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|Periodical article||Leiden University catalogue||WorldCat|
|Title:||The effects of cooperative learning on the performance of grade 11 Mathematics learners in the Oshana educational region, Namibia|
|Authors:||Haimbodi, Frans N.|
Kasanda, Choshi D.
Kapenda, Hileni M.
|Periodical:||Journal for Studies in Humanities and Social Sciences (ISSN 2026-7215)|
|Abstract:||This study sought to determine the effects of cooperative learning on the performance of grade 11 learners studying higher level Mathematics in the Oshana education region in Namibia. Two grade 11 classes (each comprising 31 learners) from one school in the Oshana region were selected; one as a control group and the other as an experimental group. The instruments used to measure the performance in Mathematics were a pre-test and a post test. Prior to collection of the data, a pilot study was carried out in a different school to gather information on the appropriateness of the instruments and other administrative logistics. During the main study, the experimental and control groups were separately taught Differentiation, a topic from the higher level Mathematics syllabus. The results show that significant differences in performance and in the motivation level of the experimental and control group existed. The findings suggest that cooperative learning improves learners' performance in Mathematics. The study recommends that Mathematics teachers should place emphasis on learners' understanding of particular concepts, guide learners in active learning, provide opportunities for discussion, and elaborate and encourage learners to work with peers to enhance their academic performance. Bibliogr., sum. [Journal abstract]|