A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana

Bosson-Amedenu Senyefia; Teku Emmanuel; Vivian Nimoh; Osei-Asibey Eunice

doi:doi:10.11648/j.tecs.20210601.16

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A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana

Bosson-Amedenu Senyefia, Teku Emmanuel, Vivian Nimoh, Osei-Asibey Eunice

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 1)

Received: 19 February 2021 Accepted: 18 March 2021 Published: 26 March 2021

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Abstract

Cooperative learning strategies have the tendency to enhance the academic strength of learners. In this paper, the independent variable, type of cooperative strategy, included three levels: Jig-Saw, Think-Pair-Share, and Brainstorming. The dependent variable was the students’ individual mathematics achievement scores and the covariate was the students’ group score when the cooperative strategy was used. A preliminary analysis that sought to assess the homogeneity-of-regression assumption indicated that the relationship between the covariate and the dependent variable did not differ significantly as a function of the independent variable, F (2, 81) =.045, p =.956. Principal component analysis (PCA) was used to reduce the three covariates to one score factor for ANCOVA procedure. A significant relationship was found between academic achievement score with respect to a cooperative strategy used and the individual academic achievement scores, F (2, 83) = 249.030, p <. 05. About 86% of the total variance in individual mathematics achievement score was accounted for by the three levels of cooperative strategy controlling for the students’ academic group scores. Jigsaw cooperative strategy (Mean: 3.4, SE: 0.068, p < 0.01) had the most impact on individual achievement in mathematics with students obtaining an average grade of B+. The findings also showed from the PCA that the mathematics achievement scores of the group treated with Jig-Saw cooperative strategy explained most (about 39%) of the total variance, followed by Think-Pair-share with the least being Brainstorming. Explained in another way, when students use Jig-saw learning strategy in Mathematics, their individual academic potentials are enhanced well than when Think-Pair-Share or Brainstorming is used. It is therefore recommended for Jig-saw strategy to be the preferred strategy for learning when mathematics teachers seek to improve deep learning and problem solving among students.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 1)
DOI	10.11648/j.tecs.20210601.16
Page(s)	28-32
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Jig-Saw, Think-Pair-share, Brainstorming, Cooperative Strategies, ANCOVA, PCA

References

[1]	Sofroniou, A.; Poutos, K. Investigating the Effectiveness of Group Work in Mathematics. Educ. Sci. 2016, 6, 30. https://doi.org/10.3390/educsci603003.
[2]	Retnowati E., Ayres P., and Sweller J., (2016), Can Cooperative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? University of New South Wales, Journal of Educational Psychology 2017, Vol. 109, No. 5, 666 – 679.
[3]	Olanrewaju S., Anaduaka U.S, Olaoye A. E, (2016), Effect Of Jigsaw Instructional Strategy On Mathematics, Achievement Of Secondary School Students.
[4]	Bosson-Amedenu S. (2017), Predictive Validity of Mathematics Mock Examination Results of Senior and Junior High School Students’ Performance in WASSCE and BECE in Ghana, Asian Research Journal of Mathematics 3(4): 1-8, 2017; Article no. ARJOM. 32328 ISSN: 2456-477X SCIENCEDOMAIN international.
[5]	Osei-Asibey E., Kusi P, Nimoh V., and Bosson-Amedenu S.(2020), Evaluation of Assessment Strategies Used by Basic School Teachers in Ghana: The Case of Assessment for Learning, Journal of Education, Society and Behavioural Science 33(4): 58-66, 2020; Article no. JESBS. 57218 ISSN: 2456-981X.
[6]	Bosson-Amedenu S., (2017), Archbishop Porter Girls’ Senior High School Students’ Perception of Difficult Concepts in Senior High School Further Mathematics Curriculum in Ghana, Asian Research Journal of Mathematics 4(3): 1-14, 2017; Article no. ARJOM. 32331 ISSN: 2456-477X.
[7]	Bosson-Amedenu S. (2017), Remedial Students’ Perception of Difficult Concepts in Senior High School Core Mathematics Curriculum in Ghana, Asian Research Journal of Mathematics 3(3): 1-13, 2017; Article no. ARJOM. 32330 ISSN: 2456-477X.
[8]	Bosson-Amedenu S.,(2018), Effect of Use of WAEC Syllabus on the Mathematical Achievement of WASSCE Candidates in Ghana, Asian Research Journal of Arts & Social Sciences 6(4): 1-8, 2018; Article no. ARJASS. 34695 ISSN: 2456-4761.
[9]	Bosson-Amedenu S., (2017), Remedial Students’ Perception of Difficult Concepts in Senior High School Core Mathematics Curriculum in Ghana, Asian Research Journal of Mathematics 3(3): 1-13, 2017; Article no. ARJOM. 32330 ISSN: 2456-477X.
[10]	Bosson-Amedenu S.*, Osei-Asibey E., and Otoo H., (2020), Factor Analysis Model for Diagnostic Assessment and Instructional Approaches in Ghana’s New Curriculum: The Case of Differentiation, Scaffolding and Inclusion Archives of Current Research International 20(4): 1-16, 2020; Article no. ACRI. 57232 ISSN: 2454-7077.
[11]	Adams F. H (2013), Using Jigsaw Technique As An Effective Way Of Promoting Co-Operative Learning Among Primary Six Pupils In Fijai.
[12]	Gregory A. M, Chapman J. P. (2001), Misunderstanding Analysis of Covariance, Journal of Abnormal Psychology 2001, Vol. 110, No. 1, 40-48.
[13]	Davidson, N., and Worsham, T. (Eds.) (1992). Enhancing thinking through cooperative learning. New York: Teachers College Press.
[14]	Clarke, J. (1994). Pieces of the puzzle:The jigsaw method. In. S. Sharan (Ed.), Handbook of cooperative learning methods (pp. 34-50). West Port, CN: Greenwood Press.
[15]	Bonwell, C. C. &Eison, J. A. (1991). Active learning: Creating excitement in the classroom (ASHE-ERIC Higher Education Report 1). Washington, DC: The George Washington University.

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Bosson-Amedenu Senyefia, Teku Emmanuel, Vivian Nimoh, Osei-Asibey Eunice. (2021). A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana. Teacher Education and Curriculum Studies, 6(1), 28-32. https://doi.org/10.11648/j.tecs.20210601.16

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Bosson-Amedenu Senyefia; Teku Emmanuel; Vivian Nimoh; Osei-Asibey Eunice. A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana. Teach. Educ. Curric. Stud. 2021, 6(1), 28-32. doi: 10.11648/j.tecs.20210601.16

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AMA Style

Bosson-Amedenu Senyefia, Teku Emmanuel, Vivian Nimoh, Osei-Asibey Eunice. A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana. Teach Educ Curric Stud. 2021;6(1):28-32. doi: 10.11648/j.tecs.20210601.16

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@article{10.11648/j.tecs.20210601.16,
  author = {Bosson-Amedenu Senyefia and Teku Emmanuel and Vivian Nimoh and Osei-Asibey Eunice},
  title = {A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {1},
  pages = {28-32},
  doi = {10.11648/j.tecs.20210601.16},
  url = {https://doi.org/10.11648/j.tecs.20210601.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210601.16},
  abstract = {Cooperative learning strategies have the tendency to enhance the academic strength of learners. In this paper, the independent variable, type of cooperative strategy, included three levels: Jig-Saw, Think-Pair-Share, and Brainstorming. The dependent variable was the students’ individual mathematics achievement scores and the covariate was the students’ group score when the cooperative strategy was used. A preliminary analysis that sought to assess the homogeneity-of-regression assumption indicated that the relationship between the covariate and the dependent variable did not differ significantly as a function of the independent variable, F (2, 81) =.045, p =.956. Principal component analysis (PCA) was used to reduce the three covariates to one score factor for ANCOVA procedure. A significant relationship was found between academic achievement score with respect to a cooperative strategy used and the individual academic achievement scores, F (2, 83) = 249.030, p <. 05. About 86% of the total variance in individual mathematics achievement score was accounted for by the three levels of cooperative strategy controlling for the students’ academic group scores. Jigsaw cooperative strategy (Mean: 3.4, SE: 0.068, p < 0.01) had the most impact on individual achievement in mathematics with students obtaining an average grade of B+. The findings also showed from the PCA that the mathematics achievement scores of the group treated with Jig-Saw cooperative strategy explained most (about 39%) of the total variance, followed by Think-Pair-share with the least being Brainstorming. Explained in another way, when students use Jig-saw learning strategy in Mathematics, their individual academic potentials are enhanced well than when Think-Pair-Share or Brainstorming is used. It is therefore recommended for Jig-saw strategy to be the preferred strategy for learning when mathematics teachers seek to improve deep learning and problem solving among students.},
 year = {2021}
}

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TY  - JOUR
T1  - A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana
AU  - Bosson-Amedenu Senyefia
AU  - Teku Emmanuel
AU  - Vivian Nimoh
AU  - Osei-Asibey Eunice
Y1  - 2021/03/26
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210601.16
DO  - 10.11648/j.tecs.20210601.16
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 28
EP  - 32
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210601.16
AB  - Cooperative learning strategies have the tendency to enhance the academic strength of learners. In this paper, the independent variable, type of cooperative strategy, included three levels: Jig-Saw, Think-Pair-Share, and Brainstorming. The dependent variable was the students’ individual mathematics achievement scores and the covariate was the students’ group score when the cooperative strategy was used. A preliminary analysis that sought to assess the homogeneity-of-regression assumption indicated that the relationship between the covariate and the dependent variable did not differ significantly as a function of the independent variable, F (2, 81) =.045, p =.956. Principal component analysis (PCA) was used to reduce the three covariates to one score factor for ANCOVA procedure. A significant relationship was found between academic achievement score with respect to a cooperative strategy used and the individual academic achievement scores, F (2, 83) = 249.030, p <. 05. About 86% of the total variance in individual mathematics achievement score was accounted for by the three levels of cooperative strategy controlling for the students’ academic group scores. Jigsaw cooperative strategy (Mean: 3.4, SE: 0.068, p < 0.01) had the most impact on individual achievement in mathematics with students obtaining an average grade of B+. The findings also showed from the PCA that the mathematics achievement scores of the group treated with Jig-Saw cooperative strategy explained most (about 39%) of the total variance, followed by Think-Pair-share with the least being Brainstorming. Explained in another way, when students use Jig-saw learning strategy in Mathematics, their individual academic potentials are enhanced well than when Think-Pair-Share or Brainstorming is used. It is therefore recommended for Jig-saw strategy to be the preferred strategy for learning when mathematics teachers seek to improve deep learning and problem solving among students.
VL  - 6
IS  - 1
ER  -

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Author Information

Bosson-Amedenu Senyefia

Department of Mathematical Sciences, University of Mines and Technology, Tarkwa, Ghana
Teku Emmanuel

Department of Mathematics and Information and Communications Technology, Berekum College of Education, Berekum, Bono Region, Ghana
Vivian Nimoh

Department of Mathematics and Information and Communications Technology, Holy Child College of Education, Takoradi, Ghana
Osei-Asibey Eunice

Department of Mathematical Sciences, University of Mines and Technology, Tarkwa, Ghana

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Bosson-Amedenu Senyefia, Teku Emmanuel, Vivian Nimoh, Osei-Asibey Eunice. (2021). A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana. Teacher Education and Curriculum Studies, 6(1), 28-32. https://doi.org/10.11648/j.tecs.20210601.16

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ACS Style

Bosson-Amedenu Senyefia; Teku Emmanuel; Vivian Nimoh; Osei-Asibey Eunice. A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana. Teach. Educ. Curric. Stud. 2021, 6(1), 28-32. doi: 10.11648/j.tecs.20210601.16

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AMA Style

Bosson-Amedenu Senyefia, Teku Emmanuel, Vivian Nimoh, Osei-Asibey Eunice. A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana. Teach Educ Curric Stud. 2021;6(1):28-32. doi: 10.11648/j.tecs.20210601.16

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@article{10.11648/j.tecs.20210601.16,
  author = {Bosson-Amedenu Senyefia and Teku Emmanuel and Vivian Nimoh and Osei-Asibey Eunice},
  title = {A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {1},
  pages = {28-32},
  doi = {10.11648/j.tecs.20210601.16},
  url = {https://doi.org/10.11648/j.tecs.20210601.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210601.16},
  abstract = {Cooperative learning strategies have the tendency to enhance the academic strength of learners. In this paper, the independent variable, type of cooperative strategy, included three levels: Jig-Saw, Think-Pair-Share, and Brainstorming. The dependent variable was the students’ individual mathematics achievement scores and the covariate was the students’ group score when the cooperative strategy was used. A preliminary analysis that sought to assess the homogeneity-of-regression assumption indicated that the relationship between the covariate and the dependent variable did not differ significantly as a function of the independent variable, F (2, 81) =.045, p =.956. Principal component analysis (PCA) was used to reduce the three covariates to one score factor for ANCOVA procedure. A significant relationship was found between academic achievement score with respect to a cooperative strategy used and the individual academic achievement scores, F (2, 83) = 249.030, p <. 05. About 86% of the total variance in individual mathematics achievement score was accounted for by the three levels of cooperative strategy controlling for the students’ academic group scores. Jigsaw cooperative strategy (Mean: 3.4, SE: 0.068, p < 0.01) had the most impact on individual achievement in mathematics with students obtaining an average grade of B+. The findings also showed from the PCA that the mathematics achievement scores of the group treated with Jig-Saw cooperative strategy explained most (about 39%) of the total variance, followed by Think-Pair-share with the least being Brainstorming. Explained in another way, when students use Jig-saw learning strategy in Mathematics, their individual academic potentials are enhanced well than when Think-Pair-Share or Brainstorming is used. It is therefore recommended for Jig-saw strategy to be the preferred strategy for learning when mathematics teachers seek to improve deep learning and problem solving among students.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - A Study of Cooperative Strategies that Enhance Individual Mathematical Achievement Among College of Education Students in Ghana
AU  - Bosson-Amedenu Senyefia
AU  - Teku Emmanuel
AU  - Vivian Nimoh
AU  - Osei-Asibey Eunice
Y1  - 2021/03/26
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210601.16
DO  - 10.11648/j.tecs.20210601.16
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 28
EP  - 32
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210601.16
AB  - Cooperative learning strategies have the tendency to enhance the academic strength of learners. In this paper, the independent variable, type of cooperative strategy, included three levels: Jig-Saw, Think-Pair-Share, and Brainstorming. The dependent variable was the students’ individual mathematics achievement scores and the covariate was the students’ group score when the cooperative strategy was used. A preliminary analysis that sought to assess the homogeneity-of-regression assumption indicated that the relationship between the covariate and the dependent variable did not differ significantly as a function of the independent variable, F (2, 81) =.045, p =.956. Principal component analysis (PCA) was used to reduce the three covariates to one score factor for ANCOVA procedure. A significant relationship was found between academic achievement score with respect to a cooperative strategy used and the individual academic achievement scores, F (2, 83) = 249.030, p <. 05. About 86% of the total variance in individual mathematics achievement score was accounted for by the three levels of cooperative strategy controlling for the students’ academic group scores. Jigsaw cooperative strategy (Mean: 3.4, SE: 0.068, p < 0.01) had the most impact on individual achievement in mathematics with students obtaining an average grade of B+. The findings also showed from the PCA that the mathematics achievement scores of the group treated with Jig-Saw cooperative strategy explained most (about 39%) of the total variance, followed by Think-Pair-share with the least being Brainstorming. Explained in another way, when students use Jig-saw learning strategy in Mathematics, their individual academic potentials are enhanced well than when Think-Pair-Share or Brainstorming is used. It is therefore recommended for Jig-saw strategy to be the preferred strategy for learning when mathematics teachers seek to improve deep learning and problem solving among students.
VL  - 6
IS  - 1
ER  -

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