Abstract
Many secondary school students within the Caribbean region are consistently failing to grasp basic mathematical concepts. The purpose of this Design and Development Research was to generate an Instructional Design (ID) Model that demonstrates how the effective use of cooperative learning strategies improved students’ mathematical achievement, at a junior secondary school in the British Virgin Islands. The researcher collected information from Mathematics teachers (n = 5) and their students (n = 5). Each participant was involved in semi-structured interviews and MAXQDA12 was employed for analysis. Two research questions guided this research. The results of this research showed that the consistent use of effective cooperative learning strategies contributed to students’ academic achievement in Mathematics, especially at the junior secondary school level. The results stand to benefit both Mathematics teachers of junior secondary schools and their students. There is one recommendation for future research.
Highlights
Mathematics education, at the elementary school level, should not be overlooked
This suggests that students’ mathematical performance can be improved through intentional collaboration between teachers, teachers and students, as well as between students engaged in meaningful small-group discussions. 3.2 Research Question #1: What role will Mathematics teachers of junior secondary school play in the process of developing an Instructional Design Model that will improve students’ academic performance in Mathematics through the use of cooperative learning strategies? The data sources that were used to obtain information that provided answers to this research question were semi-structured interviews and document analysis
When students develop these abilities, their learning is maximized as they are able to think critically, creatively, and develop their self-confidence. 3.3 Research Question #2: What role will junior secondary school students play in the process of developing an Instructional Design Model that will improve the students’ academic performance in Mathematics through the use of cooperative learning strategies? The data sources that were used to obtain information that provided answers to this research question were semi-structured interviews and observation and the three themes that emerged were dual beneficiaries from knowledge engagement, learning in a psychologically charged environment, and independence drives need for cooperation
Summary
Mathematics education, at the elementary school level, should not be overlooked. This level of Mathematical instruction sets the foundation for students’ Grade 12 exit examination. Few teachers are making the best use of the cooperative learning and teaching strategies while others continue to exhibit the traditional teaching strategies at the expense of students’ cognitive and social development This suggests that students are not meeting their Mathematics grade-level standards, partially due to the teaching strategies employed. In every sphere of life mathematical concepts can be found, many students are unable to make connections to real-life situations because teachers shy away from teaching this skill This may explain the unacceptable Mathematics grades students receive. The mean percentage of aggregate and BVI students who received acceptable grades for the CSEC Mathematics examination, May/June sitting is 42.8 and -69.2 respectively. The standard deviation percentage of aggregate and BVI students who received acceptable grades for the CSEC Mathematics examination, May/June sitting is 7.60 and 8.66 respectively
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