The Effects of Learning Together Technique Which is based on Cooperative Learning on Students’ Achieevement in Mathematics Class (original) (raw)
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Effect of Cooperative Learning on Secondary School Students’ Mathematics Achievement
Creative Education, 2013
The purpose of this study was to determine the effects of cooperative learning on students' mathematics achievement in secondary school students in Pekanbaru, Indonesia. In addition, this study also determined students' perception concerning cooperative learning. The samples of this study consisted of 61 Form Three students. In order to control the differences of dependent variables, a pre-test was given before treatment. After treatment, a post-test was administered to both groups. Two types of instruments were used to collect the data: the mathematics achievement test and open-ended questions on cooperative learning. The pre-test and the post-test data were analyzed using t-test. Content analysis was used for the open-ended questions on cooperative learning. The results showed that there was a significant difference of mean in students' mathematics achievement between the cooperative group and the traditional group. Content analysis data revealed that students in the cooperative group were able to increase their understanding and to develop their self-confidence.
Mathematics is considered by many students as a difficult academic subject. To improve their performance, various learning strategies are employed by teachers abandoning the conventional method. This study focused on the cooperative learning as a method to enhance level of performance of grade 10 mathematics students in the Philippines. It looked into the method and how it influenced students' performance. By using a quasi-experimental research method, the following results are generated: 1) the method positively improved the performance in mathematics of the control and experimental groups; 2) while effectiveness assessment showed a highly effective result; and 3) the application of the method showed a positive impact on the participants as shown by their positive perception of the subject mathematics.
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.
Co-operative learning is defined as students working together to "attain groups goals that cannot be obtained by working alone or competitively". The main purpose of co-operative learning is to actively involve students in the learning process, a level of student empowerment which is not possible in a lecture format. The present study found out the effectiveness of cooperative learning in mathematics learning among the eighth standard students of Tirunelveli district. Two equivalent group experimental-designs are employed for this study. The investigator has selected 40 students studying VIII standard in High School, Tirunelveli Educational District. According to the scoring of pre-test, 20 students were chosen as control group and 20 students were chosen as experimental group in a cluster sampling 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.
Journal of Social Sciences, 2010
Problem statement: The purpose of this study was to determine the effect of cooperative learning on mathematics achievement and attitude towards mathematics. Approach: This quasiexperimental study was carried out on two form one classes in Miri, Sarawak. One class (n = 44) was assigned as an experimental group and the other (n = 38) was assigned as a control group. The two groups were pre-tested prior the implementation. At the end of the study, post test was given, while daily quiz was used as a tool for formative testing. Teaching and learning process was carried out for two weeks. Data were analyzed using the t-test to determine performance by comparing the mean of the post test for treatment and control group. Results: The results of this study showed that cooperative learning methods improve students' achievement in mathematics and attitude towards mathematics. Conclusion: The researchers concluded that cooperative learning is an effective approach, which mathematics teachers need to incorporate in their teaching.
Effect of Co-Operative Learning on Academic Achievement in Mathematics
The presented study investigated the effect of teaching through co-operative learning on academic achievement in Mathematics. The sample of the study was consisted 86 students of IX class. The quasi-experiment research design was adopted to conduct the study. The study contributes in identifying the effect of the use of co-operative learning to improve the mathematics achievement for secondary school students. In nutshell can be concluded that the Cooperative learning method has been found a significant positive effect on the academic achievement of secondary school students in Mathematics.
THE EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ PERFORMANCE IN MATH
In this paper we have studied the effects of group work on students' performance in Math 4 "Pre-Calculus" course in Qatar University. The studies were examined in spring 2011 with four classes and in each class consist of 6 to 8 groups of students. The aim of the study was to determine the effect of cooperative learning on students' performance in math 4 course. For this project the guidelines were formed for groups to follow. We have analysed the exams' results prior and post of this study. The collected data from various exams shows that students who participated in the project improved their performance. In Cooperative and Group Work (GW) students have opportunity to think about facts and procedures to justify their answers.
IMPACT OF COOPERATIVE LEARNING ON GRADE 7 MATHEMATICS CLASS
The Department of Education points to K to 12 Enhanced Basic Education program to address one of the main weaknesses of the Philippine educational system-the congested curriculum. Students are hardpressed to learn in 10 years a curriculum that is actually designed for 12 years in other countries. Hence, Filipino students are not able to achieve comprehension and mastery, particularly of core subjects. With K to 12, students will develop competencies and higher order thinking skills through one of the key features of the program which is the provision of time for independent/cooperative learning. It has the purpose to develop student capacity for self-directed learning, teamwork, goal-orientation, sense of responsibility and accountability for results. (DepEd Order 31, s. 2012)