Effects of Cooperative Learning on the Academic Achievement and attitude towards cooperative learning: the case of Dilla College of Teacher Education First Year Mathematics Students

Abstract

The aim of this research was to examine how cooperative learning influences the academic performance and attitudes of first-year mathematics students at Dilla College of Teacher Education in Ethiopia. A quasi-experimental design was adopted for the study. Through random assignment, one class (n1 = 38) was designated as the experimental group, while another class (n2 = 39) served as the control group. Both groups were given a pre-test prior to the intervention. Following eight weeks of instruction, a post-test was administered to the two groups. The data were analyzed using a paired t-test to compare mean differences at a significance level of p < 0.05. The findings revealed a statistically significant difference in mean test scores between the groups (t = 9.358, p < 0.05), with the experimental group achieving higher results than the control group. This indicates that cooperative learning significantly enhances students’ academic performance. Furthermore, the descriptive results on students’ attitudes demonstrated that most participants expressed positive perceptions toward cooperative learning, with an overall mean score of 4.3, corresponding to the “Agree” level. This suggests that learners generally hold favorable views and tendencies toward the cooperative learning approach. In conclusion, the findings confirmed that cooperative learning is more effective in improving conceptual understanding compared to traditional teaching practices. Therefore, teachers are encouraged to integrate cooperative learning strategies into their instructional processes.