COOPERATIVE LEARNING STRATEGY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ABAK LOCAL GOVERNMENT AREA OF AKWA IBOM STATE

This study investigated Cooperative Learning Strategy and Students’ Academic Achievement in mathematics in Abak Local Government Area of Akwa Ibom State. Three research questions were posed and three research hypotheses were formulated to guide the study. Quasi-experimental research design with non-equivalent pretest, posttest control group was used for this study. The population of the study consists of nine and fi fty nine (959) students in Abak Local Government Area of Akwa [bom State which comprises of five hundred and fourteen (514) female and four hundred and fifty five (455) male were used for the study. One hundred and four (104) senior secondary two (S82) students in two intact classes from the two public secondary schools in Abak Local Government Area of Akwa Ibom State were used for this study. Mathematics Achievement Test (MAT) were drawn from a two-week learning package in mathematics on: circle, rectangle, surd and quadratic equation was the instrument for data collection in this study. The reliability coefficient obtained was 0.89 for the mathematics Achievement Test (MAT) using the Kuder-Richardson 20 formula method. All the research questions were answered using mean and standard deviation while the hypotheses were tested using Analysis of Covariate (ANCOVA) at 0.05 level of significance. Results obtained from the study showed that Cooperative Learning Strategy has effect on students’ achievement in mathematics than the conventional lecture method. There was a significant difference in the mean achievement scores of students taught mathematics using cooperative learning strategy and those taught with conventional lecture method with those taught using cooperative learning strategy having a higher mean gain; for each of the groups (i.e. male and female), the posttest means was greater than the pretest means with the male students having a higher mean gain. The mean scores of male and female students differ significantly when taught mathematics using cooperative learning strategy; that students’ gender has influences on the methods used in teaching mathematics. However, there was no significant interaction of methods and gender on posttest mean achievement of students in mathematics. In other to strengthen their students’ comprehension of mathematics and to foster their creative potential, there is need for mathematics teachers to make sure that their students are exposed to cooperative learning strategy among others were the recommendations made.