The Effect of Cooperative Group Learning and Group Size on Mathematics Achievement of Fifth Male Grade Students in Jenin
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Date
1999
Authors
Issam Fahed Yousef Abu Atia
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Abstract
The main purpose of this study was to investigate the effect of cooperative group learning on mathematics achievement of fifth grade male students. Another purpose was to investigate the effect of group size on the subjects’ achievement in mathematics.
This study attempted to answer the following research questions:
1. Are there any significant differences in the fifth grade students’ achievement in mathematics as due to the use of cooperative group learning method?
2. Are there any significant differences in the mathematics achievement of cooperative group students’ who are taught by cooperative learning as due to group size?
In an attempt to confirm or reject the hypotheses of this study, the researcher has conducted an experimental investigation with a sample of (l47) fifth male students’ from a public primary school in Jenin District (Mua’th Bn Jaber Primary School!Qabatiah), during the first semester of the scholastic year 98/99. The students of the sample were distributed randomly into three treatment groups; two experimental groups and a control group:
• The first experimental group (n=48) was taught by the cooperative learning method and included heterogeneous groups; (3) students were allotted in each group.
• The second experimental group (n=50) was taught by the cooperative learning method and included heterogeneous groups; (6) students were allotted in each group.
• The third group was a control group (n=49) and was taught by the traditional control method.
At the end of treatment period, subjects were assessed by using a mathematics achievement test developed by the researcher. The Statistical System (SAS) was used, and so a paired (T—Test) and One-Way Analysis of Variance (ANOVA) and (Scheff Post—Hoc Test) were used in analyzing the results of the study.
This study showed the following results:
1. There were no significant differences at (α=0.05) in the mathematics achievement post test of the students in the second experimental group (n=6) and the control group.
2. Significant differences at (α=0.05) were found in the mathematics achievement post test of the students in the first experimental group (n=3) and the control group, as due to the use of cooperative learning method.
3. Significant differences at (α=0.05) were found in the mathematics achievement posttest of the students in the first experimental group and the second experimental group in favor of the first group as due to the group size.
In the light of these results, the researcher recommended that further research is needed to be conducted on the effect of cooperative learning on student’s mathematics achievement, attitudes toward math, self confidence, retention and so on. Further research is needed in this field with different age groups, different group sizeوand different group subjects.
The main purpose of this study was to investigate the effect of cooperative group learning on mathematics achievement of fifth grade male students. Another purpose was to investigate the effect of group size on the subjects’ achievement in mathematics. This study attempted to answer the following research questions: 1. Are there any significant differences in the fifth grade students’ achievement in mathematics as due to the use of cooperative group learning method? 2. Are there any significant differences in the mathematics achievement of cooperative group students’ who are taught by cooperative learning as due to group size? In an attempt to confirm or reject the hypotheses of this study, the researcher has conducted an experimental investigation with a sample of (l47) fifth male students’ from a public primary school in Jenin District (Mua’th Bn Jaber Primary School!Qabatiah), during the first semester of the scholastic year 98/99. The students of the sample were distributed randomly into three treatment groups; two experimental groups and a control group: • The first experimental group (n=48) was taught by the cooperative learning method and included heterogeneous groups; (3) students were allotted in each group. • The second experimental group (n=50) was taught by the cooperative learning method and included heterogeneous groups; (6) students were allotted in each group. • The third group was a control group (n=49) and was taught by the traditional control method. At the end of treatment period, subjects were assessed by using a mathematics achievement test developed by the researcher. The Statistical System (SAS) was used, and so a paired (T—Test) and One-Way Analysis of Variance (ANOVA) and (Scheff Post—Hoc Test) were used in analyzing the results of the study. This study showed the following results: 1. There were no significant differences at (α=0.05) in the mathematics achievement post test of the students in the second experimental group (n=6) and the control group. 2. Significant differences at (α=0.05) were found in the mathematics achievement post test of the students in the first experimental group (n=3) and the control group, as due to the use of cooperative learning method. 3. Significant differences at (α=0.05) were found in the mathematics achievement posttest of the students in the first experimental group and the second experimental group in favor of the first group as due to the group size. In the light of these results, the researcher recommended that further research is needed to be conducted on the effect of cooperative learning on student’s mathematics achievement, attitudes toward math, self confidence, retention and so on. Further research is needed in this field with different age groups, different group sizeوand different group subjects.
The main purpose of this study was to investigate the effect of cooperative group learning on mathematics achievement of fifth grade male students. Another purpose was to investigate the effect of group size on the subjects’ achievement in mathematics. This study attempted to answer the following research questions: 1. Are there any significant differences in the fifth grade students’ achievement in mathematics as due to the use of cooperative group learning method? 2. Are there any significant differences in the mathematics achievement of cooperative group students’ who are taught by cooperative learning as due to group size? In an attempt to confirm or reject the hypotheses of this study, the researcher has conducted an experimental investigation with a sample of (l47) fifth male students’ from a public primary school in Jenin District (Mua’th Bn Jaber Primary School!Qabatiah), during the first semester of the scholastic year 98/99. The students of the sample were distributed randomly into three treatment groups; two experimental groups and a control group: • The first experimental group (n=48) was taught by the cooperative learning method and included heterogeneous groups; (3) students were allotted in each group. • The second experimental group (n=50) was taught by the cooperative learning method and included heterogeneous groups; (6) students were allotted in each group. • The third group was a control group (n=49) and was taught by the traditional control method. At the end of treatment period, subjects were assessed by using a mathematics achievement test developed by the researcher. The Statistical System (SAS) was used, and so a paired (T—Test) and One-Way Analysis of Variance (ANOVA) and (Scheff Post—Hoc Test) were used in analyzing the results of the study. This study showed the following results: 1. There were no significant differences at (α=0.05) in the mathematics achievement post test of the students in the second experimental group (n=6) and the control group. 2. Significant differences at (α=0.05) were found in the mathematics achievement post test of the students in the first experimental group (n=3) and the control group, as due to the use of cooperative learning method. 3. Significant differences at (α=0.05) were found in the mathematics achievement posttest of the students in the first experimental group and the second experimental group in favor of the first group as due to the group size. In the light of these results, the researcher recommended that further research is needed to be conducted on the effect of cooperative learning on student’s mathematics achievement, attitudes toward math, self confidence, retention and so on. Further research is needed in this field with different age groups, different group sizeوand different group subjects.