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EDUC 613-Section 1-Group 5
Each team member must:
The results of six previous researches agree that cooperative learning could improve students’ performance in Mathematics. Sin (2006) conducted a research on 60 Form 1 students by using cooperative learning’s STAD model in teaching Mathematics. The
research proved that the students perform better when they are taught using the cooperative learning approach compared to the conventional learning approach.
The students tend to display a more positive attitude when they learn Mathematics through cooperative learning. Zaitun (2001) as cited in Effandi Zakaria and Zanaton Iksan (2009) studied the effects of cooperative learning using the STAD model. The results indicate that there is a positive attitude towards Mathematics, whereby most students have a positive perception towards the STAD model. The findings of Zakaria, Chin and Daud (2010) research showed that cooperative learning could instill a positive attitude among students towards the learning of Mathematics. This is due to the fact that students could help each other during group activities to solve mathematical problems. This indirectly changes the students’ attitude towards learning Mathematics. The research conducted by Zainun, Zainaton and Norziah (2013) identified the effects of cooperative learning by using the STAD model on the attitude of students toward the learning of Mathematics. Overall, 95% of students had a positive perspective in learning through cooperative learning’s STAD model.
Table 3 shows four research findings which indicate that cooperative learning in Mathematics could produce students with positive attitude. Findings from the research done by Curtis (2006) on cooperative learning shows that the anxiety of students towards learning Mathematics decreased because they got along with this teaching technique. Cooperative learning could be implemented in pre-schools to teach Mathematics (Artut, 2009). Artut found that children tend to cooperate, share, and listen to the teachers’ instructions better after they were introduced to cooperative learning. They are also found to be more responsible.
As showed in Table 4, a previous research concluded that the students’ confidence increases with the implementation of cooperative learning in classrooms. Curtis (2006) found that cooperative learning boosts the students’ confidence in Mathematics because they are more confident in solving mathematical problems.
In conclusion, the previous researches support that the utilization cooperative learning leaves a more positive impact in terms of affectivity and the performance of students compared to the application of traditional learning. Researches to date consistently prove that cooperative learning is capable of improving academic performance, creating a more conducive learning environment and improving students’ self-esteem. Moreover, cooperative learning also improves students’ self-confidence and soft skills. Cooperative learning is not a new technique in teaching and learning according to the previous
researches.
Cooperative learning is proved to benefit the students, especially in the mastery of a skill in Mathematics. Cooperative learning is a proven learning technique which is capable of leaving positive impacts among teachers and students to improve the students’ academic performance in Mathematics. Cooperative learning should be practised by Mathematics teachers in schools and it should be accepted as a major learning technique in Mathematics to produce students who are excellent in academics. It could also benefit students in their challenging daily lives.