Cooperative Learning Strategy in Teaching and Learning of Circle Theorem in Mathematics: A Case of Nana Brentu Senior High School in Aowin Municipality in Ghana
[1]
Isaac Assan-Donkoh, Department of Mathematics and Information and Communication Technology, Enchi College of Education, Enchi, Ghana.
[2]
Gabina Susuoroka, Department of Mathematics and Information and Communication Technology, Nusrat Jahan Ammadiyya (NJA), Wa, Ghana.
[3]
Doris Baah, Department of Mathematics and Information and Communication Technology, Fosu College of Education, Assin Fosu, Ghana.
[4]
Samuel Baah-Duodu, Department of Mathematics and Information and Communication Technology, Agogo Presbyterian Womens’ University College of Education, Agogo-Asante Akyem, Ghana.
[5]
Zutaap Puotier, Department of Mathematics and Information and Communication Technology, Presbyterian College of Education, Akropong-Akuapem, Ghana.
Knowing the factors affecting math achievement is particularly important for making the best design decisions. The study investigated the impact of cooperative learning strategy on mathematics achievements of students. The study adopted action research design and made use of 60 students (42 boys and 18 girls) from Brentu Senior High Technical School. Purposive sampling technique was used to select Form 2 Business class out of seven Form 2 classes. The main instruments used for data collection were pre-test, post-test and questionnaires. Data collected were analysed and presented using frequency tables, pictorial representations in the form of bar graph, descriptive and inferential approaches of statistics. The Two-tailed test was used in the inferential statistics to test the null hypothesis. It was found that students’ performance in mathematics and attitudes towards mathematics were influenced by exposure to the cooperative learning (Pre-test: Mean = 35.20, SD =20.535; Post-test: Mean = 57.27, SD =17.829). The results further showed that there was significant difference in the performance of students when they are taught Circle Theorem using cooperative instructional strategies (t = 3.157, p = 0.003). It was therefore, recommended that mathematics teachers should employ cooperative learning strategies to improve students’ performance to bridge the gap among high, medium and low achievers.
Cooperative Learning, Strategy, Teaching and Learning, Circle Theorem, Mathematics, Nana Brentu, Senior High School, Aowin Municipality, Ghana
[1]
Akinbobola, A. (2009) Enhancing Students’ Attitude Towards Nigerian Senior Secondary School Physics Through the Use of Cooperative, Competitive and Individualistic Learning Strategies. Australian Journal of Teacher Education, 34 (1) 1 - 9. Retrieved: December 20, 2014. Website: http://ajte.education.ecu.edu.au/issues/PDF/341/%20Akinyemi.pdf.
[2]
Alio, B. C., & Harbor-Peter, V. F. (2000). The effect of Polya’s problem- solving technique on secondary school students’ achievement in mathematics. Abacus: Journal of Mathematical Association of Nigeria, 25 (1), 26-38.
[3]
Artzt, A. & Newman, C. (1997). How to use cooperative learning in the mathematics classroom. (2nd ed.). The National Council of Teachers of Mathematics, Inc: USA.
[4]
Borich, G. D. (2004). Effective teaching methods, fifth edition. New Jersey: Pearson Merrill Prentice Hall.
[5]
Bramlett, R. (1994). Implementing cooperative learning: A field study evaluating issues of school-based consultant. Journal of School Psychology, 32 (1), 67-84.
[6]
Brush, T. A. (1997). The Effects on Students’ Achievement and Attitudes when Using in Learning Systems with Cooperative Pairs. Educational Technology, Research and Development. 45 (1): 51–64.
[7]
Chianson, M. M. (2008). Cooperative learning: In M. S. Kurumeh & M. F. Opala, (Eds). Innovative Teaching Approaches of Mathematics Education in the 21st Century. Vol. 1, Pp: 27-40. Makurdi: Nigeria. Azaben Press.
[8]
Conger, J. (1998). Hostages to fortune: Youth, values, and the public interest. American Psychologist, 43, 291-300.
[9]
Deutsch, M. (1949). A theory of cooperation and competition. Human Relations, 2 (2), 129-152. Retrieved: July 7, 2014. Website: http://dx.doi.org/10.1177/001872674900200204.
[10]
Johnson, D. W., & Johnson, R. T. (1998). Learning together and alone: Cooperative, competitive, and individualistic learning (5th Ed.). Boston: Allyn & Bacon.
[11]
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and Competition: Theory and research. Edina, MN: Interaction Book Co.
[12]
Johnson, D. W. & Johnson, R. (1991). Cooperation in the Classroom. Edina, Minnesota: Interaction Boob Company.
[13]
Johnson, D. & Johnson, R. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th ed.). Boston: Allyn & Bacon.
[14]
Johnson, D. W., & Johnson, R. T. (2004). Assessing students in group. California: Crown Press.
[15]
Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1994). Cooperative Learning in the Classroom. VA: Association for Supervision and Curriculum Development.
[16]
Johnson, D. W., Johnson, R. T. & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? (Electronic Version) Change, 30 (4), 26-35.
[17]
O’connor, M. M. Kanja, C. G & Baba, T. (2000, Ed.). The open ended approach in mathematics education: A first step toward classroom practice in Kenyan setting. Nairobi: SMASSE project.
[18]
Opolot-Okurot, C. (2005). Student attitudes toward mathematics in Uganda Secondary Schools. African Journal of Research in Mathematics, Science and Technology Education, 9 (2). 167-174.
[19]
Ransdell, M and Moberly, D. (2003). A Journey into Cooperative Learning with Teacher Education Students. Retrieved: December 3, 2014. Website: http://www.usca.edu/essays/vol62003/ransdall.pdf.
[20]
Robertson, L., Davidson, N. & Dees, R. L. (1999). Cooperative Learning to Support Thinking, Reasoning and Communication in Mathematics. In S. Sharen (Ed). A Hand Book of Cooperative Larning Methods. Greenwood Press, an Imprint of Greenwood Publishing Group. USA. pp. 245–266.
[21]
Rucker, S. (1997). The use of Cooperative Learning in Undergraduate Discrete Mathematics Courses: Dissertation Abstracts International, Vol. 58–08, Section A. p. 3055.
[22]
Schofield, H (1981) Teacher Effects on Cognitive and Affective Pupil Outcomes in Elementary School Mathematics. Journal of Educational Psychology. 73. 462-471.
[23]
Setidisho, N. O. H. (1996). Aims of teaching mathematics. West African Journal of Education 4. 3: 251-260.
[24]
Slavin, R. E (1990). Student Team Learning in Mathematics. In N. Davidson (ed). Cooperative Learning in Mathematics: A Handbook for Teachers (pp 62-102) Menlo Park CA: Addison-Westley.
[25]
Stahl, R. (1994) The Essential Elements of Cooperative Learning in the Classroom. Retrieved: October 15, 2014. Website: ERICJ. http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0
[26]
Strutchens, Harris & Martin, (2001). Assessing geometric and measurement understanding using manipulatives. Mathematics teacher in middle School, 6 (7), 402-405.
[27]
Vaughan, W. (2002). Effects of Cooperative Learning on Achievement and Attitude Among Students of Color. Journal of Educational Research. 95 (6): 359–364.
[28]
West African Examinations Council (2007). Senior Secondary School Certificate Examination. Chief Examiner’s Report. Accra: West African Examinations Council.
[29]
West African Examinations Council (2006). West African Senior School Certificate Examination. Chief Examiner’s Report. Accra: West African Examinations Council.
[30]
West African Examinations Council (2005). West African Senior School Certificate Examination. Chief Examiner’s Report. Accra: West African Examinations Council.
[31]
Webb, N. M., Troper, J. D., Fall, R. (1995). Constructive Activity and Learning in Collaborative Small Groups. Journal of educational psychology (Washington, DC), vol. 87, p. 406–423.
[32]
Wilkins, J. L., & Ma, X. (2002). Predicting student growth in mathematical content knowledge. The Journal of Educational Research, 95, 288-298.
[33]
Yi-wen, C (1999). Final Paper. A Synthesis of Research on Cooperative Learning with Mathematics. Curriculum and Instruction 490.
