Implementing Cooperative Learning Based-Approach in Mathematics Classroom Context: The Experiences of High School Teachers
DOI:
https://doi.org/10.63385/ipt.v1i1.33Keywords:
Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive Face-to-face Interaction, Social Skills and Group ProcessingAbstract
Cooperative learning (CL) is characterised by its distinctive features as a teaching method. However, few studies have attempted to explore the experiences of teachers in designing mathematics lessons anchored on the CL-based approach in some selected High School in Ghana. This study reports on the experiences of 8, high school teachers who enacted CL-based lessons after undergoing a 3-day professional development training initiated in the study. The study took a period of 16 weeks where each teacher taught a 2-hour CL based lesson once a week. Data from the interview showed favourable experiences of the teachers in the design and enactment of CL based lessons. Nonetheless, the study revealed that the conduct of professional development training was critical for the successful implementation of lessons based on the CL approach. Issues of time, curricular activities and personal commitment on the part of teachers were found to be major impediments to the implementation of CL-based lessons in the High School classroom context.
References
[1] Asomah, R.K., Agyei, D.D., Ntow, F.D., 2023. Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach. Contemporary Mathematics and Science Education. 4(1), ep23001. DOI: https://doi.org/10.30935/conmaths/12540
[2] Roger, E.W., Olsen, B., Kagan, S., 1992. About cooperative learning: A teacher’s resource book. In: Kesler, K. (eds.). Cooperative Language Learning. Prentice-Hall Inc: Hoboken, NJ, USA. pp. 1–30
[3] Slavin, R.E., 2014. Cooperative learning and academic achievement: Why do groupwork work? Anales de Psicología. 30(3), 785–791.
[4] Cámara-Zapata, J.M., Morales, D., 2020. Cooperative learning, student characteristics, and persistence: An experimental study in an engineering physics course. European Journal of Engineering Education. 45, 565–577.
[5] Erdogan, F., 2019. Effect of cooperative learning supported by reflective thinking activities on students’ critical thinking skills. Eurasian Journal of Educational Research. 19, 89–112.
[6] Nguyen-Phuong-Mai, M., 2019. Culturally appropriate face strategies in cooperative learning with insight from cultural neuroscience. Comparative Education. 55(3), 66–96. DOI: https://doi.org/10.1080/03050068.2018.1541664
[7] Völlinger, V.A., Supanc, M., 2020. Student teachers’ attitudes towards cooperative learning in inclusive education. European Journal of Psychology of Education. 35(3), 727–749. DOI: https://doi.org/10.1007/s10212-019-00435-7
[8] Asomah, R.K., Dennis, H., Alhassan, M.N., et al., 2019. Ghanaian public and private junior high school mathematics classroom learning environment: A look at students’ attitudes. African Journal of Educational Studies in Mathematics and Sciences. 15(1), 89–99.
[9] Van Ryzin, M.J., Roseth, C.J., 201. Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology. 110(8), 1192–1201. DOI: https://doi.org/10.1037/edu0000265
[10] Asomah, R.K., Narh-Kert, M., Abdul-Malik, S., et al., 2024. Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject. International Journal of Educational Innovation and Research. 3(2), 241–258. DOI: https://doi.org/10.31949/ijeir.v3i2.9254
[11] Asomah, R.K., Kwabena, J.M., Assamah, G., et al., 2025. The Influence of Gender Differences in Mathematics Anxiety on Mathematics Performance. International Journal of Educational Innovation and Research. 4(1), 16–33. DOI: https://doi.org/10.31949/ijeir.v4i1.10565
[12] Asomah, K.R., Wilmot, E.M., Ntow, F.D., 2018. What is happening in Ghanaian Junior High School mathematics classrooms: A look at students' perception. The Oguaa Educator. 12 (1), 69–87.
[13] Asomah, R.K., Assamah, G., Commey-Mintah, P., et al., 2022. The Use of Social-Media and IT Application Tools for Teaching in Ghanaian Universities: Case of University of Cape Coast, Ghana. European Journal of Education and Pedagogy. 3(5), 24–31. DOI: https://doi.org/10.24018/ejedu.2022.3.5.425
[14] Kyndt, E., Raes, E., Lismont, B., et al., 2013. A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational research review. 10, 133–149. DOI: https://doi.org/10.1016/j.edurev.2013.02.002
[15] Rohrbeck, C.A., Ginsburg-Block, M.D., Fantuzzo, J.W., et al., 2003. Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of educational Psychology. 95(2), 240–257. DOI: https://doi.org/10.1037/0022-0663.95.2.240
[16] Barksdale, A.L., 2021. Self-efficacy beliefs of university music majors with disabilities [PhD Thesis]. Boston, MA: Boston University. pp. 132–141.
[17] Abercrombie, S., Hushman, C.J., Carbonneau, K.J., 2019. The influence of timing of peer cooperation on learning. Educational Psychology. 39(1), 881–899. DOI: https://doi.org/10.1080/01443410.2019.1567690
[18] Gillies, R.M., Boyle, M., 2010. Teachers' reflections on cooperative learning: Issues of implementation. Teaching and teacher Education. 26(4), 933–940. DOI: https://doi.org/10.1016/j.tate.2009.10.034
[19] De Hei, M.S., Strijbos, J.W., Sjoer, E., et al., 2015. Collaborative learning in higher education: Lecturers’ practices and beliefs. Research Papers in Education. 30(2), 232–247. DOI: https://doi.org/10.1080/02671522.2014.908407
[20] Sapon-Shevin, M., Schniedewind, N., 1992. If cooperative learning's the answer, what are the questions? Journal of Education. 174(2), 11–37.
[21] Buchs, C., Gilles, I., Dutrévis, M., et al., 2011. Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning? British Journal of Educational Psychology. 81(1), 135–146. DOI: https://doi.org/10.1348/000709910X504799
[22] Baines, E., Blatchford, P., Kutnick, P., 2003. Changes in grouping practices over primary and secondary school. International Journal of Educational Research. 39(1–2), 9–34. DOI: https://doi.org/10.1016/S0883-0355(03)00071-5
[23] Kohn, A., 1992. Resistance to cooperative learning: making sense of its deletion and dilution. Journal of Education. 174, 38–55.
[24] Keramati, M.R., Gillies, R.M., 2022. Advantages and Challenges of Cooperative Learning in Two Different Cultures. Education Sciences. 12(1), 3. DOI: https://doi.org/10.3390/educsci12010003
[25] Nokes-Malach, T.J., Richey, J.E., Gadgil, S., 2015. When is it better to learn together? Insights from research on collaborative learning. Educational Psychology Review. 27, 645–656. DOI: https://doi.org/10.1007/s10648-015-9312-8
[26] Johnson, D.W., Johnson, R.T., Smith, K., 2007. The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review. 19(1), 15–29. DOI: https://doi.org/10.1007/s10648-006-9038-8
[27] Johnson, D.W., Johnson, R.T., Smith, K., 2014. Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching. 25(3&4), 85–118.
[28] Johnson, D.W., Johnson, R.T., 1998. Cooperative learning and social interdependence theory. In Theory and research on small groups. Springer: Boston, US. pp. 9–35.
[29] Jacobs, G.M., Renandya, W.A., 2019. Student centered cooperative learning: Linking concepts in education to promote student learning. Springer: Boston, US.
[30] Johnson, R.T., Johnson, D.W., 2018. Active learning: Cooperation in the classroom. The annual report of educational psychology in Japan. 47, 29–30.
[31] Tanner, K., Chatman, L.S., Allen, D., 2003. Approaches to cell biology teaching: cooperative learning in the science classroom—beyond students working in groups. Cell biology education. 2(1), 1–5. DOI: https://doi.org/10.1187/cbe.03-03-0010
[32] Ning, H., 2011. Adapting cooperative learning in tertiary ELT. ELT Journal. 65(1), 60–70. DOI: https://doi.org/10.1093/elt/ccq021
[33] Opitz, C., 2008. SEL Overall Plan. Available from: http://www.edutopia.org/pdfs/coop_math_bowman/bowman_sel_overall_plan.pdf (cited 6 June 2025).
[34] Havenga, M., Swart, A.J., 2022. Preparing first-year engineering students for cooperation in real-world projects. European Journal of Engineering Education. 47(4), 558–576.
[35] Roseth, C.J., Johnson, D.W., Johnson, R.T., 2008. Promoting early adolescents’ achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin. 134(2), 223–246. DOI: https://doi.org/10.1037/0033-2909.134.2.223
[36] Hamadi, M., El-Den, J., Azam, S., et al., 2022. Integrating social media as a cooperative learning tool in higher education classrooms: An empirical study. Journal of King Saud University-Computer and Information Sciences. 34(6), 3722–3731. DOI: https://doi.org/10.1016/j.jksuci.2020.12.007
[37] D'Eon, M., Zhao, R., 2022. Five ways for facilitators to get a grip on small group learning. Canadian Medical Education Journal. 13(2), 82–88. DOI: https://doi.org/10.36834/cmej.72949
[38] Kaymak, S., Kassymbek, Z., Kalamkas, A., et al., 2021. The Effect of Cooperative Learning on Students’ Academic Achievement. Management Studies. 9(6), 495–503. DOI: https://doi.org/10.17265/2328-2185/2021.06.009
[39] Teng, M.F., 2022. Effects of individual and group metacognitive prompts on tertiary-level students’ metacognitive awareness and writing outcomes. The Asia-Pacific Education Researcher. 31(5), 601–612. DOi: https://doi.org/10.1007/s40299-021-00611-8
[40] Michaelsen, L.K., Watson, W.E., Cragin, J.P., et al., 1982. Team-based learning: A potential solution to the problems of large classes. Exchange: The Organizational Behaviour Teaching Journal. 7(4), 18–33.
[41] Jurkowski, S., Hänze, M., 2015. How to increase the benefits of cooperation: Effects of training in transactive communication on cooperative learning. British Journal of Educational Psychology. 85(3), 357–371. DOI: https://doi.org/10.1111/bjep.12077
[42] Hertz-Lazarowitz, R., 2008. Beyond the classroom and into the community: the role of the teacher in expanding the pedagogy of cooperation. In: Gillies, R., Ashman, A., Terwel, J. (eds.). The teachers' role in implementing cooperative learning in the classroom. Springer: New York, NY, USA. pp. 37–54.
[43] Shahbari, J.A., Daher, W., 2020. Learning congruent triangles through ethnomathematics: The case of students with difficulties in mathematics. Applied Sciences. 10(14), 4950. DOI: https://doi.org/10.3390/app10144950
[44] Glaser, B., Strauss, A., 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. Nursing Research. 17(4), 364. DOI: https://doi.org/10.1097/00006199-196807000-00014
[45] Bores-García, D., Hortigüela-Alcalá, D., Fernandez-Rio, F.J., et al., 2021. Research on cooperative learning in physical education: Systematic review of the last five years. Research quarterly for exercise and sport. 92(1), 146–155. DOI: https://doi.org/10.1080/02701367.2020.1719276
PDF
