Effect of Co-operative Learning Approach on Students’ Achievements in Solving Word Problems Involving Fractions

Abstract

Despite the concerted efforts of teachers to enhance learning of mathematics among senior high students, performance and success in learning mathematics is still unsatisfactory. Based on this, the study aimed at assessing the effect of cooperative learning on the achievement of students of Adventist Senior High School, Kumasi when solving word problems involving fractions. Quasi-experimental design was used for this study. Sample size for this study was 158 second year (track gold) students. Purposive sampling was employed to select the second year students in the Business (2B2 & 2B3) and General Arts (2Arts1 & 2Arts3) classes. The instruments for data collection were test items and interview. The study used pre-test and post-test word problem questions to gather information from the students and an interview was conducted afterwards. The findings showed that the pre-test mean score of students was lower than the post-test scores of students in both the experimental group and control group. The findings showed that the effectiveness of the cooperative learning approach was positive in solving word problems involving fractions. The study found a significant difference in the performance of students who were taught by using cooperative learning in the experimental group and those students who were taught with the conventional methods in the control group (t=7.759, p=0.000<0.05). The study concluded that the cooperative learning approach improved students’ academic performance. Due to the effectiveness of learning through co-operative approach, students wish it would be used in teaching other subjects. It was recommended that mathematics teachers should adopt the cooperative learning approach in the teaching and learning of other topics in mathematics.