The main purpose of this study was to compare the effects of cooperative learning (CL) and conventional teaching (CT) on mathematics achievement in Poal Shura Patpara High School in Natore, Bangladesh. Forty eight students of grade-IX participated in this study where equivalent pretest and posttest quasi-experimental design was employed. Both the experimental group (EG) and control group (CG) were guided by the same teacher in one academic session for the duration of fifteen weeks. The results indicated no statistically significant differences between the CG and EG in pretest prior to the treatment while the results showed a statistically significant difference in favour of the EG in posttest after CL implementation. The findings revealed that the cooperative students significantly outperformed the conventional students on students’ mathematics achievement after CL treatment. These findings confirmed the the results of similar studies reviewed in the literature. As such this stduy, implementing CL in secondary mathematics classroom, came to a conclusion that cooperative learning is more effective in promoting students’ mathematics achievement in comparison to conventional teaching.
|Keywords:||Cooperative Learning, Conventional Teaching, Quasi-Experimental Design, Bangladesh|
Associate Professor, Foundation of Education, National University of Malaysia, Kuala Lumpur, Malaysia
Lecturer, Faculty of Education, National University of Malaysia, Bangi, Kuala Lumpur, Malaysia
Doctor of Philosophy Student, National University of Malaysia, Kuala Lumpur, Malaysia
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