- [ ] 12th

2. Gender:
- [ ] Male
- [ ] Female

3. How confident do you feel about your mathematical abilities?

- [ ] Not confident at all
- [ ] Somewhat confident
- [ ] Moderately confident
- [ ] Very confident
- [ ] Extremely confident

4. Have you participated in collaborative learning activities in your mathematics class?

- [ ] Yes
- [ ] No

5. If yes, please describe your experience with collaborative learning. What types of activities
were involved, and how did they contribute to your learning?
—------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

6. On a scale of 1 to 5, how would you rate your level of engagement during collaborative
learning activities?
- [ ] 1 (Not engaged at all)
-[]2
 28

-[]3
-[]4
- [ ] 5 (Highly engaged)

7. What factors do you believe contribute to the success or failure of collaborative learning
strategies in mathematics?
—------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

8. What is your overall attitude towards collaborative learning in mathematics?

- [ ] Positive
- [ ] Neutral
- [ ] Negative

9. How do you perceive the effectiveness of collaborative learning strategies in improving your
understanding of mathematical concepts?
- [ ] Very effective
- [ ] Effective
- [ ] Neutral
- [ ] Ineffective
- [ ] Very ineffective

10. In your opinion, what specific aspects of collaborative learning contribute most to its
effectiveness in mathematics education?
—------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

11. How confident do you feel in your problem-solving abilities in mathematics?

- [ ] Not confident at all
- [ ] Somewhat confident
- [ ] Moderately confident
- [ ] Very confident
- [ ] Extremely confident

12. How do you usually approach problem-solving tasks in mathematics? (Open-ended response)
—------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------

Thank you for completing the questionnaire. Your input is highly valuable for our research.
 29

Sample Letter Seeking Permission

UNIVERSITY of GUYANA
Turkeyen Campus, Turkeyen, Greater Georgetown, P.O. Box 101110, Guyana, South America

Website: uog.edu.gy
---------------------------------

FACULTY OF EDUCATION & HUMANITIES

Office of the Deputy Dean

Tel: + (592) 222-3612

DATE: 2023.12.21

Mr. Saddam Hussain

Chief Education Officer

Ministry of Education

21 Brickdam

Stabroek

Dear Mr. Hussain

PERMISSION TO CONDUCT RESEARCH WITHIN SCHOOL

This letter serves to introduce Darrel Chesney, a final-year student, who is reading for his
Bachelor Degree in Education. Darrel Chesney is seeking your permission to conduct his
research at Brickdam Secondary School. Darrel Chesney study is positioned in the Quantitative
paradigm and intends to examine the perspectives of participants.

Below are pertinent details about the proposed study:

Study Title:To unfold Students’ of Grade 9 DSC Secondary School Mathematical Problem-
Solving Skills Through Collaborative Learning Strategies.
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Research Brief: Due to the nature of the study, I plan to sample twenty students from my school,
to engage in a study and complete a pre and posttest during the period of January 2024 to April
2024. The researcher will seek consent from the parents of participants to engage in the study.

Participation in this research is entirely voluntary, and there are no known or anticipated risks to
participants in this study. All information provided will be kept confidential and would be used
only for academic purposes. The names of the respondents and the name of the school will not
appear in any thesis or publications resulting from this study unless prior consent is given.

Facilitating Darrel Chesney's request will enable him to complete his research on time and meet
all scheduled deadlines.

Thank you for approving this request.

Yours sincerely,

………………………….
Ms. Bonita Hunter

Deputy Dean

Faculty of Education & Humanities

University of Guyana