Exploring the Effectiveness of Cooperative Learning Strategies in Secondary Mathematics Education in Southern Taraba: A Case Study Using Polyas' Problem-Solving Method

Abstract

This research evaluates the effectiveness of the cooperative learning approach and using Polyas Problem-solving method in improving mathematics achievement among secondary school students in southern Taraba. Recognizing the link between literacy rates and national development, and the challenges posed by traditional teaching methods, this study specifically examines its impact on 10 selected Government secondary schools and 5selected private secondary schools all in southern Taraba . A quasi-experimental design was employed, with fifty (50) randomly selected students allocated to either a cooperative learning group (Group A) or a control group (Group B). Mathematics achievement was measured using pre- and post-tests. Data analysis involved calculating the mean and standard deviation of pre-test scores for both groups, and the mean, standard deviation, and pooled standard deviation of post-test scores. Independent and paired t-tests were used to determine significant differences in achievement. Pre-test scores indicated similar initial mathematics proficiency between the groups (mean = 30.64, with standard deviations of 7.12 and 5.79 for Group A and B respectively). Post-test results revealed that Group A, which utilized cooperative learning, achieved higher scores than Group B. These findings suggest that the cooperative learning approach is a promising strategy for enhancing mathematics learning at the secondary level in southern Taraba, potentially overcoming the limitations of traditional pedagogical approaches that may contribute to student disinterest and lower achievement.