Effects of Cooperative Learning on Mathematics Problem Solving Ability and Attitudes of High School Freshmen

Abstract

The study used two matched groups of 25 students each to compare the effects of cooperative learning and traditional approaches on students’ learning of mathematics problem solving. It used both qualitative and quantitative analyses of data. Although a non-significant difference in achievement was found between the two groups in the posttest, the difference in attitude toward mathematics was clearly in favor of cooperative learning. The data also gave evidence that cooperative learning fosters better communication of ideas and problem-formulating skills than the traditional approach.