The Impact of Two Models of Cooperative Learning Method in Achievement of Ninth Grade Student in Mathematics in Tulkarm Governorate and Attitudes Towards it
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Date
1998
Authors
Wasfi Wajeeh Yousef
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Abstract
The study aimed to examine the effect of using cooperative method with two models (Jigsaw Model & Learning Together Model) on the achievements and attitudes towards, mathematics of ninth grade school, through answering the following questions:
1. Are there statistically-significant differences in students achievement in mathematics attributed to the method of learning (cooperative, traditional)?
2. Are there statistically significant differences in students achievements in mathematics attributed to the models of cooperative, method (Jigsaw, Learning Together)?
3. Are there statistically-significant differences in scale of attitudes towards mathematics to the method of learning (cooperative, Traditional)?
4. Are there statistically significant differences in scale of attitudes in every learning method alter applying the study?
The population consisted of (892) ninth grade male students in(3I) sections in Tulkarm Governorate, Directorate of Education during the school year 1997-1998. The sample consisted of (104) male students in 3 sections, divided to two applied section for cooperative models and control section (traditional Method).
To achieve the study objectives, the researcher prepared the studying material (Statistics unit) in the two models (Jigsaw model) and (Learning Together model). And the researcher prepared two tests, one (before) to test the range of three classes equality before beginning to implement the study, and the other (after words) to measure the range of the students-perfect in learning the studying materials and the researcher applied (Aiken measurement) to measure the attitude towards mathematics. The researcher also used a computer program (MINITAB) to analyze the data, he used (ANOVA) to test the range of three classes equality before beginning to implement the study, and T. test for independent samples for first, second , third , seventh , eighth and ninth, hypothesis And T-test for dependent samples for all 4th,5th and 6th hypothesis. The finding of the study were as following:
1.There were statistically significant differences in achievements attributed to the method of learning and in favor of cooperative method favor.
2. There were no statistically significant differences in students achievement in mathematics attributed to the models of cooperative method (Jigsaw & Learning Together).
3. There were no statistical significant differences in scale of attitudes towards mathematical attributed to the method of learning (Cooperative & Traditional).
4. There were statistically significant differences in scale of attitude towards mathematics in every learning method uniquely after applying the study.
The study aimed to examine the effect of using cooperative method with two models (Jigsaw Model & Learning Together Model) on the achievements and attitudes towards, mathematics of ninth grade school, through answering the following questions: 1. Are there statistically-significant differences in students achievement in mathematics attributed to the method of learning (cooperative, traditional)? 2. Are there statistically significant differences in students achievements in mathematics attributed to the models of cooperative, method (Jigsaw, Learning Together)? 3. Are there statistically-significant differences in scale of attitudes towards mathematics to the method of learning (cooperative, Traditional)? 4. Are there statistically significant differences in scale of attitudes in every learning method alter applying the study? The population consisted of (892) ninth grade male students in(3I) sections in Tulkarm Governorate, Directorate of Education during the school year 1997-1998. The sample consisted of (104) male students in 3 sections, divided to two applied section for cooperative models and control section (traditional Method). To achieve the study objectives, the researcher prepared the studying material (Statistics unit) in the two models (Jigsaw model) and (Learning Together model). And the researcher prepared two tests, one (before) to test the range of three classes equality before beginning to implement the study, and the other (after words) to measure the range of the students-perfect in learning the studying materials and the researcher applied (Aiken measurement) to measure the attitude towards mathematics. The researcher also used a computer program (MINITAB) to analyze the data, he used (ANOVA) to test the range of three classes equality before beginning to implement the study, and T. test for independent samples for first, second , third , seventh , eighth and ninth, hypothesis And T-test for dependent samples for all 4th,5th and 6th hypothesis. The finding of the study were as following: 1.There were statistically significant differences in achievements attributed to the method of learning and in favor of cooperative method favor. 2. There were no statistically significant differences in students achievement in mathematics attributed to the models of cooperative method (Jigsaw & Learning Together). 3. There were no statistical significant differences in scale of attitudes towards mathematical attributed to the method of learning (Cooperative & Traditional). 4. There were statistically significant differences in scale of attitude towards mathematics in every learning method uniquely after applying the study.
The study aimed to examine the effect of using cooperative method with two models (Jigsaw Model & Learning Together Model) on the achievements and attitudes towards, mathematics of ninth grade school, through answering the following questions: 1. Are there statistically-significant differences in students achievement in mathematics attributed to the method of learning (cooperative, traditional)? 2. Are there statistically significant differences in students achievements in mathematics attributed to the models of cooperative, method (Jigsaw, Learning Together)? 3. Are there statistically-significant differences in scale of attitudes towards mathematics to the method of learning (cooperative, Traditional)? 4. Are there statistically significant differences in scale of attitudes in every learning method alter applying the study? The population consisted of (892) ninth grade male students in(3I) sections in Tulkarm Governorate, Directorate of Education during the school year 1997-1998. The sample consisted of (104) male students in 3 sections, divided to two applied section for cooperative models and control section (traditional Method). To achieve the study objectives, the researcher prepared the studying material (Statistics unit) in the two models (Jigsaw model) and (Learning Together model). And the researcher prepared two tests, one (before) to test the range of three classes equality before beginning to implement the study, and the other (after words) to measure the range of the students-perfect in learning the studying materials and the researcher applied (Aiken measurement) to measure the attitude towards mathematics. The researcher also used a computer program (MINITAB) to analyze the data, he used (ANOVA) to test the range of three classes equality before beginning to implement the study, and T. test for independent samples for first, second , third , seventh , eighth and ninth, hypothesis And T-test for dependent samples for all 4th,5th and 6th hypothesis. The finding of the study were as following: 1.There were statistically significant differences in achievements attributed to the method of learning and in favor of cooperative method favor. 2. There were no statistically significant differences in students achievement in mathematics attributed to the models of cooperative method (Jigsaw & Learning Together). 3. There were no statistical significant differences in scale of attitudes towards mathematical attributed to the method of learning (Cooperative & Traditional). 4. There were statistically significant differences in scale of attitude towards mathematics in every learning method uniquely after applying the study.