EFFICACY OF COOPERATIVE LEARNING STRATEGY ON THE MATHEMATICS PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Introduction:
Cooperative learning is a teaching strategy that encourages students to work together in small groups to achieve common learning goals. This approach has gained significant attention in educational research due to its potential to enhance student engagement, critical thinking skills, and academic performance. The aim of this study was to investigate the efficacy of cooperative learning strategies on the mathematics performance of senior secondary school students in Sokoto State.
Methods:
A quasi-experimental design was employed, involving two groups: an experimental group that received instruction using cooperative learning strategies, and a control group that received traditional teacher-centered instruction. The study participants consisted of senior secondary school students from multiple schools in Sokoto State. A pre-test and post-test were administered to both groups to assess their mathematics performance. The experimental group underwent a cooperative learning intervention for a specified period, whereas the control group received regular instruction without cooperative learning elements.
Results:
The results of the study indicated a significant improvement in the mathematics performance of students in the experimental group. The cooperative learning intervention facilitated active participation, collaboration, and the exchange of ideas among students. This cooperative learning environment created opportunities for students to explain concepts to their peers, ask questions, and engage in group problem-solving activities. These interactions fostered a deeper understanding of mathematical concepts and promoted higher-order thinking skills.
Conclusion:
The findings suggest that the implementation of cooperative learning strategies in mathematics instruction positively impacts the performance of senior secondary school students in Sokoto State. The collaborative and interactive nature of cooperative learning facilitates a more engaging and inclusive learning environment, which enhances students’ conceptual understanding and problem-solving abilities. These results support the integration of cooperative learning strategies in mathematics classrooms to improve student outcomes and promote effective teaching practices.
Keywords: Cooperative learning, mathematics performance, senior secondary school students, Sokoto State.
EFFICACY OF COOPERATIVE LEARNING STRATEGY ON THE MATHEMATICS PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN SOKOTO STATE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS