The Effects Of Cooperative Learning On Motivation And Performance Of Grade 11 Higher Level Mathematics Learners In The Oshana Education Region

ABSTRACT

The national Grade 12 Mathematics results have been poor over the years since independence. Recent studies on factors contributing to poor results in Mathematics pointed to ineffective teaching methods, insufficient resources and learners‟ low motivation to study. This study sought to determine the effects of cooperative learning on the performance and motivation of the Grade 11 learners doing Mathematics on higher level in the Oshana education region. The study used a quasi-experimental design. Two Grade 11 classes (each comprising 31 learners) doing Mathematics on a higher level from one school in the Oshana region were purposefully selected; one as a control group and the other as an experimental group. Motivation was measured using a modified Fennema-Sherman Attitude Scale, and concentrated on three subscales; Usefulness of Mathematics, Confidence in Mathematics and Effectance Motivation in Mathematics. The instruments used to measure the performance in Mathematics were a pre-test and post test. Prior to collection of the data, a pilot study was carried out in a different school to gather information on the appropriateness of the instruments and other administrative logistics, in order to improve the quality and efficiency of the study instruments (Lancaster, Dodd, & Williamson, 2004).