The Efficiency of Cooperative Learning on 7th Graders in Mathematics and their Attitdes in Tulkarem

This study aimed to identify the effectiveness of the use of the cooperative learning strategy on the achievement of the basic seventh grade students in Mathematics and their attitudes towards it in the governmental schools in the Education Directorate in Tulkarem for the first semester of 2010 / 2011 through answering the following question: Are there significant differences between students' achievement in the post exams in the Integers unit (the overall grade, the grade in addition and subtraction, the grade in numbers properties, the grade in sets), and in the approach to mathematics, which could be attributed to the teaching strategy? To answer the study's questions and test its hypotheses, the study was applied on its sample which consisted of (136) students from the basic seventh grade whereby two schools were selected intentionally to achieve the goals of the study: the two schools were girls schools; two classes were chosen from each school and were later distributed among the two schools randomly using the lot method (closed papers). One of the two groups was experimental while the other was a control one. The two classes of the experimental group were taught using a training program that was prepared by the researcher according to the cooperative learning strategy, whereas the two classes in the control group studied the mathematical content using the traditional learning method (the school book). The researcher used a pre-test to measure the level of equivalence between the experimental and the control groups, approved that it is true and valid, and calculated its reliability coefficient using the Kuder Richardson Formula (20) whose value was 0.88. The researcher also used an achievement post-test to measure the students' achievement (after finishing the implementation of the training program according to the cooperative learning strategy). The post-test's validity was made clear, its reliability coefficient was calculated using the Cronbach's Alpha and its value was 0, 89. The tendency measurement which was prepared by Al-Shahrani 2010 was applied after implementing the study. The degree of equivalence between the two groups was checked using the analysis of variance ANOVA. The data was analyzed using the multiple analyses of variance; (T) test was applied to two separate groups and one (T) test for a single group. The statistical analyses on the Significance Level α = 0.05 the revealed the following results: 1- There were statistically significant differences between the average scores of the students of the experimental group and those of the control group in the achievement post-test. The scores were in favor of the experimental group students. The following sub-results emerge from the first hypothesis result: a. there were statistically significant differences between the achievement means in integers' addition and subtraction for the students of the experimental and the control groups in the achievement post-test on the addition and subtraction of integers. The results were in favor of the experimental groups students. b. There were statistically significant differences between the achievement means in multiplying and dividing integers for the students of the experimental and the control groups in the achievement post-test on the multiplication and division of integers. The results were in favor of the experimental group students. c. There were statistically significant differences between the mean achievement among the students of the experimental and control groups in the achievement post-test of the characteristics of numbers. The results were in favor of the experimental group students. d. There were no statistically significant differences between the achievement means of the students in the experimental and control group in the achievement post-test. 2- There were no statistically significant differences between the achievement of students in the experimental group with respect to the post-test, addition, subtraction, multiplying and dividing and the standards of the group’s performance according to the national standard. 3- There were statistically significant differences between the means of responses among the students of the experimental and control groups which emerged after conducting the study on the students’ tendency towards mathematics. The results were in favor of the experimental group students. In light of the study's results, the researcher recommends conducting more studies on the effectiveness of the use of the cooperative learning strategy and its impact on the students’ achievement on the different educational levels and the different subjects in the field of mathematics. She also recommended conducting studies on the effectiveness of the cooperative learning strategy on other aspects such as transfer of learning effect, discovery, problem solving and retention. She also recommended holding training courses for mathematics teachers to illustrate the way cooperative learning strategy works, as well as integrating new teaching means into the teachers’ guides, including the cooperative learning strategy.