Abstract:
The main purpose of this study was to analyze the cooperative learning practices and
explore the problems that influence cooperative learning in mathematics class in some
selected secondary schools of West Hararghe zone. To conduct the study, a survey design
was employed. The sources of data were students, mathematics teachers, unit leaders,
supervisors and school principals. By using random sampling technique, 120 students were
selected moreover, by using available sampling 18 teachers were selected. The main
instrument of data collection was questionnaire. It was also substantiated with interview,
group discussion and classroom observations. To analyze the data both quantitative and
qualitative method were used. The data that was collected from questionnaires were
presented in tables and analyzed using percentage and descriptive statements. Besides
triangulation was used to analyze the data from the questionnaires and the actual
classroom observation and interview. The result of the study showed that the extent of
practicing cooperative learning in west Hararghe selected secondary schools were
practiced highly. The attitudes of students and teachers towards cooperative learning was
encouraging whereas concerning individual learning both teachers and students attitude
were discouraging. The major challenges that influence the practice of cooperative
learning in mathematics classroom, which were shared by both teachers, the principals of
the sampled schools and students and needs instant solution includes; arrangements of chairs, achievements of students, shortage of teaching materials, time shortage and large
class size. The teachers needs to get continuous intensive training on how to use
cooperative learning strategies, the willingness and positive feelings of teachers and
students need to be increased through training and practices. Education stakeholders
should work and put instant solution on challenges of cooperative learning practices in
mathematicsclassroom.
