The Effect of Think-Pair-Share Cooperative Learning Model on Grade Twelve (12) learners’ Performance in Quadratic Functions: A Case of Twashuka Secondary School in Luanshya
- October 25, 2019
- Posted by: RSIS
- Categories: IJRISS, Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue X, October 2019 | ISSN 2454–6186
Bertha Haakachima1*, Athanasius Lunjebe2
1Twashuka Secondary School, P.O Box 90763, Zambia
2School of Mathematics and Natural Sciences, Copperbelt University, P.O Box 21692, Zambia
Abstract:-The problem of poor performance in Mathematics at Twashuka Secondary School remains a major concern. This study was designed to determine the effect of the Think Pair Share model of cooperative learning Approach on learners’ performance in Quadratic Functions by adopting a quasi-experimental control group pre-test and post-test design. Two classes were randomly assigned to the experimental group and the control group. The sample size comprised of 42 learners (18 males and 24 females). The experimental group comprised of 19 leaners while the control group comprised of 23 learners. The study collected quantitative data from the participants. Achievement and Attitude tests were used to collect data regarding participants’ engagement during the teaching and learning processes. The experimental group was taught using the Think-Pair-Share cooperative learning model while the control group was taught using conventional learning approach. Quantitative data was analysed by computing inferential (F tests and t-tests) and descriptive statistics (Means and Standard deviations) using the Statistical Package for the Social Sciences version (SPSS). The findings indicate a significant difference existed between the posttest scores of the experimental and control group t(40) = 2.823, p< 0.001. The mean score of the experimental group was higher (M = 71.47, SD = 25.650) than that of the control group (M =51.61, SD = 19.965). The study also found that learners have positive attitudes towards cooperative learning and mathematics (Mdn = 3.45).Further, an independent samples U test indicated that there was a significant difference between the mean attitude of males and females (U = 77.500, p = 0.022, r = 0.512), with a large effect size. These findings have implications for teaching and policy making. Teachers need to employ the think-pair-share model of cooperative learning in order to improve both learners’ performance and attitudes towards Quadratic Functions. This may require teachers to be trained in the effective use of cooperative learning models through in-service training programs. Researchers need to conduct more action research studies to ascertain the effectiveness of these models in improving performance and attitudes towards mathematics.
Key Words: Think-Pair-Share Cooperative Learning Model, Quadratic Functions, Learners.
