The Enhancing Classroom Participation and Mathematics Achievement Through Cooperative Learning for Grade 3 Students.
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Abstract
The research objectives are to: 1) examine the participation in mathematics classes among third-grade students following the implementation of cooperative learning, 2) compare the mathematics achievement following participation in cooperative learning with the 80% criteria, and 3) investigate students’ satisfaction with the cooperative learning approach. The sample consisted of 90 third-grade students from Hangzhou Qiushi Primary School in China, selected through simple random sampling. The research tools included a set of instructional activity plans, an achievement test featuring consisting of examination fill-in-blank, multiple-choice items, subjective, and a student satisfaction survey focused on cooperative learning. Data were analyzed using mean (), standard deviation (SD), and hypothesis testing with a one-sample t-test.
The study revealed the following results: 1) Students’ participation in mathematics classes following the implementation of cooperative learning was overall at a high level (= 3.72, S.D.= 0.70). Among the dimensions, emotional participation obtained the highest mean score (
=4.15, S.D.= 0.68), followed by behavioral participation (
=4.04, S.D.=0.77). Regarding cognitive participation, students consistently applied higher-order thinking strategies. Nevertheless, some students with lower levels of participation experienced difficulties in expressing their opinions and felt excluded from group activities.
2) Students’ mathematics achievement after engaging in cooperative learning reached an average of 85.60% (t=8.94, p<0.05), which was significantly higher than the expected benchmark.
3) Students expressed a high level of satisfaction with cooperative learning, with a mean score of (=4.42, S.D.=0.53).
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