Effectiveness of Cooperative and Individualistic Student's Activities in Mathematics III Achievement
Keywords:
Effectiveness, Cooperative, Individualistic Students, Mathematics, AchievementAbstract
In this context, the researcher was motivated to conduct the study. The researcher employed the experimental method of research using the pretest and posttest control design. This was used on 48 third year high school students of Samar State Polytechnic College through purposive sampling, matching their second year mathematical ratings. There was a significant relationship between mathematics achievement and attitude towards mathematics of the III- Orchids class since the computer r was 0.53. The computed r between the mathematics achievement and attitude towards the subject of the control group yielded to only 0.12. This indicated a very low correlation between variables. This result, therefore, accepted hypothesis number six which states that “There is no significant relationship between mathematics achievement and attitude towards mathematics with respect to the control group.” High, average and low ability students using cooperative student activities perform better than their counterparts in the individualistic student activities. Moreover, cooperative student activities that use mixed ability grouping tend to be more effective for low ability and average ability students than for high ability groups. Both cooperative and individualistic student activities are effective strategies in increasing mathematics achievement of high ability students. Students who have a positive attitude towards mathematics tend to have high mathematics achievement in cooperative learning groups
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