Utilization of Cooperative Learning Strategy: Its Effect on Kwara State Upper Basic School Students’ Performance in Mathematics
The study investigated the effect of two learning strategies: cooperative and individualized learning strategies, on upper basic school students’ performance in Mathematics in Ilorin, Kwara State. A 2x2 randomized pre-test, posttest quasi-experimental design was used for the study. The experimental group was exposed to cooperative learning strategy while the control group was exposed to individualized learning strategy. Two research questions and two hypotheses were raised and tested respectively in this study. The two-sampled upper basic schools were selected from two different local government areas in Kwara State (Ilorin East and Ilorin South) using purposive sampling technique. The two upper basic Schools comprised of 50 students who were randomly assigned to experimental (25 students) and controledl (25 students) groups. Two validated and reliable instruments: Mathematics Performance Test (MPT) and Cooperative Learning Strategy (Treatment) were used to gather the data for this study. The findings of reveals that students taught using cooperative learning strategy performed significantly better than their counterparts taught using individualized learning and that gender was found to have no significant influence on the performance of students taught using cooperative learning strategy. Based on these findings, it is recommended that cooperative learning strategy should be introduced at the upper basic schools and secondary schools level at large to facilitate meaningful and productive learning. Since gender shows no significant difference, equal opportunity should continue to be sustained for boys and girls.
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