The status and implementation of cooperative learning in  Mathematics

Abstract

 The main purpose of this study was to assess the status and implementation of Cooperative learning in grad 11 Mathematics class in Central Zone of Tigray region. The study mainly attempted to answer five basic research questions. In order to achieve the stated objectives, descriptive survey design was employed. Moreover, cluster sampling technique was used to select respondents for the study. Questionnaires, interview, FGD and Classroom observation were the instruments used to collect quantitative and qualitative data from a sample of 6 teachers and 185 students of grade 11 in mathematics class. School supervisors and directors were also requested to provide supplementary information and hence constitute the sample of population in the study. The data were analysed using percentage, Chi-square ( 2), ANOVA and t-test. Accordingly, the result of the study revealed that though the attempts done by teachers to practice CL were encouraging, the status of practicing variety of CL methods was found to be low. On the other hand, though the attitude of students toward CL depicts favorable result, the effect of students’ attitude towards CL on their Mathematics achievement was found to be low. The result of the study also disclosed that the practical experience of teachers in exercising the basic components of CL during its implementation was not promising. Moreover, the findings showed that the major factors which inhibit the implementation of CL were lack of adequate training, dependency of slow learners on active learners, the tendency of teachers toward the traditional method of instruction, existence of large number of students and incompatible physical set up of the classroom. Based on the findings, some remedial recommendations are forwarded to address those problems and improve quality of education in the study area in particular and other schools in general