What are the effects of cooperative learning strategies on the performance of a group of grade six boys in solving fractions? Academic Essay

What are the effects of cooperative learning strategies on the performance of a group of grade six boys in solving fractions?
The purpose of this literature review is to answer the question, what are the effects of cooperative learning strategies on the performance of a group of
grade six boys in solving fractions? In the contemporary society, mathematics is used widely in several fields that cover a myriad of activities Zakaria, Chin & Daud
(2010). The decline in the failure of mathematics as a focus is a cause for major concern.
Review of the Literature
Cooperative learning entails instructional application of petite groups requiring learners to study together, ultimately maximizing the chances of gaining from one
another and challenging each other (Zakaria et al., 2010). Therefore in cooperative studying, students are necessitated to argue, help and discuss with each other
while assessing the existing knowledge of their peers as well as filling and supplementing gaps in other student’s understanding. (Freeman et al., 2014) suggested that
cooperative learning requires a number of processes that promote interactions amongst learners in a bid to accomplish specified goals and develop content specific
achievements such as improved performance in mathematics. According to Ke & Grabowski (2007), structural attitude towards cooperative learning entails a systematic,
creative and analytical employment of structures for systemizing social interaction and active learning in classrooms. The decline in students’ achievements and
performances in mathematics is therefore explored extensively. An in-depth exploration of the effects of efficient employment of cooperative learning strategies on
students’ performances in solving fractions follows.
Decline in student achievement and performance in mathematics
Currently, mathematics covers an extensive array of activities as it is used in various fields. However, researchers have cited increasing concerns on the
declining performances and achievement in mathematics amongst junior level students. Among the key reasons cited for the declining achievements and performances in
mathematics is students’ preconceived attitudes toward mathematics as a difficult, tedious subject Slavin (2010). For excellence to be achieved in mathematics, the
frustration phenomenon among students and some of their teachers should be overcome. Educators concentrating on the varying and differing performance in mathematics
such as the Malaysia Certificate of Education (SPM), and Lower Secondary Assessment (PMR) governing bodies, posit that the number of students regarded to as “weak” in
respect to their performance in mathematics is increasing tremendously. As such, there is an urgent need for the adoption and effective employment of cooperative
learning strategies to improve the dire situation as mathematical teaching is not only about dispensation of procedures, rules and definitions for cramming but also
engaging students in active learning and participation through collaboration and discussion with their peers. The success of learning and content specific results can
only be achieved if students are allowed to clarify and explain ideas to their fellow students as (Zakaria et al., 2010) argued. Interestingly, in light of pedagogy,
modern education development subscribes cooperative learning as a teaching strategy that emphasizes students’ involvements and performances. Studies conducted by
(Freeman et al., 2014) revealed that improved and successful mathematical performances can only be brought about by giving students an opportunity to reason and
communicate mathematically to enhance their self-confidence in solving mathematical fractions.
Cooperative learning, as contended by (Freeman et al., 2014), facilitates grouping of students into small numbers to enable the achievements of similar goals
through effective employment of social skills. A study directed by Ifamuyiwa & Akinsola (2008) revealed that employment of cooperative learning in classrooms promotes
improved performance, positive attitudes and boldness towards mathematics as well as long-term memory. This is because in cooperative learning, as reiterated by Slavin
(2010), students are granted opportunities to create solutions, work with their peers while discussing and learning problem-solving knowledge from each other. Most
researchers postulated that positive attitudes, which are promoted by cooperative learning, are deficient amongst many junior students resulting in the evident decline
in mathematics performance and achievement in successful solving of fractions. Tarim & Akdeniz (2008) conducted a study which revealed that the experimental group
showed no significant differences with regard to their attitudes towards mathematics. However, studies by Slavin (2010) reiterated that cooperative learning is
effectual in the production of variable results with respect to students’ attitudes towards mathematics henceforth enhancing improved performances in solving
mathematical fractions.
Cooperative learning strategy on achievement in solving fractions
Shimazoe & Aldrich (2010) explored the effective benefits of incorporating the cooperative learning approach in mathematical teaching to enhance performances
in mathematics amongst students. According to them, cooperative learning promotes an in-depth learning and study of materials. Additionally, they argue that
cooperative learning should be employed in instructing mathematics in the place of individual and competitive learning to enable students to achieve better grades in
mathematics. Slavin (2010) recommended that civic values and social skills are acquired through cooperative learning as it engages a high-order of a students’ critical
thinking abilities which ultimately contribute to individual personal growth and a positive attitude towards mathematics and autonomous learning.
A research study directed by (Zakaria et al., 2010) revealed that cooperative learning promotes high performance in mathematics as opposed to traditional
mathematical instruction approaches. The quantitative study further reiterates that cooperative learning facilitates metacognitive training in 6th grade Israel
students producing improved results respecting solving of mathematical fractions. A study by Tarim & Akdeniz (2008) revealed that homogenous and heterogeneous small
groups for 95 6th grade students revealed no significant difference in mathematics achievements between heterogeneous and homogenous student groups. The study however
received significant differences amongst the two groups in regard to performances in mathematics as students achieved higher test scores than they had prior to
cooperative learning. The effects of mixed ability learning of mathematics was studied amongst 1730 junior grade students in 12 Israeli schools. The study revealed
that similar ability grouping of students resulted to fluctuated and diverse findings where some schools portrayed positive effects of grouping while some had negative
grouping effects because of inefficient employment of cooperative learning. Some students who were hypothetically participating in lower ability groups gained more
than being in a higher ability group for average students Ifamuyiwa & Akinsola (2008).
Analysis
In the studies explored here, the group sizes varied considerably mixing the student groups according to individual student’s achievement or abilities. The
ability levels of students was distributed within the groups using low, medium and high ability learners, with the methodologies conducting comparisons between
cooperative and traditional learning approaches. The traditional approach necessitates the instruction of mathematical concepts of solving fractions in a lecture
classroom settings.
The literature review reveals that improved performances of students in solving mathematical fractions is significantly higher, with regard to test-scores, for
students involved in cooperative learning, with the approach resulting in impressive problem-solving skills. For instance, students engaged in cooperative learning in
(Freeman et al., 2010) portrayed significantly higher scores in their mathematics assessments than the comparison group of students. Slavin (2010) attributes the
outscoring tendency amongst students engaging in cooperative learning as they pride in working towards a mutual goal with a sense of boosting each other’s performance.
Group work becomes more beneficial with its prolonged employment. Students learn best when given an opportunity to critically reason through a problem-solving process
where they can then explain how a solution was arrived upon. In cooperative learning, slower and mainstreamed students are brought to speed as it gives them an
opportunity to engage in discussion amongst themselves. In so doing, the willingness of a student to help a team member understand a given process and concept is
exploited.
Tarim & Akdeniz (2008) outlined three reasons why students engaging in cooperative learning perform better in mathematics tests. According to the authors,
cooperative learning enhances the interactions between students and an instructor making the students feel more comfortable to ask questions in a group setting.
Moreover, it increases the rate at which students engage in group studying when preparing for exams as opposed to individual learning strategies. Additionally, the
innovation that is associated with group work sparks greater interests in students for the materials being studied.
Each of the study literatures explored herein indicates that effective mixing of students’ abilities when grouping them for purposes of cooperative learning
increases the triumphal performances of students in mathematics as they strategize together, discovering a variety of ways that can be employed in solving a problem or
develop an in-depth understanding of a given mathematical concept. Ifamuyiwa & Akinsola (2008) argued that to employ cooperative learning effectively, some group
reward system ought to be introduced as individual accountability helps bring the best out of the approach. This is applicable in cases where some students profoundly
depend on other members of the group to solve problems without understanding the process involved in obtaining the answers. The use of rewards is used when every
member of a given group performs above an instructor’s expectations, evidential of positive attitude and hard-work in assigned tasks. Integration of the reward system
to cooperative learning brings out the best results in the approach as it encourages each student in a given group to individually understand a concept or process
towards a mathematical problem before undertaking a test. Moreover, reward system reinforces the importance of individual accountability while creating the possibility
of scoring higher grades if each member of the group achieves highly in a test. Cooperative learning enhances positive attitude and high performance by creating in a
student’s self-confidence academically (Freeman et al., 2010).
Conclusions
Cooperative learning entails instructional applications of small groups requiring learners to study together, ultimately maximizing the chances of gaining from
one another and challenging each other. Cooperative learning facilitates grouping of students into small numbers to enable the achievement of similar goals through
effective employments of social skills, problem solving techniques and critical reasoning to better understand and solve fractions. Cooperative learning promotes high
performances in mathematics as opposed to traditional mathematical instruction approaches. It promotes student-teacher interactions helping to improve self-confidence
in students which facilitates discussions and asking of questions in class at the group setting. Students learn best when given an opportunity to critically reason
through a problem-solving process where they can then explain how a solution was arrived upon.
References
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410-8415. DOI: 10.1073/pnas. 1319030111
Ifamuyiwa, S.A., & Akinsola, M. K. (2008). Improving senior secondary school students’ attitude towards mathematics through self and cooperative instructional
strategies. International Journal of Mathematical Education in Science and Technology, 39 (5), 569-585.
Ke, F., & Grabowski, B. (2007). Game-playing for maths learning: Cooperative or not? British Journal of Educational Technology, 38 (2), 249-259. DOI: 10.1111/j.1467-
8535.2006.00593.x
Shimazoe, J. & Aldrich, H. (2010). Group work can be gratifying: Understanding and overcoming resistance to cooperative learning. College Teaching. 58 (2), 52-57.
Slavin, R. E. (2010). Co-operative learning: what makes group-work work? OECD. The nature of learning: Using research to inspire practice, 161-178. DOI:
10.1787/9789264086487-9-en
Tarim, K., & Akdeniz, F. (2008). The effects of cooperative learning on turkish elementary
students’ mathematics achievement and attitude towards mathematics using TAI and STAD methods. Educational Studies in Mathematics, 67 (1): 77-91.
Zakaria E, Chin, L. C., Daud, M. Y. (2010). The effects of cooperative learning on students’
mathematics achievement and attitude towards mathematics. Journal of Social Sciences, 6 (2): 272-275, 2010 ISSN 1549-3652

UPDATED LITERATURE REVIEW MATRIX
EFFECTS OF COOPERATIVE LEARNING ON GRADE SIX BOYS IN SOLVING FRACTIONS
Mathematics can be the most rewarding and meaningful subject to every child if appropriate strategies are employed in its teaching. Yet mathematics is often
viewed by most students as being complex and uninteresting, especially when it is imparted using the traditional approach. Zakaria, Chin and Daud (2010) posited that
the old-fashioned teaching techniques are teacher-centred. Understudies therefore aren’t allowed the opportunities where they can be actively engaged in conversations,
critically think, create solutions, and collaborate with their peers (Zakaria, Chin, & Daud, 2010). In the contemporary society, mathematics is used widely in several
fields that cover a myriad of activities (Zakaria, Chin & Daud, 2010). The decline in the failure of mathematics as a focus is a cause for major concern. The purpose
of this literature review is to investigate the effects of cooperative learning strategies on the performance of a group of grade six boys in solving fractions.
Review of the Literature
Cooperative learning entails instructional application of small groups requiring learners to study together, ultimately maximizing the chances of gaining
from one another and challenging each other (Zakaria et al., 2010). Therefore in cooperative studying, students argue, help, and discuss with each other while
assessing the existing knowledge of their peers. Scholars are also filling and supplementing gaps in other student’s understanding. Freeman et al. (2014) suggested
that cooperative learning requires a number of processes that promote interactions among learners in a bid to accomplish specified goals and develop content specific
achievements such as improved performance in mathematics. According to Ke & Grabowski (2007), structural attitude towards cooperative learning entails a systematic,
creative and analytical employment of structures for systemizing social interaction and active learning in classrooms. The decline in students’ achievements and
performances in mathematics is therefore explored extensively. An in-depth exploration of the effects of efficient employment of cooperative learning strategies on
students’ performances in solving fractions follows.
Decline in Student Achievement and Performance in Mathematics
Currently, mathematics covers an extensive array of activities as it is used in various fields. However, researchers have cited increasing concerns on the
declining performances and achievement in mathematics among junior level students. Among the key reasons cited for the declining achievements and performances in
mathematics are students’ preconceived attitudes toward mathematics as a difficult, tedious subject (Slavin, 2010). For excellence to be achieved in mathematics, the
frustration phenomenon among students and some of their teachers should be overcome. Slavin (2010) postulated that cooperative education is the resolution to a variety
of learning difficulties. Educators concentrating on the varying and differing performance in mathematics such as the Malaysia Certificate of Education (SPM), and
Lower Secondary Assessment (PMR) governing bodies, posited that the number of students regarded to as “weak” in respect to their performance in mathematics is
increasing tremendously. As such, there is an urgent need for the adoption and effective employment of cooperative learning strategies to improve the dire situation as
mathematical teaching is not only about dispensation of procedures, rules and definitions for cramming but also engaging students in active learning and participation
through collaboration and discussion with their peers. Cooperative learning has proven to contribute to students’ success by offering concrete methods of generating
enthusiastic ways for them to socialize (Slavin, 2010). Cooperative education enables understudies to be involved in classroom atmospheres to support them in grasping
traditional skills and knowledge and also develop resourceful and collaborative skills necessary in today’s finance and world (Slavin, 2010). The success of learning
and content specific results can only be achieved if students are allowed to clarify and explain ideas to their fellow students, as Zakaria et al. (2010) argued.
Interestingly, in light of pedagogy, modern education development subscribes cooperative learning as a teaching strategy that emphasizes students’ involvements and
performances. Studies conducted by Freeman et al. (2014) revealed that improved and successful mathematical performances can only be brought about by giving students
an opportunity to reason and communicate mathematically to enhance their self-confidence in solving mathematical fractions.
Cooperative learning, as contended by Freeman et al. (2014), facilitates grouping of students into small numbers to enable the achievements of similar goals
through effective employment of social skills. A study directed by Ifamuyiwa and Akinsola (2008) revealed that employment of cooperative learning in classrooms
promotes improved performance, positive attitudes, and boldness towards mathematics, as well as long-term memory. This is because in cooperative learning, as
reiterated by Slavin (2010), students are granted opportunities to create solutions, work with their peers while discussing and learning problem-solving knowledge from
each other. Most researchers postulated that positive attitudes, which are promoted by cooperative learning, are deficient among many junior students resulting in the
evident decline in mathematics performance and achievement in successful solving of fractions. Tarim & Akdeniz (2008) conducted a study which revealed that the
experimental group showed no significant differences with regard to their attitudes towards mathematics. However, Slavin (2010) reiterated that cooperative learning is
effectual in the production of variable results with respect to students’ attitudes towards mathematics henceforth enhancing improved performances in solving
mathematical fractions.
Cooperative Learning Strategy on Achievement in Solving Fractions
Shimazoe and Aldrich (2010) explored the effective benefits of incorporating the cooperative learning approach in mathematical teaching to enhance performances
in mathematics among students. According to Shimazoe & Aldrich (2010), cooperative learning promotes an in-depth learning and study of materials. Additionally,
cooperative learning should be employed in instructing mathematics in the place of individual and competitive learning to enable students to achieve better grades in
mathematics (Shimazoe & Aldrich, 2010). Slavin (2010) recommended that civic values and social skills are acquired through cooperative learning as it engages a high-
order of a students’ critical thinking abilities which ultimately contribute to individual personal growth and a positive attitude towards mathematics and autonomous
learning.
A research study directed by Zakaria et al. (2010) revealed that cooperative learning promotes high performance in mathematics as opposed to traditional
mathematical instruction approaches. The quantitative study further reiterates that cooperative learning facilitates metacognitive training in sixth grade Israeli
students produced improved results respecting solving of mathematical fractions. A study by Tarim and Akdeniz (2008) revealed that homogenous and heterogeneous small
groups for 95 sixth grade students revealed no significant difference in mathematics achievements between heterogeneous and homogenous student groups. The study,
however received significant differences among the two groups in regard to performances in mathematics as, students achieved higher test scores than they had prior to
cooperative learning. The effects of mixed ability learning of mathematics were studied among 1,730 junior grade students in 12 Israeli schools. The study revealed
that similar ability grouping of students resulted in fluctuated and diverse findings where some schools portrayed positive effects of grouping while some had negative
grouping effects because of inefficient employment of cooperative learning. Some students who were hypothetically participating in lower ability groups gained more
than being in a higher ability group for average students (Ifamuyiwa & Akinsola, 2008).
Analysis
In the studies explored here, the group sizes varied considerably mixing the student groups according to a number of student’s achievement or abilities. The
ability levels of students was distributed within the groups using low, medium, and high ability learners, with the methodologies conducting comparisons between
cooperative and traditional learning approaches. The traditional approach necessitates the instruction of mathematical concepts of solving fractions in a lecture
classroom setting.
The literature review reveals that improved performances of students in solving mathematical fractions is significantly higher, with regard to test-scores, for
students involved in cooperative learning, with the approach resulting in impressive problem-solving skills. For instance, students engaged in cooperative learning in
Freeman et al. (2010) portrayed significantly higher scores in their mathematics assessments than the comparison group of students. Slavin (2010) attributes the
outscoring tendency among students engaging in cooperative learning as they had pride in working toward a mutual goal with a sense of boosting each other’s
performance. Group work becomes more beneficial with its prolonged employment. Students learn best when given an opportunity to critically reason through a problem-
solving process where they can then explain how a solution was arrived upon. In cooperative learning, slower and mainstreamed students are brought to speed as it gives
them an opportunity to engage in discussion among themselves. In so doing, the willingness of a student to help a team member understand a given process and concept is
exploited. According to Slavin (2010) understudies enjoy collaborating, feel encouraged, and are more appreciative of the subjects that are taught cooperatively.
Tarim and Akdeniz (2008) outlined three reasons why students engaging in cooperative learning perform better on mathematics tests. According to the Tarim and
Akdeniz (2008) cooperative learning enhances the interactions between students and an instructor making the students feel more comfortable to ask questions in a group
setting. Moreover, it increases the rate at which students engage in group studying when preparing for exams as opposed to individual learning strategies.
Additionally, the innovation that is associated with group work sparks greater interests in students for the materials being studied Tarim & Akdeniz (2008).
Each of the studies explored indicates that students’ approaches toward mathematics are improved when cooperative learning methods are utilized (Zakaria, Chin,
& Daud, 2010). Ifamuyiwa and Akinsola (2008) argued that to employ cooperative learning effectively, some group reward system ought to be introduced as individual
accountability helps bring the best out of the approach. This is applicable in cases where some students depend on other members of the group to solve problems without
understanding the process involved in obtaining the answers. Rewards are used, when every member of a given group performs above an instructor’s expectations,
evidential of positive attitude and hard-work in assigned tasks. Integration of the reward system to cooperative learning brings out the best results in the approach
as it encourages each student in a given group to individually understand a concept or process towards a mathematical problem before undertaking a test. Moreover,
reward system reinforces the importance of individual accountability while creating the possibility of scoring higher grades if each member of the group achieves
highly in a test. Cooperative learning enhances positive attitude and high performance by creating in a student’s self-confidence academically (Freeman et al., 2010).
Conclusions
Cooperative learning entails instructional applications of small groups requiring learners to study together. Ultimately maximizing the chances of gaining
from one another and challenging each other. Cooperative learning facilitates grouping of students into small numbers to enable the achievement of similar goals
through effective employments of social skills, problem solving techniques and critical reasoning to better understand and solve fractions. Cooperative learning
promotes high performances in mathematics as opposed to traditional instruction approaches. It promotes student-teacher interactions helping to improve self-confidence
in students which facilitates discussions and asking of questions in class at the group setting. Students learn best when given an opportunity to critically reason
through a problem-solving process where they can then explain how solutions to given problems were solved.
References
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. doi:10.1073/pnas.1319030111
Ifamuyiwa, S.A., & Akinsola, M. K. (2008). Improving senior secondary school students’ attitude
towards mathematics through self and cooperative instructional strategies. International Journal of Mathematical Education in Science and Technology, 39(5), 569-585.
doi:10.1080/00207390801986874
Ke, F., & Grabowski, B. (2007). Game-playing for maths learning: Cooperative or not? British Journal of Educational Technology, 38(2), 249-259. doi:10.1111/j.1467-
8535.2006.00593.x
Shimazoe, J. & Aldrich, H. (2010). Group work can be gratifying: Understanding and overcoming
resistance to cooperative learning. College Teaching. 58(2), 52-57. doi:10.1080/87567550903418594
Slavin, R. E. (2010). Co-operative learning: what makes group-work work? In H. Dumont, D. Istance, & F. Benavides (Eds.), The nature of learning: Using research to
inspire practice. Paris, France: Centre for Research and Education. doi:10.1787/9789264086487-en
Tarim, K., & Akdeniz, F. (2008). The effects of cooperative learning on Turkish elementary
students’ mathematics achievement and attitude towards mathematics using TAI and STAD methods. Educational Studies in Mathematics, 67(1), 77-91.
Zakaria E, Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students’
mathematics achievement and attitude towards mathematics. Journal of Social Sciences, 6(2), 272-275. doi:10.3844/jssp.2010.272.275
The purpose of this literature review is to answer the question, what are the effects of cooperative learning strategies on the performance of a group of
grade six boys in solving fractions? In the contemporary society, mathematics is used widely in several fields that cover a myriad of activities Zakaria, Chin & Daud
(2010). The decline in the failure of mathematics as a focus is a cause for major concern.
Review of the Literature
Cooperative learning entails instructional application of petite groups requiring learners to study together, ultimately maximizing the chances of gaining from one
another and challenging each other (Zakaria et al., 2010). Therefore in cooperative studying, students are necessitated to argue, help and discuss with each other
while assessing the existing knowledge of their peers as well as filling and supplementing gaps in other student’s understanding. (Freeman et al., 2014) suggested that
cooperative learning requires a number of processes that promote interactions amongst learners in a bid to accomplish specified goals and develop content specific
achievements such as improved performance in mathematics. According to Ke & Grabowski (2007), structural attitude towards cooperative learning entails a systematic,
creative and analytical employment of structures for systemizing social interaction and active learning in classrooms. The decline in students’ achievements and
performances in mathematics is therefore explored extensively. An in-depth exploration of the effects of efficient employment of cooperative learning strategies on
students’ performances in solving fractions follows.
Decline in student achievement and performance in mathematics
Currently, mathematics covers an extensive array of activities as it is used in various fields. However, researchers have cited increasing concerns on the
declining performances and achievement in mathematics amongst junior level students. Among the key reasons cited for the declining achievements and performances in
mathematics is students’ preconceived attitudes toward mathematics as a difficult, tedious subject Slavin (2010). For excellence to be achieved in mathematics, the
frustration phenomenon among students and some of their teachers should be overcome. Educators concentrating on the varying and differing performance in mathematics
such as the Malaysia Certificate of Education (SPM), and Lower Secondary Assessment (PMR) governing bodies, posit that the number of students regarded to as “weak” in
respect to their performance in mathematics is increasing tremendously. As such, there is an urgent need for the adoption and effective employment of cooperative
learning strategies to improve the dire situation as mathematical teaching is not only about dispensation of procedures, rules and definitions for cramming but also
engaging students in active learning and participation through collaboration and discussion with their peers. The success of learning and content specific results can
only be achieved if students are allowed to clarify and explain ideas to their fellow students as (Zakaria et al., 2010) argued. Interestingly, in light of pedagogy,
modern education development subscribes cooperative learning as a teaching strategy that emphasizes students’ involvements and performances. Studies conducted by
(Freeman et al., 2014) revealed that improved and successful mathematical performances can only be brought about by giving students an opportunity to reason and
communicate mathematically to enhance their self-confidence in solving mathematical fractions.
Cooperative learning, as contended by (Freeman et al., 2014), facilitates grouping of students into small numbers to enable the achievements of similar goals
through effective employment of social skills. A study directed by Ifamuyiwa & Akinsola (2008) revealed that employment of cooperative learning in classrooms promotes
improved performance, positive attitudes and boldness towards mathematics as well as long-term memory. This is because in cooperative learning, as reiterated by Slavin
(2010), students are granted opportunities to create solutions, work with their peers while discussing and learning problem-solving knowledge from each other. Most
researchers postulated that positive attitudes, which are promoted by cooperative learning, are deficient amongst many junior students resulting in the evident decline
in mathematics performance and achievement in successful solving of fractions. Tarim & Akdeniz (2008) conducted a study which revealed that the experimental group
showed no significant differences with regard to their attitudes towards mathematics. However, studies by Slavin (2010) reiterated that cooperative learning is
effectual in the production of variable results with respect to students’ attitudes towards mathematics henceforth enhancing improved performances in solving
mathematical fractions.
Cooperative learning strategy on achievement in solving fractions
Shimazoe & Aldrich (2010) explored the effective benefits of incorporating the cooperative learning approach in mathematical teaching to enhance performances
in mathematics amongst students. According to them, cooperative learning promotes an in-depth learning and study of materials. Additionally, they argue that
cooperative learning should be employed in instructing mathematics in the place of individual and competitive learning to enable students to achieve better grades in
mathematics. Slavin (2010) recommended that civic values and social skills are acquired through cooperative learning as it engages a high-order of a students’ critical
thinking abilities which ultimately contribute to individual personal growth and a positive attitude towards mathematics and autonomous learning.
A research study directed by (Zakaria et al., 2010) revealed that cooperative learning promotes high performance in mathematics as opposed to traditional
mathematical instruction approaches. The quantitative study further reiterates that cooperative learning facilitates metacognitive training in 6th grade Israel
students producing improved results respecting solving of mathematical fractions. A study by Tarim & Akdeniz (2008) revealed that homogenous and heterogeneous small
groups for 95 6th grade students revealed no significant difference in mathematics achievements between heterogeneous and homogenous student groups. The study however
received significant differences amongst the two groups in regard to performances in mathematics as students achieved higher test scores than they had prior to
cooperative learning. The effects of mixed ability learning of mathematics was studied amongst 1730 junior grade students in 12 Israeli schools. The study revealed
that similar ability grouping of students resulted to fluctuated and diverse findings where some schools portrayed positive effects of grouping while some had negative
grouping effects because of inefficient employment of cooperative learning. Some students who were hypothetically participating in lower ability groups gained more
than being in a higher ability group for average students Ifamuyiwa & Akinsola (2008).
Analysis
In the studies explored here, the group sizes varied considerably mixing the student groups according to individual student’s achievement or abilities. The
ability levels of students was distributed within the groups using low, medium and high ability learners, with the methodologies conducting comparisons between
cooperative and traditional learning approaches. The traditional approach necessitates the instruction of mathematical concepts of solving fractions in a lecture
classroom settings.
The literature review reveals that improved performances of students in solving mathematical fractions is significantly higher, with regard to test-scores, for
students involved in cooperative learning, with the approach resulting in impressive problem-solving skills. For instance, students engaged in cooperative learning in
(Freeman et al., 2010) portrayed significantly higher scores in their mathematics assessments than the comparison group of students. Slavin (2010) attributes the
outscoring tendency amongst students engaging in cooperative learning as they pride in working towards a mutual goal with a sense of boosting each other’s performance.
Group work becomes more beneficial with its prolonged employment. Students learn best when given an opportunity to critically reason through a problem-solving process
where they can then explain how a solution was arrived upon. In cooperative learning, slower and mainstreamed students are brought to speed as it gives them an
opportunity to engage in discussion amongst themselves. In so doing, the willingness of a student to help a team member understand a given process and concept is
exploited.
Tarim & Akdeniz (2008) outlined three reasons why students engaging in cooperative learning perform better in mathematics tests. According to the authors,
cooperative learning enhances the interactions between students and an instructor making the students feel more comfortable to ask questions in a group setting.
Moreover, it increases the rate at which students engage in group studying when preparing for exams as opposed to individual learning strategies. Additionally, the
innovation that is associated with group work sparks greater interests in students for the materials being studied.
Each of the study literatures explored herein indicates that effective mixing of students’ abilities when grouping them for purposes of cooperative learning
increases the triumphal performances of students in mathematics as they strategize together, discovering a variety of ways that can be employed in solving a problem or
develop an in-depth understanding of a given mathematical concept. Ifamuyiwa & Akinsola (2008) argued that to employ cooperative learning effectively, some group
reward system ought to be introduced as individual accountability helps bring the best out of the approach. This is applicable in cases where some students profoundly
depend on other members of the group to solve problems without understanding the process involved in obtaining the answers. The use of rewards is used when every
member of a given group performs above an instructor’s expectations, evidential of positive attitude and hard-work in assigned tasks. Integration of the reward system
to cooperative learning brings out the best results in the approach as it encourages each student in a given group to individually understand a concept or process
towards a mathematical problem before undertaking a test. Moreover, reward system reinforces the importance of individual accountability while creating the possibility
of scoring higher grades if each member of the group achieves highly in a test. Cooperative learning enhances positive attitude and high performance by creating in a
student’s self-confidence academically (Freeman et al., 2010).
Conclusions
Cooperative learning entails instructional applications of small groups requiring learners to study together, ultimately maximizing the chances of gaining from
one another and challenging each other. Cooperative learning facilitates grouping of students into small numbers to enable the achievement of similar goals through
effective employments of social skills, problem solving techniques and critical reasoning to better understand and solve fractions. Cooperative learning promotes high
performances in mathematics as opposed to traditional mathematical instruction approaches. It promotes student-teacher interactions helping to improve self-confidence
in students which facilitates discussions and asking of questions in class at the group setting. Students learn best when given an opportunity to critically reason
through a problem-solving process where they can then explain how a solution was arrived upon.
References
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of Sciences, 111 (23), 8410-8415. DOI: 10.1073/pnas. 1319030111
Ifamuyiwa, S.A., & Akinsola, M. K. (2008). Improving senior secondary school students’ attitude towards mathematics through self and cooperative instructional
strategies. International Journal of Mathematical Education in Science and Technology, 39 (5), 569-585.
Ke, F., & Grabowski, B. (2007). Game-playing for maths learning: Cooperative or not? British Journal of Educational Technology, 38 (2), 249-259. DOI: 10.1111/j.1467-
8535.2006.00593.x
Shimazoe, J. & Aldrich, H. (2010). Group work can be gratifying: Understanding and overcoming resistance to cooperative learning. College Teaching. 58 (2), 52-57.
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