Effects of cooperative learning on students’ conceptual understanding in teaching algebraic word problems in selected senior high schools in south dayi district

Abstract

The study assessed the effects of cooperative learning on students’ conceptual understanding in solving algebraic word problems in selected Senior High Schools in South Dayi District. The study is grounded on the positivist research philosophy with the use of the quantitative research approach. The experimental research design was employed in the study. The study population was limited to two selected Senior High School in the South Dayi District of the Volta Region. The Target population of the study was 730 Senior High two students. A sample size of 200 respondents was determined using the Cochran’s formula whiles the sampling technique used was the stratified random sampling. Questionnaire and achievement tests were used as data gathering instruments. Results were presented both descriptively and inferentially. The study concluded that challenges facing students in their attempt to solve mathematics word problems included difficulties understanding the words used in the word problems, difficulties transforming word problems into equations, difficulties applying priority rules as well as challenges simplifying derived equations. Furthermore, the study revealed that the use of cooperative learning strategy in teaching and learning of algebraic word problems helped improve students’ attitude and conceptual understanding through breeding positive interdependency between them. Ultimately, the study concluded that cooperative learning exerted positive rippling effects on the students’ academic performance in solving mathematics word problems. The study recommends that mathematics teachers in the study area should use cooperative group learning strategy to augment traditional teaching strategy in teaching and learning of word problems so as to enhance students’ conceptual understanding and academic performance.