Impact of Cooperative Learning on Academic Achievement in Grade 5 Mathematics: A Mixed-Methods Study

Abstract

This research aimed to assess the impact of cooperative learning on the academic achievement of grade 5 mathematics students. The study sought to evaluate the effects, score differences, and benefits of the cooperative learning method compared to traditional teaching methods. A sequential explanatory mixed-method research design was employed. The study was experimental in nature and utilized a convenience sampling technique for data collection. Data were gathered from students in both the control and experimental groups. The experimental group received instruction through the cooperative learning method, while the control group was taught using traditional methods. An academic achievement test was administered to both groups post-intervention, and the quantitative data were analyzed using SPSS 21, with an independent sample t-test applied. Additionally, focus group interviews were conducted with participants from the experimental group to explore their perceptions of the cooperative learning approach. The qualitative data were analyzed using thematic analysis. The findings indicate that students taught through cooperative learning performed significantly better than those in the control group. Moreover, the qualitative findings support the quantitative results, with students perceiving the cooperative teaching method as both attractive and efficient for learning.