EFFECT OF COOPERATIVE LEARNING STRATEGY ON STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN PUBLIC SENIOR SECONDARY SCHOOLS IN JOS NORTH LOCAL GOVERNMENT AREA OF PLATEAU STATE, NIGERIA
DOI:
https://doi.org/10.68653/0m5g2e92Keywords:
Cooperative Learning Strategy, Mathematics Achievement, Public Secondary Schools.Abstract
The study investigated the effects of cooperative learning on mathematics academic achievement of Senior Secondary One (SS1) students in Jos North Local Government Area of Plateau State, Nigeria. A quasi-experimental research design, particularly the pretest-posttest control group design was adopted for the study. Two schools were selected using simple random sampling technique. One hundred and twenty students (60 each in both experimental and control groups) were used for the study. A Mathematics Achievement Test (MAT) was used for data collection in the study. The experimental group was exposed to cooperative learning, while the control group was taught using lecture method. Two research questions were raised and two hypotheses were formulated for the study. Means and standard deviation were used to answer research questions while t-test was utilized in testing the hypotheses at 0.05 level of significance. The findings of the study revealed that the experimental group recorded significant improvement in their posttest mathematics mean score compared to the control group. The posttest mean score of male students was higher than their female counterparts. The study recommended that teachers should integrate cooperative learning in mathematics instruction to promote collaboration and enhance students’ achievement in mathematics. The Plateau State Ministry of Education should organize training on cooperative learning for teachers to equip them on how to integrate cooperative learning in the classroom.
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