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Cooperative Learning Strategy in Teaching and Learning of Circle Theorem in Mathematics: A Case of Nana Brentu Senior High School in Aowin Municipality in Ghana
Current Issue
Volume 7, 2019
Issue 1 (March)
Pages: 1-13   |   Vol. 7, No. 1, March 2019   |   Follow on         
Paper in PDF Downloads: 39   Since Mar. 20, 2019 Views: 832   Since Mar. 20, 2019
Authors
[1]
Isaac Assan-Donkoh, Department of Mathematics and Information and Communication Technology, Enchi College of Education, Enchi, Ghana.
[2]
Gabina Susuoroka, Department of Mathematics and Information and Communication Technology, Nusrat Jahan Ammadiyya (NJA), Wa, Ghana.
[3]
Doris Baah, Department of Mathematics and Information and Communication Technology, Fosu College of Education, Assin Fosu, Ghana.
[4]
Samuel Baah-Duodu, Department of Mathematics and Information and Communication Technology, Agogo Presbyterian Womens’ University College of Education, Agogo-Asante Akyem, Ghana.
[5]
Zutaap Puotier, Department of Mathematics and Information and Communication Technology, Presbyterian College of Education, Akropong-Akuapem, Ghana.
Abstract
Knowing the factors affecting math achievement is particularly important for making the best design decisions. The study investigated the impact of cooperative learning strategy on mathematics achievements of students. The study adopted action research design and made use of 60 students (42 boys and 18 girls) from Brentu Senior High Technical School. Purposive sampling technique was used to select Form 2 Business class out of seven Form 2 classes. The main instruments used for data collection were pre-test, post-test and questionnaires. Data collected were analysed and presented using frequency tables, pictorial representations in the form of bar graph, descriptive and inferential approaches of statistics. The Two-tailed test was used in the inferential statistics to test the null hypothesis. It was found that students’ performance in mathematics and attitudes towards mathematics were influenced by exposure to the cooperative learning (Pre-test: Mean = 35.20, SD =20.535; Post-test: Mean = 57.27, SD =17.829). The results further showed that there was significant difference in the performance of students when they are taught Circle Theorem using cooperative instructional strategies (t = 3.157, p = 0.003). It was therefore, recommended that mathematics teachers should employ cooperative learning strategies to improve students’ performance to bridge the gap among high, medium and low achievers.
Keywords
Cooperative Learning, Strategy, Teaching and Learning, Circle Theorem, Mathematics, Nana Brentu, Senior High School, Aowin Municipality, Ghana
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