Published Article

ABSTRACT

This study investigated the effect of cooperative learning strategy and pupils’ academic performance in Mathematics in Onna Local Government Area. In order to achieve this purpose, three objectives, three research question and three null hypotheses were formulated to guide the study. Quasi-experimental design was adopted for the study. The design was considered appropriate because intact classes without randomisation were used for the groups. The total population of the study consisted of 1,820 primary three pupils in all the 26 public primary schools in Onna Local Government Area. A sample size of 182 primary three pupils representing 10% of the total population and selected through multi-stage sampling technique was used for the study. The instruments used for data collection was Mathematics Achievement Test (MAT). The instrument validity was determined by validates. Kuder Richardson Formula 20 was used to determine the internal consistency of Mathematics Achievement Test (MAT) which yielded a reliability co-efficient index of 0.75. Mean and standard deviation were used for answering the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The study revealed that there is a significant difference in pupils’ academic performance in Mathematics scores when taught cooperative learning strategy and those taught using conventional method of teaching in Onna Local Government Area. Based on the findings of the study, it was recommended among others that teachers should be encouraged to use cooperative instructional strategy in teaching pupils Mathematics concepts