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The study seeks to understand students’ opinion about implementation of co-operative learning approach. An experiment on co-operative learning approach was conducted on 78 students of standard IX studying in schools affiliated to the SSC Board and with English as the medium of instruction. It has used one tool, namely, Co-operative Learning Implementation Opinionnaire. It was found that on the whole, students are substantially satisfied with the implementation of co-operative learning approach. It was found that there is a gradual improvement in average group performance measured using a rubric in terms of (a) involvement in decision-making, (b) extent of social interaction, (c) involvement in group contribution, (d) tenacious behaviour and (e) group structure and operations over a period of 16 class periods. Students have also expressed several strengths and a few weaknesses of co-operative learning approach when data were analysed qualitatively. Some of the strengths of the co-operative learning approach that emerged from the qualitative data analysis include five categories, namely, (a) Social and Academic Support, (b) Learning to Take Up Roles and Responsibility, (c) Importance of Affective Qualities, (d) Pleasurable Experience and (e) Active Classroom. Similarly, the four major categories of weaknesses of the co-operative learning approach that emerged from the qualitative data analysis include (a) Negative Impact of Interdependence, (b) Unsuitability for Mathematics, (c) Lack of Confidence and (d) Indiscipline.
The present study is aimed at ascertaining the combined effect of students' conceptions of mathematics, mathematics self-efficacy and student engagement in mathematics on their academic achievement in mathematics among traditional classroom and cooperative learning approach. The study adopted the quasi-experimental approach on 159 students of standard IX studying in English medium schools. It was found that (a) The contribution of conception of mathematics to academic achievement in mathematics is the lowest followed by mathematics self-efficacy and student engagement in that order in both control and experimental groups (b) The contribution of conceptions of mathematics, mathematics self-efficacy and student engagement to academic achievement in mathematics is lower in the control group as compared to that in the experimental group, (c) The contribution of mathematics self-efficacy and student engagement to academic achievement in mathematics has doubled in the experimental group as compared to the control group, (d) The effect of conceptions of mathematics, mathematics self-efficacy and student engagement in mathematics on their academic achievement in the experimental group is large and in the control group is medium and (e) Cooperative learning group enhances the effect of conceptions of mathematics, mathematics self-efficacy and student engagement on the academic achievement of students in mathematics.
The world witnessing various problems, namely pollution, population, poverty and inter-personal relationship. The first three components and its associated problems are technical and can be dealt with the help of science and technology. But the problems of inter-personal relationship can't be dealt with technology but by developing individuals' affective domain. The formal education system focuses on the overall development of students. Deliberate efforts are put in terms of various experiences so as to bring desirable change. The experiences are planned by the teachers considering content and the students' characteristics. Mathematicians occupies important place in school curriculum. Its major objective is the development of logical thinking, reasoning ability and problem solving skills. One of the most important pillars of education is learning to live together. We are depending on each other for many things and therefore the development of feeling of togetherness is important. Cooperative learning strategies are the techniques which help individual to learn from others and also contribute in others learning. The researcher tried to use various methods such as think pair share,Numbered head,circle the sage ,three step interviewand team pair solo. etc to provide inputs for the topic sales, rebate and commission.Researcher very specifically chosen these topics from mathematics as it provides opportunities for discussion, expressing opinions, along with reasoning ability and problem solving skill. The researcher also attempt to study students' interest in mathematics with the thought that the peer interaction might have positive influence on it. Achievement in terms of number is thought to be important along with reasoning ability of students. Therefore for this study researcher made an endeavour to implement a planned cooperative learning programme and study its effectiveness in terms of students' achievement, interest in mathematics and reasoning ability.
International Journal of Pedagogy and Teacher Education
Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics2020 •
Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0...
In this action research study of my classroom of seventh grade mathematics, I investigated the use of cooperative learning groups and whether working in groups changed students' academic performance and attitudes toward mathematics. I used my seventh grade class of 20 students along with two different types of group formations: teacher-formed groups and student formed
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