Integration of Cooperative Learning Method in Geometry Instruction and Its Effect on Secondary School Students’ Geometry Performance in Meru County, Kenya
| dc.contributor.author | Ngwiri, Lydiah Karimi | |
| dc.date.accessioned | 2025-02-24T12:56:45Z | |
| dc.date.available | 2025-02-24T12:56:45Z | |
| dc.date.issued | 2024-10 | |
| dc.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 | |
| dc.description.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 | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/29639 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Integration of Cooperative Learning Method in Geometry Instruction and Its Effect on Secondary School Students’ Geometry Performance in Meru County, Kenya | |
| dc.type | Thesis |
Files
License bundle
1 - 1 of 1
No Thumbnail Available
- Name:
- license.txt
- Size:
- 2.66 KB
- Format:
- Item-specific license agreed upon to submission
- Description: