UNIVERSITY OF CAPE COAST (U.C.

C)

COLLEGE OF AGRICULTURE AND NATURAL SCIENCES (CANS)

SCHOOL OF PHYSICAL SCIENCES

DEPARTMENT OF STATISTICS

AUTHORS:
PS/MEC/17/0065
PS/MEC/17/0053
PS/MEC/17/0083
PS/STA/19/0016
PS/ASC/17/0046
PS/ASC/17/0045
COURSE TITLE & CODE: RESEARCH METHODS (STA 399)

TOPIC: EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ ACADEMIC

PERFORMANCE IN U.C.C (A CASE STUDY: LEVEL 300 MATHEMATICS WITH
ECONOMICS STUDENTS)

LECTURER: Mrs. I. K. Vorsah Amponsah (Department of Statistics – U. C. C.)

ABSTRACT
This study investigated the effect of cooperative learning on the academic performance of
level 300 Mathematics with Economics students in University of Cape Coast. Data collection
instrument used was questionnaire. A simple random sampling technique was used to select
73 students. The results showed that cooperative learning has positive effect on academic
performance of students. The study also indicated that; commitments of the group members,
members helping each other to acquire knowledge and skills, avoiding unnecessary
discussions or arguments, presence of an active leader and a teacher or a guardian and small
and heterogeneous group size are necessary factors for effective cooperative learning.

Background of the Study

Major aim of teaching learning process is achievement in terms of grades, as it is sole
measure of learning in many cases. To achieve this target teachers use diverse teaching
methods, including lecture, discussion and demonstration. Among all these, the most widely
accepted and practiced is lecture method (Harman & Nguyen, 2010). Albeit of its popularity,
it also faces criticism by many researchers stating that it do not help in deep understanding of
the concepts. This has resulted in more emphasis on teaching through diverse methods in
order to improve learning and understanding. One of these is cooperative learning method,
which presumes that team effort of students towards single goal of learning a particular
aspect result in more understanding than solo efforts. This method, although have many
salient features for improving teaching-learning process, however, is not practiced normally
due to many reasons including time and energy required to manage its activities. In addition
to this, previous research studies that have tried to prove its significance in terms of learning
had chosen the field of science and relevant areas. In the field of arts, humanities and social
sciences it has not gained much popularity.
This study is significant because previous studies carried out in this aspect either deal with
population of schools with education subjects or prospective teachers, while this study is an
effort to prove that same phenomenon when applied at tertiary education level, is fruitful too.
So this study is an effort to give new dimension by providing positive results of cooperative
learning activities on performance of students. This study will provide an insight to lecturers,
students and university management who can use its results to develop attitude towards using
cooperative learning methods in prospective lecturers. Cooperative learning can be defined as
a teaching method that involves students in learning process in order to understand and learn
content of the subject (Slavin, 2011). Traditional class activities create a win-win situation,
where one can only succeed if other loose, while cooperative learning is direct opposite to it;
here conquest of all is success of all. Cooperative learning has edge over other teaching
methods in terms of its effectiveness for improved cognition, social skills and motivation.
Two major attributes that have distinguished cooperative learning from traditional learning
include interdependence (positive) as well as accountability as each member of group is
important for success (Slavin, 1990). Its competence in terms of augmenting academic
achievement has been proved by many research studies (McMaster & Fuchs, 2002).
Cooperative learning also improve positive attitude towards learning (Johnson & Johnson,
2008), improved social relations (Johnson & Johnson, 2005), in addition to high self-esteem
and cohesiveness (Sahin, 2010). Cooperative learning can be also stated in terms of
instructional strategy in which students work together to achieve learning target (Abrami,
Poulsen & Chambers, 2004). It is also presented by Polloway, Patton and Serna (2001) that
the cooperative learning method when used as a teaching activity, improves motivation, class
participation and academic achievement of students.
Cooperative learning has been used by many researchers as instruction strategy with positive
and improved results. Iqbal (2004) conducted a study the examine the effect of cooperative
learning on academic achievement on secondary school students in the subject of
mathematics, he reports that there was a significant difference between the achievement
scores of the students taught by the cooperative and traditional method. The students who
were taught by the cooperative method show high scores. Similarly Bibi (2002) and Siddiqui
(2003) has carried out their research by using cooperative learning for improving
performance of ESL learners, the results were positive. This study is different in two aspects;
one it has dared to choose subject of “Mathematics with Economics” which is considered an
Physical science course and is taught generally through lecture and teaching method.
Secondly the participants of the study are tertiary students, who are usually not taken as
sample due to multiple reasons, including burden of course work and short time.

Statement of Problem
The decision to research on cooperative learning in University of Cape Coast (UCC) is based
on reality that most of the Mathematics with Economics students have excellent academic
performance. According to Aronson (2014), student’s performances excel when cooperative
learning strategies are implemented. Cooperative learning condition enables students to be
challenged by their colleagues; this triggers the desire and agility to spend extra time to digest
learning contents that are not well understood. In fact, the students get to learn from their
colleagues through consultations in cooperative learning environment (Dallmer, 2007). These
motivated the researcher to investigate the effect of cooperative learning on academic
performance of UCC level 300 Mathematics with Economics students as well as determining
the necessary conditions for effective cooperative learning.
Objective of the Study
The objectives of this research study are as follows:
1. To identify the effect of cooperative learning on level 300 Mathematics with
Economics students of UCC
2. To identify the necessary conditions for effective cooperative learning.

Research Questions
To address the problem at hand, the following research questions were formulated to guide
the study:
1. What is the effect of cooperative learning on the academic performance of level 300
Mathematics with Economics students of UCC?
2. What are the necessary conditions needed for effective cooperative learning?

Significance of the Study

The study is to inform various stakeholders within the university of Cape Coast to promote
the use of CL as a teaching strategy to the lecturers and the policy makers. Also, this study
will enlighten the students on the benefits of cooperative learning and necessary conditions
for effective cooperative learning.

METHODOLOGY
Research Design
Descriptive design was used as the study design. Descriptive design was chosen because the
researcher is interested in studying certain characteristics, attitudes, feelings, beliefs,
motivations, behaviour, opinions of a population. Descriptive research strategy is appropriate
for such this study because it affords researchers the opportunity to seek explanations of
certain aspects of social phenomena such as opinions, and attitudes of the respondents
Chalmers (2004). Ary, Jacobs, and Razavieh (1990) explained that descriptive research
studies are designed to obtain information concerning the current status of phenomena.

Data Collection Instrument

Due to the large size of the sample and the anonymity that respondents always desire in such
a study, a questionnaire (Appendix A) was used as the main instrument for gathering the
primary data. The questionnaire was used for the study because it is appropriate for survey
work and also affords the respondents adequate time to give well thought out answers
(Kothari, 2004). The questionnaire was used because it is less expensive since respondents
are not interviewed which saves time and human and financial resources. Also, it offers
greater anonymity as there is no face to face interaction between respondents and interviewer.
Population, Target Population and Sample Size
The population for the study was Level 300 Mathematics with Economics students of the
2019/2020 academic year at the University of Cape Coast. The Level 300 Mathematics with
economics students were considered because they had gained enough educational experience
and were normally seen to be engaged in informal group discussions in the university. To
ensure that there is an accurate representation of the population, 73 respondents were selected
for the research.

Sampling method
In selection of respondents a simple random technique was used to select respondents.

Statistical Techniques
Descriptive statistics was used to evaluate the facts gathered. The questionnaires were
analyzed by first designing a coding scheme based on the range of respondents. The
Statistical Package for Social Sciences (SPSS) was used to define and capture the responses
for the analyses. The results were presented and in descriptive statistics using tables and
figures and dictating the frequency and percentage of respondents who chose alternative for
questions.

RESULTS AND DISCUSSION

The respondents were asked to indicate their gender and age. The study findings are illustrate
in the table below

Table 1: Demographic background

Percentage
Variable Subscale Frequency (%)
Gender Male 49 65.3
Female 26 34.7

Age (in years) 18-22 years 38 50.7

23-27 years 26 34.7

28 years and above 11 14.7

Source: Field data.

Table 1 indicates the demographic background of the respondents. Out of 75 respondents, 49

respondents comprising 65.3% were male students and 26 respondents representing 34.7% of
the sample were female students. The table also indicated that 38 respondents constituting
50.7% of the sample were between 18-22 years. 26 respondents corresponding to 34.7% were
between 23-27 years and 14.7% of the respondents were 28 years and above.
Table 2: Necessary Conditions for Effective Cooperative learning

Statements Standard
Mean deviation
Commitments of the group members 4.68 .619
Members actively helping each other to acquire knowledge and
skills 4.21 .444
Members should avoid unnecessary discussions or arguments 4.68 .549
There must be an active leader and a teacher or lecturer acting as
a guardian 4.71 .653
Size of the group must be small and heterogeneous 4.83 .476
Source: Field data.

The study established that commitment of the group members (Mean=4.68) is needed for
effective cooperative learning. Members actively helping each other to acquire knowledge
and skill (Mean=4.21) is necessary for effective cooperative learning. Unnecessary
discussions should be avoided (Mean=4.68) should be avoided during the learning process.
Also, presence of an active group leader and a lecturer acting as a guardian (Mean=4.71) and
also a small heterogeneous group size are also needed for effective cooperative learning.

Table 3: Effects of Cooperative learning on Students’ Academic Performance

Strongly Strongly
disagree Neutral Agree Agree
Statement (%) Disagree (%) (%) (%) (%)
CL problem solving skills 1(1.3) 2(2.7) 2(2.7) 28(37.3) 42(56)
More information is obtained when
learning in a group 6(8.0) 1(1.3) 20(26.7) 48(64.0)
CL increases ability to recall
information 4(5.3) 7(9.0) 2(2.7) 36(48.0) 25(33.0)
In general, cooperative learning
improves academic performance 1(1.3) 4(5.3) 3(4.0) 17(22.7) 50(66.7)
Source: Field data.

Table 5 above shows that 42(56%) and (37.3%) of the respondents strongly agreed and
agreed respectively that cooperative learning improves their problem solving skills as
compare to 1.3% and 2.7% of the respondents who stated otherwise. 48(64.0%) and 20
(26.7%) of the respondents strongly affirm that they obtain more information about a
phenomenon when learning in a group. 36(48.0%) and 25(33.0%) stated that cooperative
learning increases their ability to recall information. 89.4% of the respondents agreed that
cooperative learning improves their academic performance. This implies that cooperative
learning provides skills such as ability to solve problem, ability to recall information in order
to enhance academic performance.

Conclusions
1. The study indicated that cooperative learning has positive effect on academic
performance of students. This positive effect improves the academic performance of
Level 300 Mathematics with Economics students.
2. The study also identifies the necessary conditions for effective cooperative learning. The
necessary conditions are as follows; commitments of the group members, members
should help each other to acquire knowledge and skills, unnecessary discussions should
be avoided during learning, there must be an active leader and a lecturer acting as a
guardian, and the group size should be small and heterogeneous.

Recommendations
The study suggests some important recommendations, which are;

The academic departments within the University of Cape Coast should entrench the use of
CL strategy into the teaching of courses in the university since it improves academic
performance of students. This would help them to learn more and develop adequate social
skills as well as improve their academic performance. Further studies should be extended to
colleges and possibly a comparative analysis could be done on “Effects of Cooperative
Learning on students of various colleges in University of Cape Coast.
 REFERENCES
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educational innovation: factors differentiating users and non-users of cooperative
learning.EducationalPsychology,24(2), 201-216. doi:10.1080/0144341032000160146.
Aronson, E. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
Bibi, A. (2002). The comparative effectiveness of teaching English grammar with the help of
textbook and by using group work activities. (Doctoral dissertation). Retrieved from
http://eprints.hec.gov.pk/cgi/search/advanced.
Dallmer, D. (2007). Collaborative test taking with adult learners. Kentucky- USA: Krieger
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Harman, G., & Nguyen, T.N. (2010). Reforming teaching and learning in Vietnam's higher
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Education in Vietnam:Challenges and Priorities (pp. 65-86). London: Springer.
http://dx.doi.org/10.1007/978-90-481-3694-0_5.
Iqbal, M. (2004). Effective of cooperative learning on academic achievement of secondary
school students in Mathematics. (Doctoral dissertation) Retrieved from
http://eprints.hec.gov.pk/cgi/search/advanced.
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http://dx.doi.org/10.1007/978-0-387-70892-8_1.
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Slavin, R.E. (2011). Instruction Based on Cooperative Learning. In R.E. Mayer & P.A.
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APPENDIX A
UNIVERSITY OF CAPE COAST
QUESTIONNAIRE FOR MATHEMATICS WITH ECONIMICS STUDENTS
Dear Respondent,
This questionnaire is to help the researcher to collect data on effects of cooperative learning
(group work or group assignment) on students’ academic performance. The study is solely for
academic purposes. Please, kindly provide sincere and objective responses to the questions. I
assure you that any information provided will be treated as strictly confidential.

SECTION A: Demography of Respondents

Please put a check mark (√) where appropriate in the box corresponding to your choice
concerning each statement.
1. Sex: Male [ ] Female [ ]
3. Age: 20-22yrs [ ] 23-27yrs [ ] 28 years and above [ ]

SECTION B: Effects of Cooperative Learning (Group Work/Group Discussion)

INSTRUCTION: To respond in this section and any other sections, please put a check mark
(√) in the appropriate box to indicate your level of agreement or disagreement with each
statement: 1 (Strongly Disagree); 2 (Disagree); 3 (Neutral); 4 (Agree); and 5 (Strongly
Agree).
Statement 1 2 3 4 5
1 It improves social interactions and supports
diversity
2 It improves my Oral Communication Skills

3 It enhances Interpersonal Relationships

4 It improves my Problem-solving Skills

5 I obtain more information when learning in a

group.
6 I promotes social and academic relationships well
beyond the classroom and individual course
7 It increases my leadership skills
8 It increases my ability to recall information
9 In general, cooperative learning improves my
academic performance

SECTION B: Conditions for effective Cooperative Learning (Group Work/Group

Discussion)
Statement 1 2 3 4 5
1 Commitments of the group members
2 Course mates should actively help each other to
acquire knowledge and skills
3 Members should avoid unnecessary discussions or
arguments
4 There must be a leader and a teacher or lecturer
acting as a guardian
5 Size of the group should be small and
heterogeneous