INFLUENCE OF COOPERATIVE LEARNING INSTRUCTION ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT AND SELF CONCEPT IN MATHEMATICS IN BAUCHI

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INFLUENCE OF COOPERATIVE LEARNING INSTRUCTION ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT AND SELF CONCEPT IN MATHEMATICS IN BAUCHI

TABLE OF CONTENT:

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Research Problem

1.3 Objectives of the Study

1.4 Significance of the Study

1.5 Research Questions

1.6 Research Hypothesis

1.7 Conceptual and Operational Definition

1.8 Assumptions

1.9 Limitations of the Study

CHAPTER TWO

LITERATURE REVIEW

2.1 Sources of Literature

2.2 The Review

2.3 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Method

3.2 Research Design

3.3 Research Sample

3.4 Measuring Instrument

3.5 Data Collection

3.6 Data Analysis

3.7 Expected Result

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

4.1 Data Analysis

4.2 Results

4.3 Discussion

CHAPTER FIVE

SUMMARY AND RECOMMENDATIONS

5.1 Summary

5.2 Recommendations for Further Study

References

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Mathematics education is a critical component of secondary school curricula, providing students with essential skills for problem-solving and logical reasoning. However, the traditional instructional approach often emphasizes individual learning, overlooking the benefits of collaborative learning environments. Cooperative learning, as an alternative pedagogical strategy, encourages students to work together, fostering a supportive and interactive atmosphere. This chapter introduces the research, highlighting the significance of investigating the influence of cooperative learning instruction on secondary school students’ achievement and self-concept in mathematics, specifically in the context of Bauchi, Nigeria.

Borich (2004, p. 331) asked, “What good are critical thinking, reasoning, and problem-solving skills if your learners cannot apply them in interaction with others?” Cooperative learning activities instill in learners important behaviours that prepare them to reason and perform in an adult world (Adams & Hamm, 1996; Marzano, Pickering, &

Pollock, 2001). Attitudes and values of learners are formed through social interaction. Borich (2004) noted that most of our attitudes and values are formed by discussing what we know or think with others. Continuing, in this manner, we exchange our information and knowledge with that of others who have acquired their knowledge in different ways. This exchange shapes our views and perspectives.

Our attitudes and values are among the most important outcomes of schooling (Borich, 2004). They provide the framework for guiding our actions outside the classroom. Cooperative learning is important in helping learners acquire from the curriculum the basic cooperative attitudes and values they need to think independently inside and outside of the classroom.

Academic achievements of students have been found to be enhanced by the use of cooperative learning (Lampe, Rooze & Tallent-Runnels, 1998; Johnson & Johnson, 1989; Slavin, 1990, 1991; Webb, 1989). Stevens and Slavin (1995) stated that, the fact that it has been linked to increases in the academic achievement of learners at all ability levels is another reason for its use. Bramlett (1994), Megnin (1995), and Webb, Trooper, and Fall (1995) in their contributions noted that cooperative learning activity engages the student in the learning process and seeks to improve the critical thinking, reasoning, and problem-solving skills of the learner.

While research efforts on cooperative-learning indicate that it enhances student achievement (Johnson & Johnson 1989; Slavin 1990; 1991; Webb 1989), Lampe, Rooze and Tallent-Runnels (1998) stated that peer interaction is central to the success of cooperative learning as it relates to cognitive understanding. They further noted that comprehension is facilitated. Lampe et al (1998) again emphasized that as learners, some of who might normally “turn out” or refuse to speak out in a traditional setting, become actively involved in the learning process through group interaction. Stahl and Vansickel (1992) noted that every cooperative-learning strategy, when used appropriately, can enable students to move beyond the text, memorization of basic facts, and learning lower level skills. This method which results in cognitive restructuring leads to an increase in understanding of all students in a cooperative group.

Apart from academic benefits, cooperative learning has been found to promote self-esteem, interpersonal relationship and improved attitudes toward school and peers (Johnson & Johnson, 1996). Lampe et al (1998) stated that in a competitively structured classroom, except for the few “Winners” or students who succeed, self-esteem can suffer. When competition is promoted, students may learn to value winning at all costs, and cooperation may be discouraged (Lampe, et al 1998; Conrad, 1988). Although the advocates of cooperative learning are not opposed to all competition, they do oppose inappropriate competition (Johnson & Johnson, 1996; Johnson & Johnson, 1991). Stahl (1992) stated that inappropriate competition tends to widen the existing differences and abilities, which, in turn, can widen negative perceptions of others on the basis of gender, race, or ethnicity. Studies by Glassman (1989), and Johnson, Johnson and Stanne (1986) and comments by Johnson and Johnson (1996) and Trowbridge and Bybee (1996) on cooperative learning found cooperative-learning groups to equalize the status and respect for all members, regardless of gender. Research by Klein (1985) noted by Lampe et al (1998) revealed that competitively structured classrooms have the effect of favouring boys or reinforcing sex role stereotypes that may limit opportunities for girls. In cooperative learning this usually is not the case, where interaction among students is intense and prolonged and students gradually take responsibility for each other’s learning (Borich, 2004).

A synthesis of researches on the influences of ability and gender on cooperative learning outcomes indicated similar findings in all. Studies by Stevens and Slavin (1995), Bramlet (1994), Megnin (1995), Webb, trooper and fall (1995), Glassman (1989), Johnson, Johnson and Stanne (1986) and Crosby and Owens (1993) found that cooperative learning gains are not limited to a particular ability level or sex but to all who engage in it. Stevens and Slavin (1995), for example, linked cooperative learning to increases in academic achievement of learners at all ability levels, while studies by Glassman (1989) and Johnson, Johnson and Stanne (1986) found cooperative learning to equalize the status and respect for all group members, regardless of gender. Again the study by Crosby and Owens (1993) found that different cooperative learning strategies can be employed to help low ability students to improve achievement, who had difficulties making success in the traditional classroom.

In general, cooperative learning can be said to lead to the formation of attitude and values, provision of models of prosocial behaviour, presentation of alternative perspective and viewpoints, building a coherent and integrated identity, and promotion of critical thinking, reasoning, and problem-solving behaviour (Borich, 2004; Stevens & Slavin, 1995; Abruscato, 1994; Zehin & Kottler, 1993). All these result in collaborative skills improvement, better self-esteem and increased achievement. (Johnson & Johnson, 1996).

Science teaching and learning today is to a great extent focused on activities by which the learner acquires facts, rules and action sequences (Kpangban & Ajaja, 2007). In a student-centered instructional approach like this, using student ideas means incorporating student experiences, points of view, feelings, and problems into the lesson by making the student the primary point of reference. A completely student- oriented lesson is always initiated by asking students questions and assigning specific roles to them on the content to be taught and their answers and dispositions would become the focus of the lesson. This approach, according to Borich (2004), is intended to heighten student’s interest and to encourage positive attitude and feeling towards the subject. Research by Johnson and Johnson (1991) on learning together and alone showed that cooperative learning enhanced more positive attitude towards subject members and the teacher.

Evidences from research works in Nigeria indicated that very little research efforts had been directed at cooperative learning. This approach has been highly recommended for teaching at all levels, as stated by the Federal Government of Nigeria (2004) in the National Policy on Education. This, therefore, tends to suggest that as most teachers are not sensitized on the advantages of the use of cooperative learning, it is believed that the manner in which most schooling occurs may not be teaching students to become aware of their own learning, to think critically and to derive their own pattern of thought and meaning from content presented through interaction as a result of cooperative learning. It was purely in an attempt to bridge the wide gap on the knowledge of the effects of cooperative learning on science students’ achievement using our local environment that, this study was carried out. In the study attempt was made to find out the effects of cooperative learning on junior secondary school (JSS) students’ achievement in integrated science, attitude towards their studies, and also determined whether it was sex and ability biased

1.2 Statement of the Problem

Secondary school students’ performance in mathematics has been a concern in educational settings, with various factors influencing their achievement and self-concept. Traditional teacher-centered approaches may not fully address the diverse learning needs of students. Cooperative learning, with its emphasis on collaboration and shared responsibility, offers a promising alternative. However, the extent to which cooperative learning instruction influences students’ mathematics achievement and self-concept in the context of Bauchi is not well-explored. This study aims to address this gap and provide insights into the potential benefits of incorporating cooperative learning strategies in mathematics education.

1.3 Objectives of the Study

The primary objectives of this study are:

To assess the influence of cooperative learning instruction on the mathematics achievement of secondary school students in Bauchi.

To examine the impact of cooperative learning instruction on the self-concept of secondary school students in mathematics.

To identify the factors that may affect the effectiveness of cooperative learning in the Bauchi educational context.

To provide recommendations for the integration and enhancement of cooperative learning in mathematics education in Bauchi secondary schools.

1.4 Research Questions

How does cooperative learning instruction influence the mathematics achievement of secondary school students in Bauchi?

What is the impact of cooperative learning instruction on the self-concept of secondary school students in mathematics in Bauchi?

What factors may affect the effectiveness of cooperative learning in the Bauchi educational context?

1.5 Justification of the Study

The justification for this study lies in the potential benefits that cooperative learning instruction can bring to mathematics education in Bauchi secondary schools. Understanding the influence of cooperative learning on students’ achievement and self-concept is essential for educators, policymakers, and curriculum developers. The outcomes of this research will contribute empirical evidence to inform educational practices and improve the quality of mathematics education in Bauchi.

1.6 Scope of the Study

This study focuses on the influence of cooperative learning instruction on mathematics achievement and self-concept among secondary school students in Bauchi. The research encompasses an examination of the effectiveness of cooperative learning strategies, considering various factors that may impact their success. The scope includes both quantitative and qualitative assessments of students’ performance and perceptions.

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