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The Effects of Cooperative Learning On Students' Mathematics Achievement and Attitude Towards Mathematics
The Effects of Cooperative Learning On Students' Mathematics Achievement and Attitude Towards Mathematics
ISSN 1549-3652
© 2010 Science Publications
Abstract: 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.
of education now requires teaching strategies that • Whether there are differences in achievement in
emphasize student involvement. mathematics between the experimental group and
According to Johnson and Johnson (1990) to the control group
achieve success in learning mathematics, students • Whether there are differences in students’ attitude
should be given the opportunity to communicate towards mathematics between the experimental
mathematically, reasoning mathematically, develop group and the control group
self-confidence to solve mathematics problems. One of
the ways this can be done is through cooperative MATERIALS AND METHODS
learning. In cooperative learning, students study in Since the classes existed as intact groups, the study
small groups to achieve the same goals using social used a quasi-experimental non-equivalent control group
skills. Many studies show that cooperative learning can design. To control for teachers’ training and experience
improve performance, long-term memory and positive as sources of internal invalidity, only teachers of
attitudes towards mathematics, self concept and social equivalent training and experience were chosen.
skills. More opportunities should be given to Convenience sampling technique was used to select the
discussion, problem solving, creating solutions and schools that formed the study sample. The participants
working with peers. Several educators in the field of were 82 Form One students from one of the school in
mathematics education conducted studies using Miri, Sarawak. Of these respondents, 44 were in the
cooperative learning and found increase in students’ experimental class, while 38 others were in the control
mathematics achievement (Brush, 1997; Isik and Tarim, class. Students in Form One in Malaysian secondary
2009; Nichols and Miller, 1994; Tarim, 2009; Tarim schools are of an average of 13 years old. The study
and Akdeniz, 2008). was carried out for two weeks. Student Teams-
Shimazoe and Aldrich (2010) provides several Achievement Divisions (STAD) developed by Slavin
benefits on the use of cooperative learning approach for (1995) was used as the cooperative model.
students. First, cooperative learning promotes deep Instrumentation:
learning of materials. Second, students achieve better Achievement test: In this study, the achievement test
grades in cooperative learning compared to competitive was used to measure the students’ mastery of the topic
or individual learning. Third, students learn social skills of fractions. The pre and post test contained 16
and civic values. Fourth, students learn higher-order, objectives questions and 10 subjective questions. The
critical thinking skills. Fifth, cooperative learning time allocated is 60 min. Each subjective item is
promotes personal growth. Finally, students develop allocated five points, while two marks allocated to each
positive attitudes toward autonomous learning. objectives item. All items used are based on form 1
Apart from mathematics achievement, attitude is mathematics syllabus. Validity is an important feature for
also a major focus in cooperative learning study. A an instrument (Wiersma, 2000). An instrument is said to
study conducted by Ifamuyiwa and Akinsola (2008) have high validity if the degree of its ability to measure
found that students in the experimental group showed a what it should be measured is high. All the items were
positive attitude towards mathematics. Similarly, Brush reviewed by the Head of Department of Mathematics and
(1997), also found that students in the experimental Science and expert teachers for validation.
group showed positive attitudes towards mathematics.
However, a study by Tarim and Akdeniz (2008) found Attitude towards mathematics: A set of attitude
no significant difference was observed regarding questionnaire items have been adopted and modified by
students’ attitude towards mathematics. Based on the the researchers. The instrument was given to experts in
literature it can be said that cooperative learning is mathematics education for validation. Since the items
effective in enhancing the achievement and produce were not scored dichotomously, the reliability
inconsistent results regarding attitude of students. coefficient of the test was estimated using Cronbach’s
Therefore, the researchers want to conduct this research coefficient alpha (α) as provided by Gregory (2004).
in the hope that teachers can used the cooperative The reliability coefficient was found to be 0.81.
learning methods especially Student Teams- Attitude questionnaire contains 15 items. In this
Achievement Divisions (STAD) in their teaching. Thus, questionnaire, all respondents were required to choose
researchers want to study the effects of the use of the answer that reflects their own views and stance on
STAD on mathematics achievement and student the statements that are administered in accordance with
attitudes towards mathematics. Specifically, the the Likert scale of five points, strongly disagree-1 to
objectives of the study were to determine: strongly agree-5 points.
273
J. Social Sci., 6 (2): 272-275, 2010
therefore increase their confidence in solving Gregory, R.J., 2004. Psychological Testing: History,
mathematics problem. This may indirectly change their Principle and Application. 4th Edn., Allyn and
attitudes towards mathematics. Cooperative learning Bacon, Boston, ISBN: 0-205-35472-6, pp: 86.
also emphasizes social interaction and relationships Ifamuyiwa, S.A. and M.K. Akinsola, 2008. Improving
among groups of students in particular and among senior secondary school students attitude towards
classmates in general. Cooperative learning actively mathematics through self and cooperative-
involves students in the learning process. These instructional strategies. Int. J. Math. Educ. Sci.,
findings are consistent with the findings of some Technol., 39: 569-585. DOI:
previous researchers such as Ifamuyiwa and Akinsola 10.1080/00207390801986874
(2008) and Brush (1997). Isik, D. and K. Tarim, 2009. The effects of the
cooperative learning method supported by multiple
CONCLUSION intelligence theory on Turkish elementary students
Student-centered approaches such as cooperative mathematics achievement. Asia Pacific Educ. Rev.,
learning improve mathematics achievement and 10: 465-474. DOI: 10.1007/s12564-009-9049-5
attitudes towards mathematics among students. Johnson, D.W. and R.T. Johnson, 1990. Using
Therefore, teachers in schools, especially teachers who Cooperative Learning in Math. In: Cooperative
teach mathematics need to be aware of the benefits and Learning in Mathematics, Davidson. N. (Ed.).
importance of cooperative learning and thus changing Addison-Wesley, ISBN: 0-201-23299-5, pp: 122.
the practice of teacher-centered teaching methods to Keefe, J.W., 1997. Learning Style Theory and Practice.
student-centered teaching methods. There are positive National Association of Secondary School
changes taking place when teachers change their Principals, Reston, ISBN: 0-882-201-X, pp: 25.
teaching methods towards a more student-centered Lau, P.N.K., P. Singh and T.Y. Hwa, 2009.
approach. Teachers need to master the mathematical Constructing mathematics in an interactive
content to be delivered and plan how to implement classroom context. Educ. Stud. Math., 72: 307-324.
cooperative learning better. Cooperative learning DOI: 10.1007/s10649-009-9196-y
should be employed especially STAD so that students Nichols, J.D. and R.B. Miller, 1994. Cooperative learning
can be help each other in small groups. Therefore, and student motivation. Contem. Educ. Psychol.,
teachers are encouraged to practice these methods 19: 167-178. DOI: 1006/s10649-007-9088-y
regularly and effectively. The results showed that Posamentier, A.S., B.S. Smith and J. Stepelman, 2006.
cooperative learning could have a positive effect on the Teaching Secondary Mathematics: Techniques and
formation of a more positive attitude towards Enrichment Units. 7th Edn., Pearson Education,
mathematics among students. However, attitude is New Jersey, ISBN: 0-13-118520-9, pp: 6.
something very abstract and subjective in detecting Sabri, A., 2006. Issues in Mathematics Education.
changes in the short term. This study only lasted for Utusan Publications and Distributors, ISBN: 967-
two weeks. This means that students are exposed to 61-1783-8, pp: 10.
learning in a very short period. Therefore, research Shimazoe, J. and H. Aldrich, 2010. Group work can be
should take a longer time span so that the results of this gratifying: Understanding and overcoming
study can be validated. resistance to cooperative learning. Coll. Teach.,
58: 52-57. DOI: 10.1080/ 87567550903418594
ACKNOWLEDGEMENT
Slavin, R.E., 1995. Cooperative Learning: Theory,
The researcher has been supported generously by Research and Practice. Allyn and Bacon, ISBN: 0-
the Faculty of Education, University Kebangsaan 205-15630-4, pp: 71.
Malaysia. The researchers would like to express their Tarim, K. and F. Akdeniz, 2008. The effects of
sincere appreciation for all of the support provided. cooperative learning on Turkish elementary
students’ mathematics achievement and attitude
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