The Effectiveness of Cooperative Learning Strategies in Helping Low-Achieving Students Master Systems of Linear Equations

Abstract

The effectiveness of a cooperative learning appoach in the teaching and learning of systems of linear equations was the focus of this study. The study analyzed the effects of the mode of instruction over a ten-day study on students' ability to solve systems of linear equations. The students involved in this study were all enrolled in a high school Technical Math course. Students were separated into two groups. In the Test Group, seven of the ten days were devoted to learning experiences that implemented cooperative learning strategies to facilitate mastery of systems of equations. During the same seven days, the two Control Groups received normal instruction and only used cooperative learning groups for the Cooperative Assessment. The fourth day of the unit was devoted to reviewing solutions to systems of linear equations and for students to complete an individual quiz on graphical methods for solving systems. The ninth day was a review of the concepts discussed in the unit including a Cooperative Assessment and the tenth day was used to administer the Unit Test. Both the Cooperative Assessment and the Unit Test were graded according to an established rubric of guidelines for mastering solving systems of lienar equations. A two-sample t-test indicated that the Test Group scored signficantly higher than the Control Groups ont he Cooperative Assessment. One of the Control Groups outperformed both the other Control Group and the Test Group on the Unit Test. An analysis revealed that tenth graders outperformed twelfth graders and Hispanic students surpassed African-American students.