Effect of Cooperative Learning Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District
DOI:
https://doi.org/10.47604/ajep.2252Keywords:
Cooperative, Learning Method, Performance, Mathematics, StudentsAbstract
Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’.
Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression.
Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject.
Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.
Downloads
References
Abu, W. (2000). Computer supported cooperation based learning. T.C. Journals of Anadolu University, No: 1145, Journals of Education Faculty, No: 57, p. 15, 50-84.
Al-Heela, R.(2016). Relationship between Teaching Method and Students’ Performance in Mathematics in Public Secondary Schools in Dadaab Sub County, Garissa County; Kenya.” IOSR Journal of Research and Method of Education, 8(5):59–63.
Ariyania, F.(2013). The effects of cooperative problem-solving approach on creativity in science course. Journal of Qafqaz, 9, 143-150.
Cobb, P. (2005). Constructivism: Theory, perspectives and practice. New York: Teachers College Press.
Cooper, P. (2010). Problem solving in collaborative small group settings. Proceedings of the 16th Annual Congress of the Association for Mathematics Education of South Africa (AMESA), 1, 269 – 277.
Humphrey, G. (2015). Peer instruction versus class-wide discussion in large classes: a comparison of two interaction methods in the wired classroom. Studies in Higher Education, 28(4):457-473.
Humphreys, B., Johnson, R.T & Johnson D.W. (1982). Effects of cooperative, competitive and individualistic learning on student's achievement in science class. Journal of research in science teaching.
Gaine, L. (2017). Effect of cooperative learning method on the attitude and achievement in the high school biology laboratories. Journal of Turkish Educational Sciences, 3 (1), 105-123.
Johnson, N. (2022). Cooperation and competition: Theory and research. Edina, MN: Interaction.
Johnson & R. Johnson (Eds). (1991) Cooperative Learning: JALT applied materials. New York; Greenwood press, Inc
Lazarowitz (2014) Learning science in a cooperative setting: Academic achievement and affective outcomes. Journal of Research in Science Teaching, 31, 1121-1131.
Narzoles, D. (2015). The effect of cooperative learning method on the students’ success and recall levels of the 8th grade students learning in permutation and probability subject. Journal of Kirsehir Education Faculty, 12, 1-16.
Richards land Rodgers,T. (2001).Approaches and Methods in Language Teaching. New York: bridge University Press.
Robertson, P. (2019) Effect of jigsaw instructional strategy on mathematics achievement of secondary school’s students. Abacus, 43(1): 51-58.
Slavin, R.E (1996) Research on Co-operative learning achievement: what we know, what we need to know. Contemporary Educational Psychology, 21(4), 43-69
Topping (2011) Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.
Zakaria, L.(2017). The effects of cooperative learning on students’ mathematics achievement and attitude towards mathematics. Journal of Social Science, 1(2), 56-58.
Van Dat, M. (2016). Socio-constructivist learning and teacher education students’ conceptual understanding and attitude toward fractions. Indonesian Research Journal in Education, 5(1): 23-44.
Vygostky, L.S. (1978). Mind in society. Cambridge, Mass.: MIT Press.
Woodard (2014). Cooperative learning to support thinking, reasoning and communication in mathematics. Westport CT Praeger.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Byiringiro, E.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
