A Comparative Study of Achievement Test Scores of Boys And Girls Taught Through Cooperative Learning Strategy

Abstract

This study sought to determine the effects of Students Teams – Achievements Divisions, cooperative learning teaching strategy on students’ mathematics achievement in sequence and series topic by gender (sex). A quasi – experimental study was carried out on two form three classes in Komenda Edina Eguafo Abrem Municipality (KEEAM) in the Central Region of Ghana. The sample size was 97 comprising of 44 boys and 53 girls. One class ( n₁ = 47) was assigned as an experimental group and the other ( n₂ = 50) was assigned as a control group. A simple random sample technique was used to select the two schools that formed the study. The two groups were pretested prior to the implementation of the intervention. At the end of the study, posttest was given. Data collected were analysed using the t- test to compare the performance of boys and girls in the experimental group. The results indicated that there was no gender difference in students’ mathematics achievement after being taught sequence and series through cooperative learning.

Keywords: Cooperative learning, Achievement, Gender