Abstract
Problem statement: The purpose of this study was to determine the eff ect of cooperative learning on mathematics achievement and attitude to wards mathematics. Approach: This quasi- experimental study was carried out on two form one classes in Miri, Sarawak. One class (n = 44) was assigned as an experimental group and the other (n = 38) was assigned as a control group. The two groups were pre-tested prior the implementation. At the end of the study, post test was given, while daily quiz was used as a tool for formative testing . Teaching and learning process was carried out for two weeks. Data were analyzed using the t-test to d etermine performance by comparing the mean of the post test for treatment and control group. Results: The results of this study showed that cooperative learning methods improve students' achievement in mathematics and attitude towards mathematics. Conclusion: The researchers concluded that cooperative learnin g is an effective approach, which mathematics teachers need to incorporate in their t eaching.
Highlights
At present mathematics is widely use in various fields and covering a wide range of activities
Among the reasons of the decline in mathematics achievement in schools is because students consider mathematics as a difficult and boring subject According to Keefe (1997), the phenomenon of frustration among teachers and students need to be overcome in order to achieve excellence in mathematics
The results indicate that the difference between the achievement mean scores for experimental and control groups t(80) = 0.031 is significant at the alpha
Summary
At present mathematics is widely use in various fields and covering a wide range of activities. Among the reasons of the decline in mathematics achievement in schools is because students consider mathematics as a difficult and boring subject According to Keefe (1997), the phenomenon of frustration among teachers and students need to be overcome in order to achieve excellence in mathematics. The individual needs of students should be treated so that the teaching and learning is effective. Mathematics achievement is often discussed by educators in our country. The highlight of their discussion focused on the differences and variations in student achievement based on their PMR (Lower Secondary Assessment), SPM (Malaysia Certificate of Education) and STPM (Malaysian Higher School Certificate) examinations each year. According to Malaysian Examination Board, student achievements are not stable and vary from year to year. Students who are weak in Mathematics may feel less confident and did not want to choose science as an option to further their education
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