See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/347975587

COOPERATIVE LEARNING: EFFECTS ON MATHEMATICS

STUDENTS’ ACHIEVEMENT IN PRIVATE SCHOOLS

Conference Paper · December 2020

CITATIONS READS

0 532

2 authors:

Dr-Muhammad Shahid Zulfiqar Chaddhar Syeda Tehzeeb Alvi

University of Education, Lahore Lahore College for Women University
22 PUBLICATIONS 15 CITATIONS 9 PUBLICATIONS 3 CITATIONS

SEE PROFILE SEE PROFILE

All content following this page was uploaded by Dr-Muhammad Shahid Zulfiqar Chaddhar on 29 December 2020.

The user has requested enhancement of the downloaded file.

17th
International Conference
on Statistical Sciences:
THEME: January 21-23, 2019
Sustainable Development at
Goals (SDGs) and National College of Business
Data Gap Challenges
Administration & Economics
Lahore (Pakistan)

Jointly Organized by:

Sponsor

ISOSS Publications
44-A, Civic Centre, Sabzazar, Multan Road, Lahore, Pakistan
URL: www.isoss.net
Copyright: © 2019, Islamic Countries Society of Statistical Sciences.

Published by: ISOSS, Lahore, Pakistan.

 “All papers published in the

PROCEEDINGS

were accepted after formal peer review

by the experts in the relevant field.

Dr. Munir Ahmad

Editor

ii
 CONTENTS

1. 004: Quality of Life of Home-Based Workers in the Punjab: Genderwise

Comparison
Saleha Naghmi Habibullah, Farah Anjum, Khadija Noor Butt
Zohra Dar, Iqra Qurat-ul-Ain and Roma Rehan 1
2. 009: Comparison of Financial Ratios of Engro Foods vs Nestle
Ammara Nawaz Cheema 15
3. 010: Modeling and Forecasting of the General Share Index of Whole Sale
Price of Raw Material
Ammara Nawaz Cheema 21
4. 018: A Ratio Type Estimator for the Estimation of Unknown Population
Variance using Auxiliary Variable
Hira Asif and Naila Amjad 35
5. 033: Utilization of Log-Symmetric Distributions for Achieving Better Fit
Saleha Naghmi Habibullah and Kessica Xavier 43
6. 034: The Effect of Fast Food on Students of Shah Abdul Latif University
Khairpur
Shoaib Ali Shah, Karamullah Memon and Faisal Afzal Siddiqui 51
7. 035: Effect of Free wifi on the Academic Performance of Students at Shah
Abdul Latif University (SALU), Khairpur
Muhammad Yasin Pitafi and Faisal Afzal Siddiqui 57
8. 037: The Impact of using Mobile Phone on the Academic Performance of
Students
Rukhsana Mangsi, Karamullah Memon and Faisal Afzal Siddiqui 67
9. 039: A Cluster Randomized Controlled Trail for the Prevention of
Transmission of HIV in Khairpur City
Ahmed Hussain Shar, Zaibun-Nisa Memon and Faisal Afzal Siddiqui 75
10. 040: Use of Social Media and its impact on Student Academic Performance:
A Study of the Students of Shah Abdul Latif University Khairpur
Mohammad Shan, Mazhar Ali Noonari and Faisal Afzal Siddiqui 79
11. 042: The Advancement of Technologies in Informatics
Nadia Qasim, Muhammad Qasim Rind and Muhammad Saleem Sheikh 87
12. 048: Comparative Analysis of Load Balancing Algorithms in Cloud
Computing
Muhammad Qasim Rind, S. Tauseef ur Rehman and Nadia Qasim 99
13. 049: Some New Members of the T-X Family of Distributions
Farrukh Jamal and Arslan Nasir 113
14. 055: Survey of Pakistan Health Sector
Imran Anwar Ujan, Arifa Bhutto, Imdad Ali Ismaili and Asadullah Shah 121

iii
15. 058: Identifying the Problem Solving Strategies of Mathematics Students of
Secondary Level
Atiqa Yasmeen 127
16. 067: Factors Affecting the Utilization of Maternal Health Care Services
among Women in Punjab, Pakistan: Insight from MICS 2014
Rubama Javed, Anum Fatima and Asifa Kamal 147
17. 068: Perceptions of Teachers regarding Impact of Co-Curricular Activities on
Social Skills of Students
Syeda Mishal Akhtar 155
18. 069: Determination of Risk Factors that Cause Antisocial Behaviour among
the Students of Public Sector Universities in Lahore
Anam Rafi, Mahnaz Makhdum and Mubbasher Munir 161
19. 070: A Cross Sectional Study of Associated Factors of Tooth Decay
Mishal Naeem and Mahnaz Makhdum 169
20. 074: Investigating Life Satisfaction of Microcephalic Persons
Kalsoom Akhtar Chaudhry, Tooba Khan and Kanwal Aslam 175
21. 076: A Generalized Regression-Product Estimator in Presence of Non-
Response
Muhammad Zubair and Asad Ali 183
22. 077: Determinants of Gross Domestic Product: A Comparative Study of
Pakistan and China
Asad Ali, Muhammad Zubair and Muhammad Iqbal 199
23. 078: Prediction of Rainfall in Sargodha: A Comparison of Various Time
Series Methodologies
Asad Ali, Kanwal Iqbal and Madiha Fatima 213
24. 081: A Study of Relationship between Physical Facilities in Classroom and
Student’s Performance: A Secondary Level Study
Farah Kausar 223
25. 082: On the Bayesian Estimation for two Component Mixture of Reflected
Weibull Distribution, Assuming Type I Censored Data
Wajiha Nasir and Muhammad Zubair 229
26. 084: On Bayesian Estimation of the Generalized Inverse Weibull Distribution
using Non-Informative Priors
Muraffa Hanif, Wajiha Nasir, Mahnoor Shazad and Muhammad Zubair 243
27. 086: Forecasting of Gold Prices in Pakistan using ARIMA Model
Sidra Razzaq, M. Waqas and Samina Satti 249
28. 101: Use of Motivational Techniques by Prospective Teacher in Enhancing
Student’s Participation and Achievement in the Subject of English at
Elementary Level
Numaila Hanif Chaudhry 259
29. 102: Some Predictive Estimators of Finite Population Mean in Double
Sampling
Huma Dastgir, Asifa Kamal and Mahnaz Makhdum 265

iv
30. 103: Characterizations of Some Kumaraswamy Generated Probability
Distributions
Sharqa Hashmi and Zarmina Gull 271
31. 113: LAD-LASSO and WLAD-LASSO for Variable Selection in the
Presence of Outliers
Anam Zakir and Sohail Chand 279
32. 115: Forecasting of Petrol Oil Prices in Pakistan: Evidence from Box-Jenkins
Modeling
Muhammad Waqas, Sidra Razzaq and Samina Satti 301
33. 121: A New Generalized Odd Gumbel Type 2 Exponential Distribution
Ruqaya Naseer and Sharqa Hashmi 315
34. 130: A Study on Effects of Co-Curricular Activities on Student’s Social
Behaviors: A Secondary Level Study
Aulliyah Jaweria 327
35. 135: Factors Affecting Exclusive Breastfeeding Duration in Pakistan:
Parametric Survival Models
Hafiza Nasiha Sarwar, Asifa Kamal and Tooba Khan 335
36. 142: Cooperative Learning: Effects on Mathematics Students’ Achievement
in Private Schools
Muhammad Shahid Zulfiqar and Syeda Tehzeeb Alvi 347
37. 144: Impact of International Geopolitics on the Success of C–PEC with
Internal Issues of Pakistan Acting as Mediator
Muhammad Rashid Salaria and Zahid Saeed Sheikh 353
38. 147: Antecedents of Patients’ Satisfaction in Health Care Centers: A Case
Study of Islamabad and Rawalpindi
Muhammad Rashid Salaria and Maryam Shakeel 365
39. 148: Risk Factors of Cardiac Diseases in Islamabad Capital Territory (ICT)
Nagina Zulfiqar, Sidra Razzaq and Samina Satti 373
40. 159: Chronic Kidney Disease: A Statistical Analysis
Fizza Yaqub, Mansoor Shoukat Khan, Amna Nazeer
and Javeria Nawaz Abbasi 385
41. 160: Distance Education for Development Community in Khairpur City
Vijay Kumar and Faisal Afzal Siddiqui 391
42. 182: Environmental Impacts of the Use of Disposable Cups in Cafeteria of
NCBA&E, Lahore
Memoona Ashraf and M. Mohsan 403
43. 083: On Bayesian Estimation of the Generalized Inverse Weibull
Distribution using Informative Priors
Mahnoor Shahzad Wajiha Nasir, Murafa Hanif and Muhammad Zubair 409

v
Proc. 17th International Conference on Statistical Sciences
Lahore, Pakistan – January 21-23, 2019, Vol. 33, pp. 347-352

COOPERATIVE LEARNING: EFFECTS ON MATHEMATICS

STUDENTS’ ACHIEVEMENT IN PRIVATE SCHOOLS

Muhammad Shahid Zulfiqar1 and Syeda Tehzeeb Alvi2

1
University of Education, Lahore, Pakistan.
Email: shahidzac@yahoo.com
2
Lahore College for Woman University, Lahore, Pakistan.
Email: tehzeebarshad@yahoo.com

ABSTRACT
Cooperative Learning strategy is being used at all grade levels and in all subject areas
across the world but its potential as an alternative to traditional teaching strategy has not
been fully explored in most schools in Pakistan. Thus, this experimental study was
conducted to explore the effects of Cooperative Learning on academic achievements of
9th grade maths students studying in private schools of Lahore. Further, the students‟
academic achievement was compared on the basis of high and low level of achievement
in mathematics. The students (50 students) were randomly assigned to both (x25 to each)
experimental and control group. The instrument to measure the students‟ achievement in
math consisted of maths achievement tests which have 30 items. The results showed that
the students taught by the cooperative learning showed higher achievement in math than
those students taught by the traditional method. As it is proved through the results that
cooperative learning enhances the students‟ academic achievement in mathematics. So it
should be deployed while teaching mathematics so the students‟ achievement in math
could be maximized.

KEY WORDS
Cooperative Learning, academic achievement, private schools.

INTRODUCTION
Education as an important element for moral, social, political, cultural and economic
development of a nation. Those nations which have taken bold initiatives towards
education have revolutionized themselves; they have introduced new innovations and
perform miracles in recent days. Responding to global challenges Govt. of Pakistan has
adopted vision 2030” as the planning commission which states that Pakistani education
system should be able to provide quality education to the children and youth of Pakistan
and it may enable them to be real potentials and contributors to the development of nation
(Govt. of Pakistan, 2009).
An educational system is explicitly based on the quest „what to teach and how to
teach? „What to teach? „Means the learning material. The continuum of learning material
swings from linguistic to scientific knowledge. The choice of contents and subject matter
from the multifarious branches of knowledge is subjected to societal needs. However
mathematics as branch of knowledge has been inevitable ingredient of core curriculum at
347
348 Cooperative Learning: Effects on Mathematics Students‟ Achievement …

basic stages in every society of ancient times. Mathematics is still a subject that is
considered difficult and boring to many students. According to Woodard (2004), weaker
students feel anxiety towards mathematics and this anxiety affects their performance in
mathematics. The quality of education that teachers provide to students is dependent
upon what teacher do in their classroom (Zakaria & Iksan, 2007)
Research has proved that constructivism helps the teacher to be successful in their
classrooms (Casas, 2006). Cooperative Learning refers to a family of instructional
strategies/models in which students work together to enhance the learning of each other.
Cooperative learning was designed and implemented in order to develop social strategies
and social attitudes in students, and to improve social relations within and between
groups. In addition there is a large cluster of cooperative learning models aimed at
cognitive development e.g. in mathematics. Sometimes cooperative learning is directed at
both the social and the cognitive side of human development (Gillies, 2008)
Cooperative learning is a teaching arrangement that refers to small groups of students
working together to achieve a common goal (Kagan, 1994). The basic element are
positive interdependence, individual accountability, equal participation, simultaneous
interaction. Cooperative learning is the ways of organizing the learning environment of a
classroom. In cooperative learning environment, the goals of separate individuals become
so linked that there is a positive correlation between them.
According to Johnson (1989) in cooperative learning, students tend to enjoy
mathematics and this enjoyment motivates them to learn. Melihan and Sirri (2011)
concludes that the cooperative learning method is more effective than the traditional
teaching method in the academic success of students. Woolfolk (2004) has explained the
Cooperative Learning “as a system of learning in which students are in a mix abilities group
and they are rewarded as a group”. Researchers have argued about the superiority and the
effectiveness of cooperative learning over traditional method. In today‟s educational setting,
cooperative learning is urgently needed to promote social relationship among students.
Robertson et al., (1999) reported cooperative learning as visible and effective
instructional technology for teaching and learning mathematics. It helps to make
mathematics exciting and enjoyable for both students and teachers. Cooperative strategies
can be integrated at any grade level and for any mathematics topic. Moreover many
positive effects are noted by teachers and students. Students learn to cooperate with
others and to communicate in the language of mathematics. The classroom atmosphere
tends to be relaxed and informal, help is readily available, questions are freely asked and
answered, and even the shy students find it easy to be involved. Student tends to become
friends with their group members and teachers-students relationship tends to be more
relaxed. In addition many students maintain a high level of interest in the mathematics
activities and have an opportunity to pursue the more challenging aspects of mathematics,
while they achieve, at least, as much information and skills as in more traditional approach.
Although cooperative learning method have become a major research field for past
three decades (Stane, 2000), yet a very few studies have been carried out to investigate
the use of cooperative learning in science classes (Colossi, 1998).Research on
Cooperative Learning at school level has generally been in English, Humanities and
Zulfiqar and Alvi 349

Social Sciences. Furthermore only a few studies have been conducted in South Asia.
Studies conducted in Pakistan are even very few.
STAD (Student Team Achievement Division) model of cooperative learning was
selected by the researchers due to its wide ranging and diversified outcomes. It promotes
interaction among students towards science and increase social interpersonal skills
(Balkfakih, 2003).
STAD has not been investigated so far in Pakistan as an alternative method for
teaching maths at high school level. The present study designed to explore the effects of
Cooperative Learning on academic achievement of 9 th grade maths students.

STATEMENT OF THE PROBLEM

Cooperative Learning strategy is being used at all grade levels and in all subject areas
across the world but its potential as an alternative to traditional teaching strategy has not
been fully explored in most schools in Pakistan. Thus an experimental study was
conducted to explore the effects of Cooperative Learning on students‟ maths academic
achievement.

SIGNIFICANCE OF THE STUDY

The effects of Cooperative learning on maths students‟ achievement was investigated
in this study. This will be helpful for the educators to know that to what extent
cooperative learning stands to prove effective in teaching the maths and attaining
maximum students‟ achievement.

HYPOTHESIS OF THE STUDY

The study aimed to explore
1. There is no significant difference between the mean achievement scores of maths
students taught through cooperative learning and those taught by traditional
method of teaching.
2. There is no significant difference between the mean scores of high achievers and
low achievers of the control and experimental groups on post-test.

METHODOLOGY
The researchers deployed the Quasi-experimental design. The sample for this study
included 50 students of 9th class taken randomly from two sections of The Educators
School, Gulshan-e-Ravi Campus Lahore. These students were further divided into two
groups (experimental group & control group) each of which comprised of 25 students.
Treatment group were exposed to cooperative learning while the control group was
taught by the traditional method. The researchers used the mathematics achievement tests
developed by themselves in order to measure the students‟ maths achievement. The
instrument (maths achievement tests) were validated through the expert opinion whereas
checked for the reliability, which was 0.916 taken through Chronbac‟s alpha after
piloting the test on 15 students of 9 th class. The instrument consists of 30 items. The data
were collected from all the students included in the study.
350 Cooperative Learning: Effects on Mathematics Students‟ Achievement …

Table 1
Pre-and-Post –Test Equivalent Group Design
Group Pre-Test Treatment Post-Test
A O1 X O2
(n=25)
B O1 C O2
(n=25)

The above mentioned table shows the quasi-experimental design of this study. A
represents the experimental group while B represents the control group. The pre-test is
represented by O1 whereas the post test is represented by O2 for the experimental and
control group respectively. The cooperative learning treatment is represented as x
whereas the traditional treatment is represented by C.

ANALYSIS AND RESULTS

The data were obtained in the form of raw scores of pre and post-tests. The data were
analysed by applying the t-test to explore the significant difference between the means
scores of both the experimental and control groups on the variable of pre-test and post-
test scores. On the other hand, to examine the treatment effects of high and low levels of
achievement of the groups, factorial design (2*2 Analysis of variance) was applied. For
this purpose, students of both groups were divided into two halves, i.e. high achievers
(above the means score) and low achievers (below the means score).This division was
made on the basis of pre-test results.

Table 2
Independent Sample t –test Comparing the Group Performance on Pre-test
Groups N µ  t- value Sig
Experimental Group 25 21.88 206
Pre Test .264 .793
Control Group 25 21.72 2.20

The results of Table 2 shows that there was no significant difference found (t= .264
sig= .793) among the achievement of experimental group (Mean= 21.88, SD= 2.06) and
control group (Mean= 21.72, SD= 2.20) score in the pre-test.

Table 3
Independent Sample t –test Comparing the Group Performance on Post-test
Groups N µ  t- value Sig
Experimental Group 25 32.68 5.22
Pre Test 9.04 0.00
Control Group 25 22.20 2.50
Zulfiqar and Alvi 351

The results of Table 3 indicates that the significant difference was found between the
mean scores of experimental group and control group (t=9.04, sig=0.00). The
aforementioned results indicate experimental group performance (Mean=32.68,
SD=5.22) in math is better than control group (Mean=22.20, SD=2.50).

Table 4
Control Group in Post-Test on Applying ANOVA
Source of Variation Df Sum of Square Mean Square F

Treatment 1 1873.48 1873.48 5.96

Post Test

Level
Significant at 0.05 level

It is revealed that the teaching methods used were efficient and the experiment
conducted falls under the high level of significance. Teaching method (treatment),
achievement level and the interaction between the factors remained significant at 0.05
level of probability. Results shows that the high achievers and low achievers of the
experimental group performed significantly better than high and low achievers of the
control group. Figure 1 shows the gap difference narrowing towards the high achievers,
which revealed that the performance of experimental group was significantly better than
control group for low achievers as compared to high achievers. Thus cooperative learning
approach promises to be more effective for low achievers. Previous research support this
findings.

DISCUSSIONS
The present study supported the findings of (Anderson, 2003), (Zakaria, Chin, &
Daud, 2010), (Hossain & Tarmizi, 2013) and (Remillard, 2015) that co-operative
learning enhances the students‟ academic achievement in mathematics. So it should be
deployed while teaching mathematics so the students‟ achievement in math could be
maximized.

CONCLUSIONS
It is concluded through the results of this study that the students taught by the
cooperative learning showed higher performance/ achievement in math than those
students taught by the traditional method. So, it is proved through the results that
cooperative learning enhances the students‟ academic achievement in mathematics. As
cooperative learning brings many advantages like maximum class involvement, good
educational results, so it should be deployed while teaching mathematics so the students‟
achievement in math could be maximize.
 352 Cooperative Learning: Effects on Mathematics Students‟ Achievement …

REFERENCES
1. Anderson, S.A. (2003). The effect of cooperative learning on the mathematical
achievement of fifth grade students. (Unpublished Thesis of Master of Science in
teaching) Rowan University.
2. Casas, M. (2006). Implementing constructivist web-based learning and determining
its effectiveness on a teacher preparation course. The Journal of Educators
Online, 3(2), 1-17.
3. Emmer, E.T. and Gerwels, M.C. (2002). Cooperative learning in elementary
classrooms: Teaching practices and lesson characteristics. The Elementary School
Journal, 103(1), 75-91.
4. Gillies, R., Ashman, A. and Terwel, J. (2008). The Teacher's Role in Implementing
Cooperative Learning in the Classroom. Computer Supported Collaborative Learning
Series. Vol. 8, 2008, New York: Springer.
5. Hossain, A. and Tarmizi, R.A. (2013). Effects of cooperative learning on students‟
achievement and attitudes in secondary mathematics. Procedia - Social and
Behavioral Sciences, 93, 473-477.
6. Johnson, D.W. and Johnson, R. (1989). Cooperation and competition: Theory and
research. Edina, MN: Interaction Book Co.
7. Kagan, S. (1994). Cooperative Learning. San Clemente, CA: Resources for Teachers,
Inc.
8. Melihan, U. and Sirri, A. (2011). The effect of cooperative learning method on the
students‟ success and recall levels of the 8th grade students learning in permutation
and probability subject. Journal of Kirsehir Education Faculty, 12, 1-16.
9. Remillard, H.A. (2015). The effect of cooperative learning on middle school math
students. (Unpublished Master‟s Thesis) Heritage University.
10. Government of Pakistan (2009). Vision 2030, Planning Commission of Pakistan,
Islamabad.
11. Woodard, T. (2004). The Effects of Math Anxiety on Post-Secondary Developmental
Students as Related to Achievement, Gender, and Age. Inquiry, 9(1), 1-5.
12. Woolfolk, A. (2004). Educational Psychology, Prentice Hall.
13. Zakaria, E., Chin, L.C. and Daud, M.Y. (2010). The effects of cooperative learning on
students‟ mathematics achievement and attitude towards mathematics. Journal of
Social Sciences, 6(2), 272-275.
14. Zakaria, E. and Iksan, Z. (2007). Promoting cooperative learning in science and
mathematics education: A Malaysia perspective. Eurasia Journal of Mathematics,
Science & Technology Education, 3, 35-39.

View publication stats