Rowan University Rowan Digital Works Theses and Dissertations 6-25-2003 The effect of cooperative learning on the mathematical achievement of fifth grade students Stefanie A. Anderson Rowan University Follow this and additional works at: https://rdw.edu/etd Part of the Elementary Education and Teaching Commons Recommended Citation Anderson, Stefanie A., "The effect of cooperative learning on the mathematical achievement of fifth grade students" (2003). Theses and Dissertations.edu/etd/1256 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works.
For more information, please contact graduateresearch@rowan. THE EFFECT OF COOPERATIVE LEARNING ON THE MATHEMATICAL ACHIEVEMENT OF FIFTH GRADE STUDENTS by Stefanie Anderson A Thesis Submitted in partial fulfillment of the requirements of the Master of Science in Teaching Degree of The Graduate School at Rowan University July 2003 Approved by Date Approved 0S b/c /O ABSTRACT Stefanie A. Anderson THE EFFECT OF COOPERATIVE LEARNING ON THE MATHEMATICAL ACHIEVEMENT OF FIFTH GRADE STUDENTS 2002/03 Dr. Robinson Master of Science in Teaching 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 often 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. Acknowledgments The following individuals have made a tremendous effort in supporting and assisting me in completing this project.
I owe them my greatest gratitude. To my parents, for their patience, encouragement, and financial support. They taught me to never give up. Monahan for taking time to critique the first few drafts.
His knowledge and expertise in statistical analysis was extremely helpful. To Sue Farnelli and Michelle Haley, my cooperating teachers, for lending me their students and assisting me to improve my teaching techniques. Robinson, my advisor, for his help, guidance, and critiques throughout this strenuous project. To my elementary cohort, Robin, Bianca, Ann Marie, Jessica, Kelly, Tracey, Cindy, and Deirdre, they were my support system throughout the program and this project.
Without these special people, I would have never survived. iii Table of Contents Acknowledgm ents. iii List of Tables. vi Chapter I: Scope of the Study .1 Statem ent of the Problem.
2 Statem ent of the Hypothesis. 2 Lim itations of the Study. 2 Definition of Term s. 3 Chapter II: Review of Literature.
5 The Structural Approach to Cooperative Learning. 6 Cooperative Learning versus Traditional Techniques. 10 Elem ents of a Successful Cooperative Learning Group. 12 M athem atics Instruction.
13 Cooperative Learning in M athem atics Instruction. 15 Chapter III: M ethodology .18 Sam ple and Subjects. 18 Research and Design Procedure. 19 Traditional Instructional Method.
19 Cooperative Learning Instructional M ethod. 20 Description of the Instrum ent. 22 Chapter IV : Analysis of Findings. 24 Results of M athem atical Achievem ent.
24 Results of M athem atics Anxiety and Interest. 26 Chapter V : Sum mary, Conclusions, & Recom m endations. 30 Summ ary of the Problem. 30 Sum m ary of the Hypothesis.
31 Summ ary of the Procedure. 31 Sum m ary of the Findings. 32 Implications and Recom m endations. 54 v List of Tables Tables 1.
Raw Scores of Mathematics Tests Shown as Percentages. Mean Difference Comparisons. Group Statistics for Survey #1 Questions A-F. Results of Favorite Academic Subject from Survey #1.
Results of Working Style from Survey #1. Group Statistics for Survey #2 Questions A-F. Results of Working Style from Survey #2. 29 vi Chapter I Scope of the Study Introduction Our country has changed from an industrial society to an informational society and with it have changed the uses of mathematics in society.
Today, in a society overwhelmed with information, people need to analyze and interpret data. It is also very important to be able to utilize the available technology in solving real-life problems using mathematical thinking. As a result, what students learn and how they learn information must change to keep pace with the growing technology (Kennedy & Tipps, 1994). Mathematics anxiety is a fear of mathematics or an intense, negative emotional reaction to the subject.
Some researchers who have studied the problem contend that a majority of adults suffer from mathematics anxiety to some degree. Frequently it starts in the elementary years (Kennedy & Tipps, 1994). Many people have abandoned mathematics because they learned to fear it when they were young (Andrews, McFeggan, & Patterson, 1998). Not all students feel mathematics anxiety.
Some find mathematics to be boring, given customary paper and pencil repetitive math problems. Traditional math lessons emphasize memorization and speed (Rasmussen, 1999). Kennedy & Tipps (1994) have described some shortcomings common to typical mathematics instruction. Among other things, they maintain that children have usually been forbidden to help others or ask 1 others for help.
Many teachers will accept only "one right way" of solving problems. These practices can lead students to believe that mathematics is inflexible, non-creative, and not fun. Statement of the Problem The goal of this study was to investigate the effects of cooperative learning on subject interest and anxiety levels towards mathematics. The study also focused on the effects of cooperative learning on mathematical academic achievement and making math more enjoyable for students.
The question was, "Would there be a difference in mathematics achievement when fifth grade students used cooperative learning methods instead of traditional mathematics instruction methods?" Another question was, "Would cooperative learning, when used in mathematics class, reduce mathematical anxiety and generate more interest in the subject matter?" Statement of the Hypothesis The hypothesis of this study was that there would be a significant difference in the mathematical achievement of fifth grade students when they were taught mathematics through cooperative learning strategies than fifth grade students who were taught mathematics through traditional instructional methods. The second hypothesis was that fifth grade students who experienced mathematics through cooperative learning would have reduced mathematics anxiety and generate more mathematical interest than fifth grade students who experienced mathematics through traditional instructional methods. Limitations of the Study 2 A limitation is a factor that restricts or puts a restraint on the study. The following were the limitations of this study.
The first limitation was that the researcher was assigned to a specific classroom therefore, the study was limited to a fifth grade class. The size of the sample was confined to one classroom. Another aspect of this limitation was the students were not randomly selected. As a result of this limitation, the results of this research are not generalizable to other populations.
The second limitation was that the design of this research did not include a control group. The same group of students was exposed to two different treatments. It is possible that when two groups are administered two or more treatments a difference may occur after the first treatment that may affect the outcomes of the subsequent treatments. The third limitation was the subject matter that was taught.
The subject matter of traditional instruction was division, the student were taught dividing by two-digit divisors. During cooperative learning instruction the subject matter was geometry. The test results may have been skewed because geometry was more interesting to the students. The fourth limitation is related to the time of year the research took place.
The traditional instruction method occurred during the month of March, while the cooperative learning instructional method occurred during April. The time of year may have affected the results of this study. It must also be noted that the study was conducted over a period of two months therefore, the students' growth in maturity may have affected their performance. Definition of Terms The following terms have been defined for this research.
3 Traditional Instructional Methods (TIM) - refers to the practice of teaching mathematical concepts by lecturing and having students complete problems individually. Cooperative Learning Instructional Methods (CLIM) - refers to those structured learning methods in which students work in small groups helping each other master academic materials. Individual Accountability - refers to the responsibility that each student is liable for Group Rewards - refers to a reward system in which students are reward based on the performance of the whole group Equal Opportunities for Success - refers to the emphasis that teams and individuals are not in competition with one another Heterogeneous groups - refers to a group of students that contains mixed academic abilities. 4 Chapter II Review of Literature Introduction Mathematical thinking is important in using the growing technology that is changing our society.
However, many people have learned to fear mathematics from the time they were young (Andrews, McFeggan, & Patterson, 1998). Others view mathematics as boring (Rasmussen, 1999). This research studied the affects of cooperative learning strategies on achievement in mathematics of fifth grade students. The extent cooperative learning has on generating mathematical interest and reducing mathematics anxiety was also studied in this research.
Cooperative Learning Cooperative learning defined is the instructional use of small groups so that students work together to maximize their own and each other's learning. Within cooperative learning groups or cohorts, students are given two responsibilities: to learn the assigned material and to make sure that all other members of the group do likewise. In cooperative learning situations, students perceive that they can reach their learning goals only if the other students in the learning group do so. Students discuss the material to be learned with each other, help and assist each other to understand it, and encourage each other to work hard.
174 as cited by Bernero, 2000, p.71) stated that cooperative learning has been promoted as a solution to "an astonishing array of educational problems" and has been endorsed as a learning strategy by numerous researchers who have investigated its effects on student achievement, as well as on the contexts and ways in which children work together in 5 classrooms. Cooperative learning methods have been cited as a means for improvements in both student achievement and the quality of students' interpersonal relationships (Slavin). Its roots as cooperative/team based learning distinguish cooperative learning from the competitive/ individualistic instruction of the traditional classroom (Johnson & Johnson, 1994). With the use of cooperative strategies, teachers become facilitators rather than dispensers of knowledge.
Cooperative learning encourages group interaction with assigned roles, with each member sharing responsibility for the group and the work produced (Johnson & Johnson, 1992). Taking the form of small group projects, group discussion, and peer tutoring, cooperative learning has been incorporated into the traditional classroom for many years. Since the 1970's, cooperative learning has taken on a more formal and structured approach causing specific cooperative learning strategies to be developed and researched (Slavin, 1995). The Structural Approach to Cooperative Learning The structural approach to cooperative learning is based on the creation, analysis, and systematic application of structures, or content-free ways of organizing social interaction in the classroom.
Structures usually involve a series of steps, with prescribed behavior at each step.