Cooperative Learning in the Secondary Mathematics Classroom

Abstract

The effects of cooperative learning on student achievement and attitudes in a secondary mathematics classroom were investigated. In this quasi-experimental design, 2 precalculus courses were compared. Students in 1 class studied the material in cooperative learning groups; students in the 2nd class studied the material independently. Three chapter tests were used to measure student achievement, and a questionnaire was administered to the treatment group members after the study was completed to assess their attitudes toward the cooperative learning procedure. The results obtained from a repeated-measures multivariate analysis of variance (with pretest scores as the covariate) showed a significant Group × Time interaction. Students in the cooperative learning group had increasingly higher test scores than students in the comparison group and significantly outscored the comparison group on the 3rd chapter test. Survey results revealed primarily favorable responses toward the cooperative learning procedure. Most students indicated that they liked working in groups and appreciated getting help from other students, especially for learning difficult concepts. Some students disliked having groups preassigned and permanent, and they suggested alternating group membership.