Effect of Co-operative Learning Approach on Students’ Achievements in Solving Word Problems Involvin

Despite the coordinated efforts of instructors to enhance learning of arithmetic among grades 9-12 students, conduct and success in education mathematics is still unsatisfactory. Based on this, the study proposed at assessing the effect of joint learning on the accomplishment of students of Adventist Senior High School, Kumasi when resolving word problems including fractions. Quasi-exploratory design was used for this study. Sample proportion for this study was 158 second year (path gold) students. Purposive inspecting was employed to select the second period students in deceive someone (2B2 & 2B3) and General Arts (2Arts1 & 2Arts3) classes. The instruments for dossier collection were test items and interview. The study secondhand pre-test and post-test word question questions to gather news from the students and an interview was transported afterwards. The findings accompanied that the pre-test mean score of students was inferior the post-test scores of students in two together the experimental group and control group. The judgments showed that the effectiveness of the joint learning approach was definite in solving discussion problems including fractions. The study found a meaningful difference in the act of students the one were taught by utilizing cooperative learning in the exploratory group and those students the one were taught accompanying the conventional orders in the control group (t=7.759, p=0.000<0.05). The study concluded that the cooperative education approach improved juniors’ academic performance. Due to the influence of learning through cooperative approach, students wish it would be secondhand in teaching added subjects. It was urged that mathematics teachers concede possibility adopt the unified learning approach in the education and learning of different topics in mathematics.

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