ABSTRACT

The study examined the effect of cooperative and problem-based learning teaching methods on the academic achievement and retention of students in Mathematics in Plateau State. Nine research questions were raised and nine null hypotheses were formulated for the study. The study adopted the quasi-experimental research design, specifically the pretest posttest control group design. The study has two experimental groups and one control group. The experimental groups were the cooperative learning (CL) and the problem based learning (PBL) groups; while the control group was the Conventional/lecture method group. The population of the study is 3007 JS2 students made up of 1353 males and 1654 females registered in the 23 public secondary schools in Jos North LGA of Plateau State. A total 130 JS 2 students made up the sample which was the number of students from the three (3) schools used for the study that completed the study. A researcher- developed Mathematics Achievement Pretest Posttest and Retention Test (MAPPR) was used to collect data for the study. The MAPPR was validated by three experts in Measurement and Evaluation, two of the experts were from the University of Jos while one of them was from Michael Okpara University of Agriculture, Umudike. The Kuder-Richardson Reliability (KR-21) was established for the multiple choice and essay parts of the MAPPR. The KR-21 reliability values were 0.79 and 0.72 for the multiple choice and essay parts respectively. The high reliability values equally lend credence to the validity of the MAPPR. Data obtained for the study were analyzed using the mean, standard deviation, ANOVA and ANCOVA. All the hypotheses were tested at 0.05 level of significance. The study found that the students in the CL, PBL and Conventional groups were below average in their performances in Mathematics before the treatment; also male and female students did not differ in their achievements in mathematics prior to exposure to the CL and the PBL Instructional strategies. Cognitive ability was found not to be significant in academic achievement in mathematics in the CL and the PBL groups. The mean retention scores of male students in the CL, PBL and Conventional groups were higher than their female counterparts in Mathematics. Comparatively, students taught with the CL teaching method had higher achievement and retention scores than those taught with the conventional instructional strategy. The study recommended that cooperative learning should be used alongside the problem-based learning method in the teaching and learning of Mathematics as they were found effective in improving students’ academic achievement and retention in mathematics. Also, mathematics curriculum designers should conduct training for mathematics teachers on the use of cooperative learning and problem based learning methods in the teaching of mathematics since they have been found effective in enhancing academic achievements and retention in mathematics.