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<p>Collaborative learning is often viewed as a student-centered approach that can support peer interaction, active participation, and engagement in mathematics classrooms. However, limited evidence is available on how young students perceive collaborative learning in developing educational contexts where teacher-centered instruction remains common. This exploratory case study examined primary school students’ self-reported perceptions of collaborative learning in mathematics in one urban school in Kabul Province, Afghanistan. A quantitative cross-sectional survey design was used. Data were collected from 51 students in Grades 3–6 using a researcher-developed 25-item questionnaire covering five dimensions: interest and motivation, conceptual understanding, collaboration and social skills, teacher role and educational facilities, and perceived learning outcomes and self-assessment. The overall questionnaire showed good internal consistency (Cronbach’s α = 0.841), although some sub-dimensions had low reliability and were therefore interpreted with caution. Data were analyzed using descriptive statistics, Shapiro–Wilk tests, Spearman correlations, Mann–Whitney U tests, Kruskal–Wallis H tests, exploratory bootstrapped regression, and exploratory mediation analysis. The findings showed generally positive student perceptions of collaborative learning. Collaboration and social skills had the strongest positive association with perceived learning outcomes and self-assessment (ρ = 0.769, <i>p</i> &lt; 0.01). Exploratory regression results also showed that collaboration and social skills (B = 0.448, <i>p</i> = 0.009) and teacher role and educational facilities (B = 0.321, <i>p</i> = 0.029) were positively associated with perceived learning outcomes. Girls reported higher interest and motivation than boys, while no significant grade-level differences were found. The mediation analysis did not provide strong evidence of mediation and should be treated as speculative, particularly because the mediator path was marginal and the conceptual understanding dimension had low internal consistency. Overall, the study provides perception-based baseline evidence that peer collaboration and teacher facilitation may be important elements of students’ mathematics learning experiences in this Afghan primary school context.</p>

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Students’ perceptions of collaborative learning in primary mathematics classrooms in Afghanistan: an exploratory case study

  • 期刊论文

  • 发表日期：

    2026年7月1日

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  • Wahidullah Enayat,
  • Sania Anwari

摘要

Collaborative learning is often viewed as a student-centered approach that can support peer interaction, active participation, and engagement in mathematics classrooms. However, limited evidence is available on how young students perceive collaborative learning in developing educational contexts where teacher-centered instruction remains common. This exploratory case study examined primary school students’ self-reported perceptions of collaborative learning in mathematics in one urban school in Kabul Province, Afghanistan. A quantitative cross-sectional survey design was used. Data were collected from 51 students in Grades 3–6 using a researcher-developed 25-item questionnaire covering five dimensions: interest and motivation, conceptual understanding, collaboration and social skills, teacher role and educational facilities, and perceived learning outcomes and self-assessment. The overall questionnaire showed good internal consistency (Cronbach’s α = 0.841), although some sub-dimensions had low reliability and were therefore interpreted with caution. Data were analyzed using descriptive statistics, Shapiro–Wilk tests, Spearman correlations, Mann–Whitney U tests, Kruskal–Wallis H tests, exploratory bootstrapped regression, and exploratory mediation analysis. The findings showed generally positive student perceptions of collaborative learning. Collaboration and social skills had the strongest positive association with perceived learning outcomes and self-assessment (ρ = 0.769, p < 0.01). Exploratory regression results also showed that collaboration and social skills (B = 0.448, p = 0.009) and teacher role and educational facilities (B = 0.321, p = 0.029) were positively associated with perceived learning outcomes. Girls reported higher interest and motivation than boys, while no significant grade-level differences were found. The mediation analysis did not provide strong evidence of mediation and should be treated as speculative, particularly because the mediator path was marginal and the conceptual understanding dimension had low internal consistency. Overall, the study provides perception-based baseline evidence that peer collaboration and teacher facilitation may be important elements of students’ mathematics learning experiences in this Afghan primary school context.