INFLUENCE OF COOPERATIVE LEARNING INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND SELF CONCEPT IN MATHEMATICS IN BAUCHI

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INFLUENCE OF COOPERATIVE LEARNING INSTRUCTION ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND SELF CONCEPT IN MATHEMATICS IN BAUCHI

Abstract:

This research investigates the impact of cooperative learning instruction on the academic achievement and self-concept of secondary school students in mathematics within the context of Bauchi, Nigeria. The study employs a quasi-experimental design, utilizing both quantitative and qualitative research methods to assess the effects of cooperative learning strategies on students’ mathematical performance and self-perception.

The research focuses on a diverse sample of secondary school students in Bauchi, with particular attention to variations in achievement levels and self-concept before and after the implementation of cooperative learning methodologies. Through pre- and post-intervention assessments, surveys, and interviews, the study aims to provide insights into the potential benefits and challenges associated with incorporating cooperative learning into the mathematics curriculum.

Findings from this research are expected to contribute to the existing body of knowledge on effective teaching strategies, specifically in the context of mathematics education. The outcomes will inform educators, policymakers, and curriculum developers on the potential of cooperative learning as a tool for improving both academic achievement and students’ self-concept in mathematics, ultimately enhancing the overall quality of secondary education in Bauchi and similar educational settings.

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