Influence Of Cooperative Learning Instruction On Secondary School Students' Achievement And Self Concept In Mathematics In Kenya

ABSTRACT

Performance in mathematics at secondary school levels in Kenya remains poor and one

reason blamed for this is the predominant use of teacher-centered approaches over

student-centered instructions. This study therefore, investigated the influence of

cooperative learning instruction on secondary school students' achievement and self

concept in mathematics in Kenya. Objectives of the study were: to determine whether

cooperative learning instruction is more effective than conventional methods in learning

of mathematics; to examine the difference in performance in algebra and trigonometry

between boys and girls taught using cooperative learning; to determine students' selfconcept

in mathematics when taught using cooperative learning instruction; to find out

the difference between boys and girls self concept in mathematics using cooperative

learning. A pre test, post test nonequivalent quasi experimental design was adopted for

the study. The study used 402 students that were available in the selected 2 county

ranked schools and 8 sub county ranked schools strata. The schools were randomly

assigned experimental group and control group from each stratum. Two Mathematics

achievement tests and one students' self-concept questionnaire were used to collect

data. Piloting of the instruments was done in one of the secondary school in the county

which was not under the study to ascertain for the validity and reliability of test

instruments. The opinion of academic advisors and experienced mathematics educators

was sought for validity of the instruments. Using the split half method, the reliability of

mathematics pre test and post test scores were calculated using Spearman correlation

coefficient rs. The reliability coefficient obtained were rs =0.670 for pre test scores and

rs=0.653 for post test scores which were acceptable. The data were analylized using

descriptive statistics (means, standard deviations, and percentages) and inferential

statistics of t-tests, analysis of variance and chi-square at a=0.Q5. The research findings

showed both high level of students' achievement and self concept in mathematics when

students are taught using cooperative learning instruction. Therefore, cooperative

learning instruction is recommended for use in teaching and learning of mathematics in

secondary schools as it improves students' self concept and enhances academic

achievement in mathematics.