The Effects of Cooperative Learning Strategies and Attitudes on Performance in Secondary School Mathematics in the South West Region of the Republic of Cameroon

Faculty Of Education, University Of Buea, Buea, Cameroon ,Nkengasu William Oben

doi:10.31142/ijtsrd18970

Abstract

The Effects of Cooperative Learning Strategies and Attitudes on Performance in Secondary School Mathematics in the South West Region of the Republic of Cameroon

Highlights

Knowledge in Mathematics is needed as an important tool for understanding and for applications in science and technology leading to development
In a regional seminar workshop held in CCAS Kumba, the South West Association of Mathematics Teachers (SWAMT, 2001) examined the poor performance registered in mathematics and attributed it to poor teaching methods, and little effort that is put in by many students, thinking that mathematics is a domain for a few individuals and lack of knowledge by a wide variety of students females on the usefulness of mathematics
Research Question 1: To what extent does peer tutoring affect the performance of students in secondary school mathematics?

Summary

Introduction

Knowledge in Mathematics is needed as an important tool for understanding and for applications in science and technology leading to development. Mathematics equips students with uniquely powerful ways to describe, analyse and change the world It can stimulate moments of pleasure and wonder for all students, when they solve a problem for the first time, discover a more elegant solution, or notice hidden. Certificates obtained at the Ordinary and Advanced levels determine admission into various fields of students at the tertiary level (Universities and Higher Institution of learning). Many parents desire their children to enroll in professional courses which make use of knowledge in mathematics at the tertiary level. These include medicines, science and technology, pharmacy, engineering, electronics, etc. In Cameroon, efforts to enhance the effectiveness of mathematics education have included making mathematics a compulsory subject during the first five years of secondary education. Bate (2010) observes that, in Cameroon mathematics enjoys a special status in the school curriculum by being one of the core subjects, and that more lessons of mathematics are taught in schools than any other science subject

Methods

Results

Discussion

Conclusion