Cooperative and Collaborative Learning Methods and High School Math Student Achievement
Semra Bahadir
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
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Abstract
This research examined the effectiveness of cooperative and collaborative learning methods (CCLM) for enhancing high school students’ mathematics achievement. The study highlighted the challenges of traditional, teacher-centered instruction, which has been shown to be less effective in improving student performance (Hattie, 2009). Using social interdependence theory (Deutsch, 1949) as the guiding framework. The study occurred at a public high school in the southeastern United States that offered advanced math courses. Participants included 60 students divided into two groups of 30 students each: the treatment group engaged in CCLM activities, and the control group received traditional, lecture-based instruction for 10 weeks. The design included administration of pre-intervention and post-intervention tests and analysis of the resulting quantitative data using t tests. The findings demonstrated a statistically significant improvement in math scores among students undertaking CCLM, indicating its effectiveness in fostering confidence, teamwork, and engagement in the classroom. These results suggest that CCLM can enhance students’ learning experiences and outcomes, making mathematics more enjoyable and accessible.
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Details
Title
Cooperative and Collaborative Learning Methods and High School Math Student Achievement
Resource Type
Dissertation
Contributors
Hongwei HY Yang (Committee Chair)
John JP Pecore (Committee Member)
Aneta AW Walker (Committee Member)
Publisher
University of West Florida Libraries; Argo Scholar Commons