The Effects of Cooperative Learning on Students' Mathematics Achievement and Attitude towards Mathematics
By Effandi Zakaria, L. Chin, Md. Yusoff Daud. 2010
279 citations recorded by the source corpus.
Problem statement: The purpose of this study was to determine the effect of cooperative learning on mathematics achievement and attitude towards mathematics. Approach: This quasi-experimental 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.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/771be833b8087c0ec7c49a79c3b7962ab00804b9
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Achievement in Cooperative versus Individualistic Goal-Structured Junior Secondary School Mathematics Classrooms in Nigeria (2012, background): “Reference [29] found that cooperative learning methods improve students’ achievement in mathematics and attitude towards mathematics.”
- Effect of Cooperative Learning on Secondary School Students’ Mathematics Achievement (2013, background): “This study supports the findings conducted by Zakaria et al. (2010) and Melihan and Sirri (2011).”
- Effects of Cooperative Learning on Students at An Giang University in Vietnam. (2012, unknown): “Consequently, it is consistent that students in the jigsaw group achieved and retained more knowledge because they offered explanations to others (Zakaria et al., 2010).”