The Effect of Using the Cooperative Learning Strategy on Achievement in Division Concepts in Mathematics Among Third-Grade Students
Authors
Iman Rasmi Abed, Saja Falah Al-Bataineh, Sara Omar Al-Afeef, Aya Ahmad Qdisat, Aya Omar Jalham , Amani Abd Al-Kareem NaamnehFiles
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Journal
Published in Vol. 4 No. 2 (2025) of International Journal of Psychological and Educational Research.
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The International Journal of Psychological and Educational Research welcomes all researchers in the field of its scientific and research interest, and invites them to make a distinguished contribution to the production of knowledge in all its forms, aspects and trends, and to develop research in line with the development of the times and its technical progress, and in line with the goals of the journal, its mission and vision.
About the JournalAbstract
This study aimed to investigate the effect of using the cooperative learning strategy on achievement in division concepts in mathematics among third-grade students. A quasi-experimental design was applied to two groups: an experimental group taught using the cooperative learning strategy, and a control group taught using the traditional method. The study sample consisted of 20 female students, with 10 students in each group. A post-test, graded out of 20 points, were administered to measure improvement in mastering division concepts. The statistical analysis results revealed statistically significant differences in the mean post-test scores between the two groups, in favor of the experimental group, indicating the effectiveness of the cooperative learning strategy in enhancing mathematical understanding and overcoming difficulties in learning division among elementary students. The study recommended the necessity of employing active learning strategies, particularly cooperative learning, in teaching mathematics in the first three grades, and training teachers to implement these strategies effectively within the classroom environment.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
