IMPACT OF COOPERATIVE LEARNING ON SENIOR SECONDARY SCHOOL STUDENTS MATHEMATICS ACHIEVEMENT IN ABUJA, NIGERIA

Abstract

This study investigated the impact of cooperative learning on senior secondary school students’ mathematics achievement in Abuja, Nigeria. Two research questions and two research hypothesis guided the study. The study employed the pre-test, post-test experimental and control group design. The sample for this study was 126 SS II students of mathematics in two senior secondary schools in Abuja, Nigeria. The instrument used for data collection was the Mathematics Achievement Test (MAT). The reliability of the instrument was determined using the Pearson Product Moment Correlation Coefficient (PPMCC). Data were analyzed using mean, standard deviation and T-test statistics at 0.05 level of significance. The result of the study revealed that there was significant difference in the mean achievement scores of students taught mathematics using cooperative learning and those taught using conventional method (t=3.442, df=124, p<0.05), there was no significant difference in the mean achievement scores of male and female students taught mathematics using cooperative learning (t=0.72, df=56, p>0.05). Based on the findings and implications of the study, it was recommended that teachers should be encouraged to use cooperative learning method of teaching in classrooms, this will improve students’ achievement in mathematics.