Collaborative Preferences for Learning Mathematics: A Scale Validation Study

TL;DR

This study develops and validates the CPLM scale, a reliable instrument to measure students' preferences for collaborative learning in mathematics, supporting effective group learning strategies.

Contribution

It introduces a new validated scale, the CPLM, for assessing student preferences for collaboration in mathematics education.

Findings

Single-factor structure confirmed by factor analysis

Scale demonstrates strong invariance over time

Good model fit in confirmatory analysis

Abstract

Collaboration within mathematics has been established as being effective in providing students with crucial opportunities to develop critical thinking, effective communication, and teamwork skills. By engaging in group problem-solving and shared learning experiences, students may gain deeper insights into mathematical concepts and learn to approach challenges from multiple perspectives. However, there remains a need for a reliable instrument to capture students' preferences for collaboration. This study aims to develop and validate the Collaborative Preferences for Learning Mathematics (CPLM) scale to measure student preferences for collaboration. Exploratory factor analysis revealed a single-factor structure, and a confirmatory factor analysis conducted with a separate sample (N = 243) demonstrated a good model fit. Further testing established the scale's strong invariance, confirming its ability to reliably measure collaborative preferences over time. The CPLM offers a valid and reliable way to capture student preferences regarding collaborative learning in mathematics.