International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VIII, August 2021|ISSN 2454-6194
Effect of Collaborative Teaching on Secondary
School Students’ Achievement in and Attitude
towards Mathematics
Sabainah Oyebola Akinoso1, Festus Oladimeji Olafare2, Zainab Bolaji Oye-Akinoso3
12
, Faculty of Education, Department of Science and Technology Education, University of Lagos, Nigeria
3
Department of Geoscience, Faculty of Art and Science, Georgia State University, Atlanta
Abstract: The effect of collaborative strategy on secondary school
student's academic achievement and attitude towards
mathematics in Lagos state was investigated in this study. It was
an experimental study, and the design was pre-test, control
group quasi-experimental. All secondary schools in educational
district II picked randomly from six educational districts in
Lagos state constitute the population for the study. The selection
of two local government areas was done with simple random, one
school was selected from each local government using random
sampling, and one intact class of junior secondary school II
selected from the two schools represents the study sample. The
sample size was 60 junior secondary school II students. The
instruments used for collecting data are Mathematics
Achievement Test (MAT) and Students Mathematics Attitude
Questionnaire (SMAQ). The instruments were validated, trialtested. The reliability coefficients of the two instruments were
0.88 and 0.89 respectively. Analysis of Covariance was used to
analyse the collected data and to measure the two stated null
hypotheses. From the results of the study, the effect of the
treatment is not significant on student achievement in
mathematics but, a significant difference exists in students’
attitude to mathematics with the use of collaborative strategy.
Mathematics teachers should ensure proper enhancement of
collaborative strategy with thorough monitoring of the students
in different groups while teaching mathematics.
Keywords: Collaborative strategy;
achievement; attitude; mathematics.
performance;
academic
I. INTRODUCTION
M
athematics is a core subject linked generally to the
development of any nation. It is a science of order.
Everything about mathematics is well arranged and logical. It
entails bringing together some piece to form a whole in terms
of material or idea. Human endeavors have been influenced
by mathematics through creativity, community practices, and
cultural background. Mathematics is essential in public
decisions and the nation's economy. The basic knowledge of
mathematics starts from school while the application of the
knowledge is required throughout the human lifetime.
Mathematics is relevant to a wide variety of academic subjects
due to its universal nature. If a student is very good at
mathematics, such knowledge will assist the students in other
fields of study. Mathematics sharpens the brain, this might be
the reason why Akinoso, (2017) quipped that if a student is
good in mathematics, every other subject will be easy to
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handle. Thomson (2018) also averred that a student who does
not perform well in mathematics will end up struggling in
other fields of study and such students' career options will be
limited. In sciences, chemical formulae cannot be ruled out,
understanding of such formula requires mathematical
knowledge. The measurement, weighing, drafting, data
analysis with appropriate statistical tools in both sciences and
other subjects required adequate knowledge in mathematics.
Mathematics serves as the bases for technology this implies
that technology cannot stand in isolation without mathematics.
Mathematics forms the foundation upon which technology
knowledge is built and everything in technology is calculation
originated from mathematics. Without mathematics, there is
no technology, and without science and technology, society
cannot stand. The skills in mathematics are used by every
human daily whether realizing it or not. Due to the importance
of mathematics, ways of improving the students' performance
and attitude become an important issue. When students have
adequate knowledge and skills in mathematics it will help
such students in technical skills required in every sector
before securing a job.
In general, the performance of the student in mathematics
over time has been recorded as poor leading to a mass failure
(Vanguard, 2015). Despite the importance of mathematics and
as an important subject in the curriculum of basic education
level and secondary school, students still perform poorly in
the subject. Students viewed mathematics in abstract form and
as a subject that cannot be understood easily. Mathematics
has unique nature that differentiates it from other subjects.
The abstract and symbolic nature of mathematics makes it
unique among every other subject. This nature is affecting
mathematics learning since learners viewed it as a difficult
subject that is meant for only talented learners. Busari and
Akinoso, (2020) submitted that highly mathematics–anxious
learners have characteristics of a strong tendency to avoid
mathematics, undercuts their mathematics competence, and
forecloses high-and-mighty career paths. Most students dread
mathematics, and anxiety possessed leads to the kind of
attitude possessed towards the subject.
The abstract is one of the nature and characteristics of
mathematics served as the clue for discovering how to handle
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International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VIII, August 2021|ISSN 2454-6194
the teaching to reduce to minimal level this abstract nature.
Though, mathematics is dread by the majority of the students
but, if the teacher adopts various methods that can meet the
needs of every student, especially the activity-based strategy
and students' centered, it will help students in learning
mathematics without stress. It will also change the students'
attitudes and feelings towards mathematics. Teaching with
relevant materials, use of different strategies that are studentcentered such as concrete-representational-abstract strategy,
incorporation of information and communication technology
in teaching, collaborative strategy and others might serve as a
remedy to learning difficulties in mathematics. In learning,
the environment should be made conducive, allow free access
to learning, and contributions from students. A collaborative
learning strategy is a form of strategy that gives every student
equal access and opportunity to learning.
Collaborative learning occurred when groups of students work
together in searching for meaning, understanding, and
solutions to create an artifact of learning (Akinoso, 2017).
Students can learn mathematics by working together with
some other students. A collaborative teaching strategy is a
teaching and learning strategy that involves small group
learning ranging from two to five students in a group to
exchange ideas to promote learning a certain concept. The
group might be heterogeneous or homogeneous according to
the gender of students or students' academic ability. The
collaborative strategy involves a thorough explanation of the
concept by the instructor before grouping. In different groups,
ideas are exchanged among every member of the group and
the teacher, students thinking is improved, students attained
problem-solving skill, and students’ understanding is
improved. Series of points of view were presented by the
participants in response to others' ideas. In collaborative
learning, the objectives are presented, various activities are
involved that improve understanding of the given concept.
The researchers such as Johnson, Johnson, and Smith, (2007)
concluded that collaborative learning can promote academic
and social educational outcomes. Collaborative skills are
essential in this present age to meet challenges in learning.
The collaboration skills include listening skills, expressing
ideas and opinions, following directions, asking for help,
giving and receiving compliments and constructive criticism,
and negotiating. Firestone, (2006) emphasized that
collaboration largely depends on the ability to join in, working
with others, listening to what others will say, and encouraging
others to speak up and speaking up yourself when having an
idea. Apart from building collaborative skills, work in
collaboration with other students will lead to deep learning
and the problem-solving ability of the students is increased.
Learning with peers in mathematics class will allow students
to gain various ideas from colleagues, open the students’ eyes
to different approaches in solving mathematical problems, and
improve the students’ boldness and thinking ability.
Thayer-Bacon, (2000) emphasized that if students relate
together in groups it will assist in gaining critical thinking
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skills. Olanrewaju, (2019) in a study on collaborative learning
technique on achievement found that collaborative learning
technique improve students’ achievement in mathematics.
Johnson, (2006) found collaborative learning effective in
improving academic achievement. Galton, Hargreaves, and
Pell (2009) found that the group taught with collaborative
strategy had better achievement than the other group. Also,
Stoner, (2004) concluded the positive effect of cooperative
strategy on mathematics achievement of students.
Attitude is another construct considered in this study which is
an emotional disposition to learning. Attitude can be positive
or negative depends on students' emotions. A positive attitude
can be of great benefit to learning while a negative attitude
can lead to discouragement due to poor results. Attitude
influences mathematics achievement, literacy, and reasoning.
Kennedy (2019) averred that attitude reflects the value, self–
confidence, enjoyment, motivation, and anxiety of students
towards mathematics. Attitude towards mathematics implies
students' predisposition towards mathematics (Fonseca, 2012)
which can either be positive or negative. Kennedy (2019)
asserted that early engagement in Mathematics prevents
negative attitudes. A positive attitude motivates students to
perform well and proceed in mathematics learning and
mathematics relate courses while a negative attitude might
result in failure and discouragement. Attitude Khaoo and
Ainley, (2005) is formed as a result of teaching practices,
response to curriculum, and organizational arrangement.
Attitude is an important construct when it comes to the issue
of learning. If a negative attitude is built upon a certain
subject it requires a lot of effort and practices before it can be
changed or reduced to a minimal level. Attitude is ambiguous
and cannot be given a specific definition but needs to be
developed further. Attitude to mathematics is the possibility to
engage in or stay away from activities involving mathematics
that is the like or dislike of mathematics. Attitude as affects
mathematics learning was considered in this study. Bii, (2019)
found a significant effect of collaborative strategy on
students’ attitude to mathematics. Ifamuyiwa and Akinsola,
(2008) found a positive effect of cooperative learning strategy
on students' mathematics attitude to learning.
Statement of the Problem
Mathematics contributes to the existence of virtually
everything in life, application of which is found everywhere.
The students dread mathematics and always find a way to
dodge mathematics and related subject. The negative attitude
possessed towards this subject always affects the students’
performance. Students’ performance in mathematics is not
encouraging. A lot of researchers was carried out in different
aspect to improve the students' performance in mathematics
but the issue of poor performance is still in existence. Several
improvement measures and logics have been introduced to
minimize the problem of mass failure in mathematics,
different strategies were studied, but if students can
understand the logic behind the improvement measures such
as teaching and learning strategy it will help them in almost
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International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VIII, August 2021|ISSN 2454-6194
everything in their future career, it will also help in the
improvement of science and technology which will contribute
to the development of the nation. This study, therefore,
checked the effect of collaborative strategy on achievement
and attitude of students to mathematics learning.
Objective
The objectives of this study are listed below:
1.
2.
To examine the effect of collaborative strategy on
junior secondary school student's academic
performance in mathematics in Lagos State.
To examine the effect of collaborative strategy on
junior secondary school students’ attitude to
mathematics in Lagos State, Nigeria.
Hypotheses
HO1: Collaborative strategy has no significant difference on
student achievement in mathematics
HO2
Collaborative strategy has no significant difference
on student attitude towards mathematics
II. METHODOLOGY
All secondary schools students in educational district II
picked randomly from six educational districts in Lagos State
form this study population. Two local government areas were
selected with a simple random technique, one school was
selected from each local government using random sampling
technique, and one intact class of junior secondary school II
selected from the two schools represents the study sample.
The two selected schools were assigned for treatment
randomly. The students in the experimental group were
exposed to collaborative strategy and those in control with the
traditional or normal way of teaching without grouping and
group activities. In the experimental group, the students were
group into a group of five students in a group. The groups
were obtained and consist of students with heterogeneous
abilities. This was obtained by using the ability test exercise to
test the students' ability levels before grouping. The sample
size was 60 junior secondary school II students.
The instruments used were Mathematics Achievement Test
(MAT) and Students Mathematics Attitude Questionnaire
(SMAQ). The questions used for the mathematics
achievement test were selected from Basic Education
Certificate Examination (BECE) past questions been
standardized questions. The topics used for this instrument
were selected based on chief examiners' reports that show the
area where students perform poorly. The topics used were
Fractions (Word problems infractions) and Algebraic
expression. The mathematics achievement question is a 25item multiple-choice. The attitude scale was adapted from
Tapia and Marsh's (2004) attitude towards mathematics
inventory of 40-items that covers self-confidence, value,
enjoyment, and motivation.
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The reliability coefficients of Tapia and Marsh (2004)
inventory were established for college and students in High
school (Tapia & Marsh, 2004) respectively and the
confirmatory factor analysis confirmed the structure of the
four-factor. The alpha values were determined using
Cronbach’s alpha that yielded these results: self-confidence
(0.95), value (0.89), enjoyment (0.89), and motivation (0.88).
The instrument for this study was a Likert type of strongly
agree, agree, disagree, and strongly disagree with 4, 3, 2, 1,
respectively for positively worded questions in the
questionnaire, and the scores were reversed for the questions
that appear in negative form. The instruments were validated,
and trial-tested using twenty-five junior secondary school II
students select from a school from other local government
areas that were not part of the study to confirm the validity of
the selected instruments. The reliability coefficients of the two
instruments were determined as 0.88 and 0.89 using KR- 20
and Cronbach alpha respectively. Two null hypotheses were
generated and measured at a 0.05 level of significance.
A pre-test was given to both groups before instruction. After
the pre-test, each class was taught for a period of 2-weeks on
the topic of word problems on fractions and algebra. The two
groups were properly monitored. After the classes, a post-test
on mathematics achievement and mathematics attitude scale
was administered to the two groups. The study lasted for five
weeks, one week for pre-test, one week for administering
instruments to put the experimental group to different ability
levels, two weeks for the treatment, and one week for posttest. The statistic measure used was (ANCOVA) to analyze
the collected data and to measure the two stated null
hypotheses.
III. RESULT
HO1: Collaborative strategy has no significant difference on
student achievement in mathematics
Table 1: Analysis of Covariance of Collaborative Strategy and Achievement
in Mathematics
Source
Type III
Sum of
Sq.
df
Mean
Sq.
Corr.
Model
301.863a
2
150.932
Intercept
240.723
1
240.725
Pre achieve
293.042
1
293.047
Grp.
23.445
1
23.444
Error
384.321
57
6.742
Total
Corrected
Total
8325.001
60
686.184
59
F
22.3
85
35.7
03
43.4
63
3.47
7
Sig.
.000
.000
.000
.067
a. R Sq. = .440 (Adj. R Sq. = .420)
Table 1 shows that treatment has no significant effect (0.067),
F1,60= 3.477, p>0.05 on achievement in mathematics. Since no
significant effect of the treatment on achievement in
mathematics, HO1 is hereby not rejected. Therefore, there is
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International Journal of Research and Innovation in Applied Science (IJRIAS) |Volume VI, Issue VIII, August 2021|ISSN 2454-6194
.000
interaction among the group, and entails student confidence in
mathematics learning. The interpersonal relationship that
exists in collaborative learning which allow the student
contributions in language they understand, and deliberation
until mastery is attained help improve the student attitude
towards learning mathematics. The findings align with the
result of Bii, (2019) that collaborative strategy improves
students’ attitude to mathematics. This study is also consistent
with the findings of Ifamuyiwa and Akinsola, (2008) on
students' attitudes towards mathematics.
.000
V. CONCLUSION
no significant effect of collaborative teaching strategy on
secondary school students’ achievement in mathematics.
HO2:
Collaborative strategy has no significant difference
in student attitude towards mathematics.
Table 2: Analysis of Covariance of Students’ Attitude to Mathematics
Source
Type III
Sum of
Sq.
df
Mean
Sq.
Corrected
Model
578.553a
2
289.276
Intercept
435.325
1
435.323
Pre
attitude
38.553
1
38.551
Grp.
367.912
1
367.910
Error
Total
Corrected
Total
F
25.9
92
39.1
14
3.46
4
33.0
57
Sig.
.068
.000
*
634.383
57
11.130
40126.0
60
1
1212.93
59
5
a.
R Sq. = .477 (Adj. R Sq. = .459)
Table 2 shows a significant effect of treatment F1,60= 33.057,
p>0.05 on student attitude to mathematics. The significant
level is given as .000. Hence hypothesis two is hereby
rejected. The result shows that a significant different exist
between the collaborative teaching strategy and student
attitude to mathematics. Collaborative strategy influences the
attitude of student to mathematics.
It was established from this study that collaborative learning
strategy did not improve the academic achievement of junior
secondary school mathematics but the strategy has a positive
effect on the attitude of junior secondary school students by
changing their attitude to mathematics learning. This is
because the student might find fun in discussing mathematics
among themselves as if in an ordinary argument in which
everybody has the chance of presenting ideas, think over the
ideas presented before the conclusion. The interpersonal
relationship during discussion contributes to the change in
attitude of students to mathematics learning. Change in
attitude positively with time will eventually contribute to and
improve the performance of students in mathematics. The
study recommended that the secondary school mathematics
teachers should use a collaborative strategy in teaching to
change the negative attitude of the student to positive which
with time improve the academic achievement in mathematics.
IV. DISCUSSION
This study established that collaborative strategy has no
significant effect on student achievement in mathematics. This
implies that collaborative strategy does not affect the
academic achievement of junior secondary school
mathematics. The finding is in consonance with the findings
of ……
who revealed that collaborative teaching strategy
did not improve the students’ academic achievement in
mathematics. The report of this study contradicts Olanrewaju,
(2019) findings who found the effective of collaborative
learning technique in mathematics. Johnson, (2006) found
collaborative learning effective in improving academic
achievement which also contradicts the report of this study.
The finding of Galton, Hargreaves, and Pell (2009) on the
group taught with collaborative strategy performed better than
the other group contradict this study's finding. The results of
this study also negate the findings of Akdeniz, (2008).
There was a significant difference in students' attitudes to
mathematics with the use of collaborative strategy. The
change in attitude might be as a result of the interaction
among the students in different groups which made the
students felt it as the normal interaction witness outside the
class. Collaborative learning strategy built interpersonal
relationship among the students thus improve their attitude to
mathematics learning, Collaborative learning actively
involves every student in the process of learning, allows social
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