UNIVERSITY OF CAPE COAST

SCHOOL OF GRADUATE STUDIES AND RESEARCH

PROPOSED RESEARCH TOPIC:

INCREASING STUDENT LEARNING IN MATHEMATICS WITH THE USE OF

COLLABORATIVE TEACHING STRATEGIES. A CASE OF

J.H.S (2) PUPILS OF PREMPEH BASIC ‘B’ IN KWADASO SUB-

METROPOLITAN OF ASHANTI REGION.

BY:

ADU SARPONG MAXWELL

REFERENCE NUMBER: GS19/03028

2019.
 PROPOSAL

GENERAL INTRODUCTION

1.1 Introduction and background to the study

The researcher proposed this action research project to increase his junior high

school students’ achievements in mathematics. The researchers had noticed a

trend of low scores on teacher-made chapter tests and non-completion of daily

homework. Standardized tests showed that most students scored below average on the

mathematics portion. The students’ overall grades in mathematics have dropped, along pupils

attitudes towards mathematics learning.

The research included 40 junior high school students enrolled in either Algebra 1-2 or Geometry

classes. In each mathematics classes,there is a mixture of ten boys and ten girls.

Both mathematics classes are collaborative classes where a regular education

mathematics teacher and a special education teacher teach collaboratively.

The researcher planned three different interventions including incorporating

multiple intelligence based lessons, offering positive reinforcement for homework, and

involving the students in more regular group work. The researcher started by

having the students participate in a multiple intelligence survey and based their lessons

on intelligences most prominent in his class. To increase homework completion, the

researcher rewarded students who completed five consecutive assignments with

a free homework pass. The group work took place during homework time in class.

Students were divided into groups of four or five based on their ability level and worked

as a team on homework and other activities. The researcher gathered data using three different

tools which included

obtaining average test scores, average homework completion, and student surveys to

understand how the collaborative setting affected their learning.

The researcher found out that some of the interventions did not work as planned. For example,

offering positive reinforcement to increase homework completion had a negative effect on the

students. The decline in the average homework completion was 0.68% in one class and

6.22% in the other mathematics class. There were mixed results from both classes

regarding the average test scores. Overall, the majority of the students felt that being in a

collaborative setting helped to improve their learning in mathematics.

The purpose of the study was to examine the recent increase of academic failure within

mathematics, and the researcher questioned whether a collaborative setting would help increase

his students’ success in these areas.

The methodology used for the study was quantitative research, the researcher gathered

information concerning why his students are under-performing in mathematics, and narrowed it

down to three probable causes. These include socioeconomic status, parental involvement, and

both students’ and parents’ attitudes on mathematics education.

1.2 Statement of the problem

During the 1970s the quality of formal education in Ghana began to decline. There was public

outcry against the fallen standard, particularly the low level of achievement of pupils in the Basic

schools, a great majority could not read or perform simple arithmetic’s to solve real life

problems. One of the factors that accounted for this unfortunate situation is inability for students

to perform in mathematics.
Due to this, fresh university graduates and teacher trainees’ out of the 28,757 teachers who wrote

the first teacher licensing examination, 21,287, representing 74 per cent passed, while 7,432

failed in the numeracy subject.

According to Theodore Panitz (2000), the author of Using Cooperative Learning in the

Mathematics Classroom, there are many benefits to cooperative learning. It not only benefits the

students and their learning, but it also benefits the teachers. As she interviewed her students after

they had worked in groups, one of her students responded to her question by saying, “Before

your class, I disliked math. I was always getting aggravated and scared by it. Working together

with those around me in a group was a great help in understanding the material and the many

different ways in which a problem can be tackled and solved” (Panitz, 2000, p.8). Grouping

students motivates them and their critical thinking skills are enhanced, as well, students

becoming more familiar with their peers while still enjoying mathematics.

1.3 Research Questions

The general research question is increasing students learning in mathematics with the use of

collaborative teaching strategies? The specific questions are:

• What are the levels of failure in mathematics among junior high school pupils of

Prempeh Basic ‘B’?

• What are the reasons that propel students to dislike mathematics?

• What are the possible strategies that would contribute to student success in mathematics?
1.4 Aims and Objectives of the Study

The aim of this proposed research is to increase student learning in mathematics through

collaborative strategies.

1.5 Scope of the Study

The scope of the study is limited to Prempeh Basic Junior High School Two (2) and is on the

increasing students learning in mathematics with the use of collaborative teaching strategies.

1.6 Research Methodology

The study would use a mix method of qualitative and quantitative approaches to seek out

important information for the work. The qualitative research employed a phenomenological

approach in the gathering of data. It also enquires into history to find out what existed in the past

and to carry out comparison with what pertains to the present in order to come out with the way

forward. The quantitative approach would be employed to assess the statistical data in the

various questionnaires to the stakeholder, the teachers, students and the whole country.

1.7 Method of data collection

In this study, the researcher would apply a quantitative research approach. Quantitative research

is defined as a systematic investigation of phenomena by gathering quantifiable data and

performing statistical, mathematical or computational techniques. Again data collection happens

using a structured method and conducted on larger samples which represent the entire population

of the class. For the purpose of the study, both probability and non-probability sampling

techniques would be employed.

1.8 Study of literature review

In carrying out my research, it is essential to consider the views of some other scholars who have

carried out similar studies. This is to give focus and direction to the study at hand.

Grouping students in the mathematics setting is very substantial and effective

according to many sources (Lee, 2006). For example, the author of The Power of

Groupthink, Lee, states that when people pull together their knowledge, they can

outperform the brightest test of individuals. In this article, researchers at the University of

Illinois conducted a study that included 760 college students. They asked these students

to crack a code that tested mathematics and logic skills, some worked alone while others

worked in small groups. Partners who teamed up outshone even the top-scoring solo

individuals at this school. One of the researchers explained that groups have an edge

because they build on each other’s insights, making it easier to recognize correct answers.

According to Theodore Panitz (2000), the author of Using Cooperative Learning

in the Mathematics Classroom, there are many benefits to cooperative learning. It not

only benefits the students and their learning, but it also benefits the teachers. As she

interviewed her students after they had worked in groups, one of her students responded

to her question by saying, “Before your class, I disliked math. I was always getting

aggravated and scared by it. Working together with those around me in a group was a

great help in understanding the material and the many different ways in which a problem

can be tackled and solved” (Panitz, 2000, p.8). Grouping students motivates them and

their critical thinking skills are enhanced, as well, students becoming more familiar with

their peers while still enjoying mathematics.

1.9 Organization of Chapter

This work is divided into five chapters, chapter one will be general introduction to the entire

research and will include the following, introduction and background to the study, statement of

the problem, research questions, aims and objectives to the study, research methodology,

literature review, organization of the study, definitions of relevant concepts and conclusion.

Chapter two will consist of review of related literature, the concept of the use of collaborative

strategies to enhance students learning in mathematics and summary of literature review. The

next chapter, which is chapter three will entails methodology, research design, sample and

sampling techniques, data collection instruments, data collection procedures and method of data

analysis. Last but not least chapter will entail documentation, tables showing the various rest

scores using thee different strategies which are multiple intelligence, offering positive

reinforcement and involving the students in more regular group work. Discussion and findings

based on the objectives of the study. And the last chapter which is chapter five will talk about the

summary, conclusion and recommendations by the researcher.

REFERENCES

Azzam, A. (2007). Why Students Drop Out. Education Leadership, 64, 91-93. Retrieved
February 10, 2008, from Academic Search Premier database.
Bellanca, J., & Fogarty, R. (2003). Blueprints for achievement in the cooperative
classroom. Thousand Oaks, CA: Corwin Press.
Bryan, B. (2000, May). Raising the Achievement of Low Performing Students. Mid-
Continent Research for Education and Learning. Retrieved February 2, 2008,
from Academic Search Premier database.
Burke, K. (2000). What to do with the kid who...Developing cooperation, self-discipline,
and responsibility in the classroom. Thousand Oaks, CA: Corwin Press.