STUDENTS MATHEMATICS ACHIEVEMENT USING COOPERATIVE LEARNING APPROACH: THE CASE OF BORODA SECONDARY SCHOOL

Abstract

The purpose of this study was to improve students’ mathematics achievement using cooperative learning approach. In addition, the study investigated students’ perception about CLA in mathematics classroom. A survey questionnaire was conducted to determine students’ perception while a t-test was used to determine their achievement before and after the treatment. As a result, the design of this study was a survey and control-experimental group design. Boroda secondary school was selected purposively as area of the study. The total target population under consideration was 192 grade 9 students out of which 64 students were selected purposively based on their ability level. The selected students then divided in to two equal groups. Both groups consisted equal number of higher, medium and lower achievers. The two groups were randomly named as control group (CG) and experimental group (EG). Students in EG were exposed to STAD techniques of cooperative learning approach while students in CG were taught using traditional lecture method. Data obtained from the questionnaire and achievement test were analyzed using descriptive and an independentsample t-test. The findings of the study revealed that students who were exposed to cooperative learning approach performed better than students who were taught using traditional lecture method on the post-test although both groups performed poorly on the pretest. The results further indicated that students belonging to EG perceived cooperative learning approach positively after the treatment although it was negative before the treatment. Therefore, from the findings of the current study, it can be concluded that cooperative learning approach using Students Teams-Achievement Divisions (STAD) significantly improved students’ mathematics achievement and develop positive perception than traditional lecture method. Consequently, the study recommends the use of STAD technique in mathematics classroom rather than traditional lecture method