Effect of Reciprocal Cooperative Learning Strategy on Senior Secondary School Students’ Academic Performance in Mathematics in Taraba State, Nigeria

Abstract

This study investigated the Effect of Reciprocal Cooperative Learning Strategy on Secondary School Students’ Academic Performance in Mathematics in Taraba State, Nigeria. The research was guided by two objectives, two research questions and two hypotheses, using a quasi-experimental research design. The area of study was in Taraba state. The population comprised 96,170 Senior Secondary School Students’ in Taraba State (55,027 males and 41,143 females). A sample of 172 SSS II students were sampled using simple random sampling techniques. The classes were assigned to experimental and control groups using simple random sampling techniques. Eighty-three (83) were assigned to Experimental group out of which (42 males and 41 females) and Eighty-nine (89) were assigned to Control group out of which (44 males and 45 females) using simple random sampling techniques. The instrument used for data collection was the Students’ Mathematics Performance Test (SMPT). The instrument was validated by four experts one secondary school teacher from Girei, and one from physical science education department of the Modibo Adama University, Yola and two from mathematics department of the Modibo Adama University,Yola. The student mathematics performance test items were subjected to trial testing to ascertain the reliability of the instrument using Kuder Richardson-21, the reliability coefficient of 0.87 was obtained. Data were analyzed using descriptive statistics of mean and standard deviation to analyze the research questions, and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that there was significant difference in the mean academic performance scores of students taught mathematics using Reciprocal cooperative learning strategy and those taught using conventional method F (1,169 = 84.539; P < 0.05). In favour of Reciprocal Cooperative Learning Strategy. However, the finding revealed that there was no significant mean difference in the performance scores of male and female students taught mathematics using Reciprocal cooperative learning strategy F (1,80 = 0.063; P > 0.05). Based on the findings of this study, it was recommended that teacher should be encouraged to adopt Reciprocal learning strategy in teaching and learning of mathematics, and government should also embark on training of mathematics teachers on how to use Reciprocal Cooperative learning strategy as mode of teaching to ensure high performance of students irrespective of gender.