Case-based Cooperative Learning and Learners’ Academic Achievement in Mathematics in Primary Schools in Bui Division

Abstract

This study investigated the effects of Case-Based Cooperative Learning (CBCL) on the academic achievement of primary school pupils in mathematics in Bui Division. Guided by one general and five specific objectives, the study compared achievement scores between pupils taught using CBCL and those taught using traditional methods, and examined the influence of active participation, problem-solving, critical thinking, and communication skills on learners’ academic outcomes. A mixed-methods approach was employed, combining a quasi-experimental design, specifically a pre-test, post-test non-equivalent control group design, with a survey of teachers. A total of 91 pupils from two public primary schools formed the experimental and control groups, while 217 teachers responded to a structured questionnaire. Quantitative data were collected using a validated Mathematics Achievement Test (MAT), and qualitative data were gathered through open-ended responses. Data analysis involved ANCOVA to control for pre-existing differences and linear regression to examine the influence of key variables. Thematic analysis was used for qualitative responses. Pupils taught using Case-Based Cooperative Learning significantly outperformed their peers in the traditional method group, with the instructional method accounting for 28.8% of the variance in posttest scores (F = 35.610, p = .000, η² = .288). Furthermore, among the key predictors, critical thinking skills accounted for 57% of the variance in mathematics achievement. Qualitative data supported these findings, highlighting increased learner this skill. The CBCL method was also found to be gender-inclusive, promoting equitable learning outcomes. The study concludes that CBCL not only enhances mathematics achievement but also nurtures essential 21st-century competencies such as critical thinking. It is recommended that the Ministry of Basic Education design and implement targeted in-service training programs to equip primary school teachers with the knowledge and skills to effectively use CBCL strategies in mathematics instruction.