The effect of cooperative learning on mathematics achievement in the rural secondary schoolsudin Bangladesh

摘要

The purpose of this study was to investigate the effect of cooperative learningudon students' Mathematics achievement in selected rural secondary schools inudBangladesh. The study also aimed at identifying teachers' perception on theudimplementation of cooperative learning. This quasi-experimental designudcompared a control group of conventional teaching method with anudexperimental group using a cooperative learning method — Learning Togetherudmodel. A total of 168 full-time students from four secondary schools inudBangladesh constituted the sample. A pre-test of students' Mathematicsudachievement was administered to both the experimental and control groups.udThe experimental group received the cooperative learning treatment whileudthe control group was taught using conventional method for the duration ofud15-week. A post-test of students' Mathematics achievement was administeredudto both the experimental and control groups at the end of the 15-week session.udData were collected using students' Mathematics achievement test andudindividual in-depth interview. Quantitative data were analysed usinguddescriptive and inferential statistics (independent sample t-test, paired sampleudt-test and MANOVA with repeated measures). Content analysis was conductedudto analyse the qualitative data. The main finding revealed that cooperativeudlearning had significant effect on students' Mathematics achievement. Findingsudfrom the teachers' interview illustrated positive perceptions on theudimplementation of cooperative learning. As such, cooperative learning canudbe effectively implemented to improve Mathematics achievement among ruraludsecondary school students in Bangladesh.