Structured Cooperative Learning as a Means for Improving Average Achievers' Mathematical Learning in Fractions (original) (raw)
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Journal of Education and Practice, 2013
This study sought to determine the effects of Students Teams-Achievements Divisions, cooperative learning teaching strategy on students' mathematics achievement in sequence and series topic by gender (sex). A quasiexperimental study was carried out on two form three classes in Komenda Edina Eguafo Abrem Municipality (KEEAM) in the Central Region of Ghana. The sample size was 97 comprising of 44 boys and 53 girls. One class (n 1 = 47) was assigned as an experimental group and the other (n 2 = 50) was assigned as a control group. A simple random sample technique was used to select the two schools that formed the study. The two groups were pretested prior to the implementation of the intervention. At the end of the study, posttest was given. Data collected were analysed using the t-test to compare the performance of boys and girls in the experimental group. The results indicated that there was no gender difference in students' mathematics achievement after being taught sequence and series through cooperative learning.
Cooperative learning as a strategy of improving mathematics performance and attitudes
International Journal of Educational Innovation and Research, 2024
There has been an increasing concerns that the traditional instructional methods militate against students' performance and positive attitudes towards school mathematics. This study employs cooperative learning strategy to provide an innovation as a way of ameliorating the canker. We utilised the quasiexpermental (prepost non-equivalent) design. In this design, two senior high schools selected. One school was the experimental (SHS A) and the other was the control (SHS B). A sample of 224 students were assigned to the experimental (110) and control (114) groups. After treatments, mathematics achievement tests were used to gather the data. The data was analysed with means, standard deviations, percentages, p-values and t-statistics. The outcomes revealed that students who had tutorials in the cooperative strategy performed better than those who had tuition through the traditional. Even within the experimental group, there was no statistically significance differences between boys and girls. It was concluded that students' performance and attitudes toward learning mathematics were positively enhanced by cooperative learning. It was therefore recommended that stakeholders make conscious efforts to inspire teachers to model more cooperative learning techniques in mathematics instruction.
Effectiveness of Classroom Practices to Achievement in Mathematics
Journal of Education and Practice, 2014
The study examined the effect of problem solving strategy on Secondary school students' achievement in Circle Geometry in Emuhaya district of Vihiga county, Kenya. Two research objectives were used in the study to make the investigation. These were: (i) To establish the classroom practices and activities commonly employed by mathematics teachers, and (ii) To determine students' coping mechanisms in the learning of mathematics using conventional approaches. This study was based on the Constructivist learning theory which originates from works of cognitive scientists like Jean Piaget and John Dewey. Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a process of meaning and knowledge construction as opposed to passively receiving information. According to this theory, learners are the makers of knowledge and meaning. The study was a true experimental research design based on Solomon Four-Fold design. The purpose of the study was to investigate the effect of using problem solving method on secondary school students' achievement in mathematics. Since the poor performance in mathematics is as a result of the decimal performance in the key topics, this study used circle geometry to establish any effect of the method. Two mathematics teachers with equal qualifications, teaching experience and considerably equal teaching potential were selected and trained to teach the two groups. Same lesson plans and worksheets were developed and used along with the direct teaching strategies for both groups. The control group was kept under a control condition by providing traditional competitive situation in class while the experimental group was provided with the Problem solving method as a treatment. The academic achievements of the control and experimental groups were examined through a post-test. In the experimental groups, one group was pretested, treated then post-tested while the other one was only treated then post-tested. In the control groups, one group was pretested then post-tested while the other one was only post-tested. Several implications of the findings are highlighted in the study as reported in this paper. The findings showed that most students who were ill-equipped mathematically tended to look for the teacher at the slightest level of difficulty and challenge in mathematical problems. They showed over-reliance on others rather than persist in looking for alternative methods of solving the same question. They were somewhat reluctant to attempt to solve the problem if the method was not perfectly obvious or if the problem was one that was unfamiliar. The researcher recommends that teachers should inculcate problem solving skills in their students to help them cope well with the ever changing and demanding needs and be better problem solvers in mathematics.
Linguistics and ELT Journal
This research is a classroom action research conducted in class VIII.1 of SMP Negeri 1 Praya. The purpose of this classroom action research (CAR) is to determine the extent to which students' learning outcomes in mathematics are improved by applying the STAD Type Cooperative Learning Method. In this classroom action research (CAR), it is carried out in 2 cycles, from the results of the actions taken; it is proven to be able to improve student learning outcomes by achieving the classical mastery set that is 85%. Classical completeness 71% obtained in the first cycle, can be increased in the second cycle to 100%. In terms of student activity, there was also an increase, namely in the first cycle, the category of quite active increased to a category. The results of this action research indicate that the application of the STAD Type Cooperative Learning Model can improve student learning outcomes in mathematics with completeness reaching 100%.
Journal of Education and Learning, 2018
The study presented aims at searching the relation between the learning environment and students' performances in Mathematics. Data of the 27 week-long research were compiled from 9th grade students at an Anatolian High School. Semi-experimental research modelled pre-test post-test control grouped experimental model was used in the study. Before the application, students' gaps regarding the subjects were found out and students were supported by it and their initial performances were evaluated by using the developed non-routine problem. During the application, the learning process continued taking the performance variables into consideration in the experiment group whereas the constructivist learning approach was used in the control group in accordance with the mathematics program. Data gained from students' performance evaluations at the beginning and end of the term, were analysed in order to find out the similarities and differences between the two groups. The findings reveal that there is no meaningful difference in the performance grades of students at the beginning of the term. On the other hand, the average performance grades of the students after the application process show a statistically meaningful difference in favour of the experiment group. Comparisons were made in the experiment group before and after the application.
THE ANTHROPOLOGIST
The present study was anticipated to explore the impact of cooperative learning on students' speculative achievement at elementary level, inside the classroom environment. The principle target was to examine the scholarly accomplishment of an exploratory group with that of a control group. The control group was indicated using traditional strategies while the trial social event was instructed through cooperative learning. The framework of the study used a pre-test and post-test control amass, that is a type of a true experimental design. The students' academic achievement in the mathematics was the reliant variable and techniques for educating were the independent variables. The number of inhabitants in the study contained all the seventh grade understudies contemplating in the Government Girls High School, situated in Rawalpindi in Pakistan. The sample included 30 seventh grade understudies, selected randomly from the government school of Rawalpindi. The selected sample students were distributed into one control group and one experimental group on the basis of their pre-test scores. The information was broken down by applying a t-test at a .05 level of hugeness. It was induced that understudies taught through cooperative learning showed better results for their scholastic accomplishment on the post-test than those instructed through traditional techniques.
2007
In the axis of basic skills and values, students' enjoyment of mathematics lesson and the realization of learning by taking a certain distance depend on the appreciation of the effort of the individual. Cooperative learning provides this requirement with a great deal of reward and success. Success increases individual's self-confidence and making him/her more powerful and positive in mathematical learning. By developing an individual's positive attitude, mathematical barriers that may adversely affect his/her success in social interaction with friends might be removed. An individual can also help his/her friends in learning and reinforce his belief and self-esteem. This study aims to reveal the effect of cooperative learning method on students' academic achievement and attitudes towards mathematics in primary school fourth grade math class. The study was carried out with "pre-test-post-test control group experimental design". This pattern allows for the comparison of the success of the cooperative method used in the mathematics course to improve students' achievement and positive attitude towards mathematics."Team Play Tournament Supported Student Teams and Achievement Divisions" (TPT supported STAD) technique, which combined the application of Student Teams Achievement Divisions (STAD) and "Team Play Tournament" (TPT) techniques from the cooperative learning applications, was applied to the test group. In the control group, the lessons were taught usingthe instructions in the Ministry of National Education (MoNE) 4th grade Mathematics Teacher's Guide Book. 4th grade primary school students in Malatya Battalgazi during the 2015-2016 academic year were the study participants. They were 40 students (20 in test group and 20 in control group). "Mathematics Attitude Scale" developed by Baykuland "Mathematics Achievement Test" developed by the researcher were applied to the test and control groups as pre-test and post-test. TPT supported STAD technique is more effective in increasing the academic achievement of the students in mathematics course compared to the teacher-centred teaching; however, it is less effective than teacher-centred teaching in their mathematics attitudes.
Asian Journal of Probability and Statistics, 2022
This study explores the effect of think-pair-share learning on junior high school students' achievement in algebraic expressions. The study used the pre-test-post-test non-equivalent control group design. The participants were selected from two intact classes (already-formed groups) and received either an intervention (the treatment group) or not an intervention (the control group). The control group received the conventional learning method often used in the classroom. The participants consisted of hundred (100) third year junior high school students of equal mathematics ability (control group = 54 students; experimental group = 46 students) from a junior high school in the central region of Ghana. For the pre-test and post-test scores, the Shapiro-Wilk had a p-value greater than .05 (p > .05) for each statistic, indicating that both the pre-test and post-test scores were normally distributed, before and after the intervention. The results of the independent samples t-test before the intervention, indicated a non-statistically significant difference between the experimental and control pre-test scores (t =-.48, p > .05, C. I = [-1.78, 1.08]). A one-way ANOVA after the intervention, indicated that the effect of the method of instruction was significant for student scores, F (1, 98) = 353.98, p <.05. Also, the paired-sample t-test for the pre-test and post-test scores indicated the students' post-test scores were statistically higher than their pre-test scores (t (98) =-8.44, p < .05), Further, the results of the independent samples t-test for the post-test also indicated statistically significant differences between