Effect of cooperative learning on students’ performance in trigonometry. The mediating role of motivation and engagement.

Abstract

This study investigated the effect of cooperative learning on students' performance in trigonometry and also looked at the mediating role of motivation and engagement in the cause-effect relationship. Grounded in a positivist research philosophy, a quantitative approach with a quasi-experimental design was used. The study focused on two selected Senior High Schools in the Ho-West District of the Volta Region, targeting a population of 820 Senior High two students. A sample size of 220 respondents was determined using Cochran's formula and stratified random sampling. Data was collected through questionnaires and performance tests (pre-test and posttest). Descriptive statistics were used to assess students' levels of motivation and engagement after exposure to cooperative learning. A T-test analyzed the pre-test and post-test scores, while the Hayes Process Macro in SPSS examined the mediating role of motivation and engagement in the relationship between cooperative learning and students’ performance in trigonometry. The results showed that cooperative learning increased students' motivation and engagement in trigonometry problem-solving, enhancing their enthusiasm for learning. The findings indicated that incorporating cooperative learning strategies into solving trigonometry problems significantly improved students' performance. It was concluded that motivation and engagement mediated the relationship between cooperative learning and students' performance in trigonometry. The study recommended that mathematics teachers incorporate cooperative group learning alongside traditional methods to improve trigonometry instruction. Cooperative learning was identified as a key factor for better trigonometry performance, fostering students' motivation and engagement. This research provided insights for educators and policymakers to enhance mathematics education