The goal of this study was to investigate the effects of cooperative learning on mathematical academic achievement in fifth grade students. The design of this research also studied the extent cooperative learning has on reducing mathematics anxiety and generating mathematical interest. The sample involved one group of students (n = 21), which were drawn from a class of ten and eleven year old students. This study utilized a pretest - posttest, one group design. The subjects were exposed to two treatments, traditional instructional methods and cooperative learning instructional methods. A mean difference comparison found a significant difference in the mathematical achievement of fifth grade students when using cooperative learning strategies as compared to traditional mathematics instruction. Surveys were also utilized to determine the effects the treatments had on anxiety levels and interest in mathematics. T tests for independent samples found the fifth grade students who experienced mathematics through cooperative learning did have reduced mathematics anxiety and had an increased interest in mathematics than fifth grade students who experienced mathematics through traditional instructional methods.
","abstract_html":"<p>The goal of this study was to investigate the effects of cooperative learning on mathematical academic achievement in fifth grade students. The design of this research also studied the extent cooperative learning has on reducing mathematics anxiety and generating mathematical interest. The sample involved one group of students (<em>n</em> = 21), which were drawn from a class of ten and eleven year old students. This study utilized a pretest - posttest, one group design. The subjects were exposed to two treatments, traditional instructional methods and cooperative learning instructional methods. A mean difference comparison found a significant difference in the mathematical achievement of fifth grade students when using cooperative learning strategies as compared to traditional mathematics instruction. Surveys were also utilized to determine the effects the treatments had on anxiety levels and interest in mathematics. T tests for independent samples found the fifth grade students who experienced mathematics through cooperative learning did have reduced mathematics anxiety and had an increased interest in mathematics than fifth grade students who experienced mathematics through traditional instructional methods.</p>","abstract_has_math":false,"creators":["Anderson, Stefanie A."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-06-25T07:00:00Z","date_published":"2003-06-25T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["Fifth grade (Education); Mathematics--Study and teaching (Elementary)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1256","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Anderson, Stefanie A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Fifth grade (Education); Mathematics--Study and teaching (Elementary)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1256"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The goal of this study was to investigate the effects of cooperative learning on mathematical academic achievement in fifth grade students. The design of this research also studied the extent cooperative learning has on reducing mathematics anxiety and generating mathematical interest. The sample involved one group of students (n = 21), which were drawn from a class of ten and eleven year old students. This study utilized a pretest - posttest, one group design. The subjects were exposed to two treatments, traditional instructional methods and cooperative learning instructional methods. A mean difference comparison found a significant difference in the mathematical achievement of fifth grade students when using cooperative learning strategies as compared to traditional mathematics instruction. Surveys were also utilized to determine the effects the treatments had on anxiety levels and interest in mathematics. T tests for independent samples found the fifth grade students who experienced mathematics through cooperative learning did have reduced mathematics anxiety and had an increased interest in mathematics than fifth grade students who experienced mathematics through traditional instructional methods.
"]},{"key":"dc:title","label":"Title","values":["The effect of cooperative learning on the mathematical achievement of fifth grade students"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Anderson, Stefanie A."],"dc:date.available":["2016-05-01T07:00:00Z"],"dc:description.abstract":["The goal of this study was to investigate the effects of cooperative learning on mathematical academic achievement in fifth grade students. The design of this research also studied the extent cooperative learning has on reducing mathematics anxiety and generating mathematical interest. The sample involved one group of students (n = 21), which were drawn from a class of ten and eleven year old students. This study utilized a pretest - posttest, one group design. The subjects were exposed to two treatments, traditional instructional methods and cooperative learning instructional methods. A mean difference comparison found a significant difference in the mathematical achievement of fifth grade students when using cooperative learning strategies as compared to traditional mathematics instruction. Surveys were also utilized to determine the effects the treatments had on anxiety levels and interest in mathematics. T tests for independent samples found the fifth grade students who experienced mathematics through cooperative learning did have reduced mathematics anxiety and had an increased interest in mathematics than fifth grade students who experienced mathematics through traditional instructional methods.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1256"],"dc:subject":["Fifth grade (Education); Mathematics--Study and teaching (Elementary)","Elementary Education and Teaching"],"dc:title":["The effect of cooperative learning on the mathematical achievement of fifth grade students"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:13Z"}