Vol. 1 No. 01 (2022): 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

The purpose of this study was to investigate the effects of cooperative learning on academic achievement and attitudes towards cooperative learning of first-year mathematics students at Dilla College of Teacher Education in Ethiopia. In doing so, a quasi-experimental study design was employed. Simple random allocation was conducted, one class (n1 = 38) being considered as the experimental group, and the other class (n2 = 39) being considered as the control group. A pretest was administered for both groups before conducting intervention. After eight weeks of instruction, a post-test was administered for both experimental and control group participants. Data analysis was conducted through a paired t-test to determine performance by comparing the mean of both groups at a p 0.05 level of significance.
The results confirmed that there was a significant difference in mean test scores between the two groups of participants, t = 9.358, p 0.05, with the experimental group scoring higher than the control group. This shows that cooperative learning has great power to improve their academic performance.