Integration of Cooperative Learning Method in Geometry Instruction and Its Effect on Secondary School Students’ Geometry Performance in Meru County, Kenya
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Date
2024-10
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Kenyatta University
Abstract
Despite cooperative learning having been proven to effectively enhance students'
Mathematics performance, there was need to determine its specific impact on
Geometry, an essential content strand in Mathematics. The purpose of this study was
to investigate the effect of the Student Teams and Achievement Divisions (STAD)
Cooperative learning method on students’ performance in Geometry. The objectives
of the study were: (a) to investigate the difference in Geometry performance between
students taught using STAD cooperative learning method and those taught using the
conventional learning method; (b) b) to compare Geometry performance by gender of
students taught using the STAD cooperative learning method; (c) to establish views
of students towards the integration of STAD cooperative learning during Geometry
instruction and its effect on their Geometry performance and (d) to establish views of
teachers towards the integration of STAD cooperative learning during Geometry
instruction and its effect on students’ Geometry performance.The study adopted the
social constructivism theory developed by Lev Vygotsky in 1978. A quasi experimental design was used. Form two students and teachers from public secondary
schools in Meru County, Kenya were the target population. Stratified sampling was
used to obtain the schools’ sample. A pilot study was done in one girls‘, one boys’,
and one co-educational school which did not actively take part in the study though
having similar attributes as sampled schools. A pilot study was crucial for establishing
the validity, reliability, and effectiveness of the research instruments. The research
study’s instruments of research were interview schedules for heads of departments of
Mathematics, questionnaires for teachers and students of Mathematics and Geometry
Achievement Test (GAT). Cronbach’s reliability coefficient was used to estimate the
reliability of the research instruments. Cronbach’s Alpha of .78 and .81 was obtained
for teachers’ and students’ of Mathematics questionnaires, respectively. Validity of
the instruments involved the use of expertise like Mathematics educators and
Mathematics senior examiners for robust judgement. Data collected from the research
instruments was fed into Version 27 of the Statistical Package for Social Science
(SPSS) thereby generating graphs, analysis Tables and frequency charts for inferential
and descriptive statistical analysis. The hypotheses for this study were examined with
a significance level set at α = .05. The mean score for the control group was 26.27
and a standard deviation of 10.926 which differed significantly from those in the
experimental group, which had a mean score of 74.02 and a standard deviation of
12.495. The results indicated a significant statistical difference (t (195) = -28.493, p
< .05) between the two groups. This study concluded that integrating STAD
cooperative learning method during Geometry instruction, leads to improved
Geometry performance for all students regardless of gender. The findings suggested
a need for professional development opportunities for secondary school teachers to
enhance their proficiency in STAD cooperative learning strategy. Workshops and
collaborative learning communities focused on cooperative learning methods are
recommended for effective implementation. These findings hold significance for
secondary school students, teachers, policymakers, and curriculum developers,
contributing to the pursuit of higher academic achievement in Mathematics
Description
A Research Thesis Submitted in Fulfilment of the Requirement for the Award of the Master’s of Education Degree in Mathematics Education in the School of Education and Life Long Learning Kenyatta University October, 2024
Supervisors:
1.Florence Nyamu
2.Moses Kariuki