The effects of cooperative learning on motivation and performance of grade 11 higher level mathematics learners in the Oshana education region

The national Grade 12 Mathematics results have been poor over the years since independence. Recent studies on factors contributing to poor results in Mathematics pointed to ineffective teaching methods, insufficient resources and learners‟ low motivation to study. This study sought to determine the effects of cooperative learning on the performance and motivation of the Grade 11 learners doing Mathematics on higher level in the Oshana education region. The study used a quasi-experimental design. Two Grade 11 classes (each comprising 31 learners) doing Mathematics on a higher level from one school in the Oshana region were purposefully selected; one as a control group and the other as an experimental group. Motivation was measured using a modified Fennema-Sherman Attitude Scale, and concentrated on three subscales; Usefulness of Mathematics, Confidence in Mathematics and Effectance Motivation in Mathematics. The instruments used to measure the performance in Mathematics were a pre-test and 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, in order to improve the quality and efficiency of the study instruments (Lancaster, Dodd, & Williamson, 2004). Discrepancies where found in the instruments and corrected before the main study. During the main study, the experimental and control groups were separately taught a topic from the higher level Mathematics syllabus, Differentiation. The t-test was used to find out whether significant differences existed in the motivation and performance of the control and experimental groups. The results showed that significant differences in performance and in the motivation level of the experimental and control group existed at the 0.01 significant level. The findings suggested that cooperative learning improved learners‟ performance in Mathematics and also increased their motivation of learning Mathematics. The study recommended that Mathematics teachers should place emphasis on learners‟ understanding of particular concepts, guiding learners in active learning, providing opportunities for discussion and elaboration and encouraging them to work with peers to enhance learners‟ motivation and academic performance.

Author dc:creator

• Haimbodi, Frans N.

• Cooperative learning

Language dc:language.iso

en

Dc Identifier Other

thesis

OAI identifier oai:identifier

oai:repository.unam.edu.na:11070/896