International Journal of Academic Research in Business and Social Sciences

2017, Vol. 7, No. 3

ISSN: 2222-6990

Cooperative Learning in Mathematics Education

Liew Lee Chan, Noraini Idris
Faculty of Science and Mathematics, Sultan Idris Education University,
35900 Tanjung Malim, Perak, Malaysia
Email: [email protected]

DOI: 10.6007/IJARBSS/v7-i3/2757 URL: http://dx.doi.org/10.6007/IJARBSS/v7-i3/2757

Abstract
Cooperative learning is a teaching strategy that encourages students to assist each other in a
small group to achieve a common goal. Through cooperative learning methods, each student in
the group responsible to share opinion and work together to solve the mathematical problem.
The aim of this study is to examine cooperative learning method in Student Teams Achievement
Division (STAD) model to assist students to excel in Mathematics. The research methodology
used for this study is systematic review on current cooperative learning (CL) in teaching of
Mathematics. First, this paper starts with concept of cooperative learning. Next, the STAD
model and cooperative learning in Mathematics are also highlighted in the paper. Finally, the
findings of 12 studies of cooperative learning methods in the classroom were discussed in this
study. It is hoped that this study will be able to shade some light on the implementation of
cooperative learning in Mathematics education.
Keywords: Cooperative learning, STAD, Mathematics Education, Teaching Strategy, Group

INTRODUCTION

To ensure effective teaching takes place, an educator should have a deep understanding of the
learning processes, recognise the factors that affects the students’ motivation and identify the
characteristics of students who are developing at different rates (Noraini, 2005). According to
Hansen dan Zweng (1984), two important concepts must be considered to create an effective
process of teaching and learning of Mathematics. The first concept is to understand that a
Mathematics lesson is a fun process and their second concept states that the process of
learning should be student-centred (Lambert, Pugalee & Johnson, 2013; Millis, 2012; Polly,
McGee,Wang, Van de Walle, Karp & Williams, 2007; Zakaria & Iksan, 2007).

In order to achieve the aim of teaching and learning, the strategy of teaching and
learning in classrooms should be changed from teaching Mathematics by explaining to teaching
the same subject by making use of various strategies and approaches. Researches have been
carried out locally and worldwide to identify the suitable approaches and techniques to be
practised in classrooms. As a result, the cooperative learning approach was introduced.
Cooperative learning is a student-centred learning style, whereby the students carry out
activities in groups. Group members will interact with each other to achieve their

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groupmates’and their personal lesson objectives (Felder & Brent, 2007; Li, 2013; McCafferty,
Jacobs & Iddings, 2006).

PROBLEM STATEMENT
In this challenging globalized world, the utilization of Mathematics attracts attention. The role
of Mathematics is not only limited to counting, but it also involves processing data, simulations,
communication and decision making. However, the decline of students’ performance in
Mathematics is one of the issues that are being discussed widely.

A research by Trends in International Mathematics and Science Study (TIMSS) in 2007

shows that the performance in Mathematics in declining everywhere around the world,
including Malaysia. Only a few countries scored more than the average score in TIMSS’s scale
which is 500, while a majority of the countries scored below 500 (Olson, Martin, Mullis, Foy,
Erberber & Preuschoff, 2007). According to Malaysia Education Blueprint 2013-2015 (2013),
Malaysia participated in PISA’s assessment for the first time in 2009. Malaysia’s performance in
Mathematics, Reading and Science is categorised in the lowest third from 74 countries. Almost
64% of the students under 15 years old failed to achieve the minimum benchmark in
Mathematics which to acquire the basic skills that are needed by students to apply their
knowledge in daily lives.

The poor performance in Mathematics is caused by several factors. According to Noraini

(2006), one of the main reasons that lead to the poor performance in Mathematics is because
the students assume that Mathematics is boring and difficult to master. Moreover, most of the
students in Malaysia are passive in the process of learning and the teachers have to plan group
activities to encourage discussion among students in the classroom. Chacko (1999) compared
the learning of Mathematics between students in America and students in Malaysia. He claimed
that Malaysian students learn facts by memorizing and that causes them to fail to think deeply.
Learning by memorizing and conventional learning will create students who are good at
counting. However, they will not understand the concept of Mathematics and will not be able
to apply the concept or skills of Mathematics in solving daily problems. In such, students
become passive recipient of knowledge and resort to rote learning (Zakaria, Iksan, 2007).

Therefore, teachers should use effective teaching methods to increase the students’
understanding and mastery of Mathematics. Previous researches proved that the application of
co-operative learning is not only able to improve the students’ performances, but it is also
capable of increasing the social and interaction skills (Zakaria, Iksan, 2007) between students
and teacher. Apart from that, cooperative learning encourages students to think critically, and
at the same time boosts the students’ confidence and instills mutual respect in the classroom
(Artzt & Newman, 1997; Slavin, 1995). The importance of cooperative learning should not be
overlooked. Thus, researches should be carried out to fully utilize cooperative learning in the
process of teaching and learning of Mathematics in Malaysia.

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LITERATURE REVIEW
The Concepts of Cooperative Learning
Cooperative Learning (CL) is defined as a learning process that requires students to work and
learn together. They are expected to be responsible not only towards their own learning, but
also towards the learning of their friends. The practice of cooperative learning gives
acknowledgements or rewards to make sure the students have fun learning. In addition,
cooperative learning motivates students. This is similar to the idea of the behaviorism theory
which agrees that rewards and certificates given by a teacher motivates the students to learn
(Cohen, 1994; Johnson, Johnson and Anderson, 1976; Slavin, 1990). According to Juriah Long
(2010), cooperative learning changes the conventional approach by stimulating the students’
thinking ability and higher order thinking skills. Juriah also added that cooperative learning
requires students to voice out their opinion and generate ideas to obtain ideas relevant to the
topic that is being learnt. This approach is also effective in creating students who learn actively
and it indirectly increases the students’ confidence and the effectiveness of the learning
process.

STAD Model
Students Team Achievement Division (STAD) is a technique in cooperative learning that was
introduces by Slavin (1990). Slavin conducted a research and went through intensive training
using this approach in John Hipokins University. STAD is a continuous teaching structure which
covers the beginning of the lesson until the very end of the lesson. According to Slavin, STAD is
one of CL’s models which is suitable for teaching and learning Mathematics because this model
is perfect for subjects in which the questions will produce only one correct answer.
Most of the researches involving this approach (Conring, 2009; Esmonde, 2009;
Mohammed Shafiuddin, 2010; Sin, 2006; Slavin, Madden & Leavey, 1984) indicate that STAD is
able to improve students’ performance and it leaves a positive impact on the students’
learning. Apart from that, the structure of the activities that utilizes this approach is brief, direct
and easily understood. Wahyuni and Abadi (2014) found out that STAD is more effective
compared to Think Pair Share (TPS) in terms of tertiary students’ competence, mathematical
communicative ability and mathematical thinking.
Cooperative learning’s STAD model is an approach that prioritizes interaction among
group members and their willingness to help each other to achieve their group’s and their own
learning objectives. The STAD model is not the same with the regular class activities. It requires
the students to be responsible upon their achievement and assessments are done individually.
Apart from that, the STAD model gives students the opportunity cooperates with other
students. Students will depend on each other in a positive way and they will be able master the
lesson taught.

Cooperative Learning in Mathematics

Lasvani and Khandan (2011) stated that suitable teaching techniques should be restudied to
create an effective Mathematics teaching and learning session. Malaysia’s Ministry of Education
(2002) stressed that teaching and learning activities planned by educators must encourage

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students’ involvement, stimulate the students’ thinking, consider their learning style and the
multiple intelligence among the students. The technique of teaching Mathematics in a wider
context together with the affective objectives are one of the ways to focus on the relationship
between aim, attitude and learning (Sundre, Barry, Gynnild & Ostgard, 2012). Ifamuyiwaa and
Akinsola (2008), on the other hand stated that Mathematical knowledge is not only limited to
encourage students to count logically and accurately, and to sort out facts systematically, but, it
should also be able to help students to think to solve their problems. Thus, Cooperative
learning is recognized as an effective method of teaching Mathematics by fulfilling the criteria
mentioned above (Koh, Choy, Lai, Khaw & Seah, 2008).
Besides that, another vital aspect for a student to compete in today’s world is their ability
to think and solve problems. Studies indicate that the application of cooperative learning
increases students’ skills in solving complex Mathematical problems which involves dynamic
interaction between cognitive and metacognitive (Dees, 1991; Qin; 1993). This method is also a
simple learning approach which is able to create a collaborative learning environment which
involves learning in groups and each group member contribute to achieve their target together
(Ifamuyiwaa & Akinsola, 2008; Meor Ibrahim Kamaruddin & Nurul Amira Ahmad, 2010; Slavin,
1990). Learning in groups and interaction among students during a Mathematics lesson were
recommended long time ago by Ahmadi (2000) ; Artzt dan Newmann (1997); National Council
for Teachers of Mathematics (1989); Noraini (2006), Robertson, Davidson and Dees (1994).

The STAD is a commonly used Cooperative learning approach to promote effective

learning of Mathematics. Previous studies proved that the STAD model is one of the effective
Cooperative learning approaches used to improve students’ academic performance in
Mathematics. This approach also leaves a positive impact towards the perception of learning
and students’ attitude (Esmonde, 2009; Johnson & Johnson, 2008; Lee, 1999; Slavin, 1990;
Whicker et al, 1997; Williams, 1988). On the contrary, the conventional or traditional approach
that has been used so far could not affect the students’ achievement because the skills and the
knowledge of each student differ (Conring, 2009; Noraini, 2005). Previous researches imply that
cooperative learning through the STAD model is an effective approach to increase the students’
cognitive and affective abilities especially in Mathematics.

METHODOLOGY
The systematic review method was used in this study. The main focus of this study is to obtain
the necessary information regarding the use cooperative learning in Mathematics by utilizing
the STAD model. The sources of references of this study include theses from the libraries,
electronic theses and electronic journals obtained from various sources like Springer Link,
ProQuest, Elsevier and Google Scholar. The sources of references were published between
2006 and 2016. The keywords searched are “cooperative learning”, “mathematical education”
and “STAD model”. 36 articles were found. However, only 12 articles were selected as the 12
articles extremely relevant to this research. Among the 12 articles, four of them are related
cooperative learning in Mathematics, whereas nine of the articles focus more on the main idea
of the research itself which is cooperative learning in Mathematics by utilizing the STAD model.
The data collected through the researches are divided into four focuses, which are 1) The
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Increase of Students’ Performance in Mathematics, 2) Positive Attitude towards Mathematics,

3) Increase the students’ confidence in Mathematics and 4) Positive Attitude among Students.

RESULTS AND FINDINGS

Research Pertaining Cooperative Learning
Cooperative learning is one of the techniques that managed to attract many researchers’
attention locally and globally. The effectiveness of the practice of cooperative learning is the
main research focus of researchers. Plenty of researchers were conducted in Western countries
because they had been implementing the cooperative learning technique in their education
system for quite a while now. However, in Malaysia, the research on cooperative learning is not
that popular considering that this technique is not widely used in this nation. The research on
cooperative learning has been carried out since 1990s in Malaysia (Nor Azizah & Chong, 2000).
Despite this, some efforts were made to study the implementation and accomplishments of
cooperative learning in our country. This study analyzed the results of 12 researches carried
out in Malaysia and overseas which focused on the effects of the implementation cooperative
learning from 2006 until 2016.

Table 1 shows that the results of six previous researches agree that cooperative learning
could improve students’ performance in Mathematics. Sin (2006) conducted a research on 60
Form 1 students by using cooperative learning’s STAD model in teaching Mathematics. The
research proved that the students perform better when they are taught using the cooperative
learning approach compared to the conventional learning approach.

Tarim dan Akdeniz (2008) conducted a research on seven Year 4 classes, whereby two
classes were taught using the cooperative model’s Team Assisted Individualization (TAI),
another two classes were taught using the cooperative model’s STAD method and the
remaining three classes were taught using the conventional method. It is found that there is an
improvement in the students’ performance in Mathematics in the experimental group
compared to the students in the controlled group. The research conducted by Teoh, Toh and
Nor Azilah (2010) which focuses on the integration of cooperative learning strategy, mastery
learning and interactive multimedia proved that there is an improvement in the academic
performance in the topic Matrix.

Zakaria, Chin and Daud (2010) conducted a research on two form 1 classes in Miri,
Sarawak. The findings of the research suggest that the cooperative learning technique improves
the students’ performance in Mathematics. The research carried out by Awofala, Fatade and
Ola-Oluwa (2012) which utilized the combination the STAD and TGT approaches found out that
there is a significant difference in the Nigerian secondary school students’ performance in
Mathematics. Wong (2014) proved that cooperative model’s STAD succeeded in improving
Form 2 students’ mastery of the chapter ’Direct Numbers’.

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Table 1: Findings on Improvement Performance in Cooperative Learning Mathematics

No. Title Reference Author Year Focus

1 STAD model cooperative learning Thesis, Faculty Sin Chow Lai 2006 Improving
for form 1 student In the Topic Science, Open academic
"negative numbers". University performance and
Malaysia. Positive attitude
towards
Mathematics

2 The effects of cooperative learning Journal Tarim and 2008 Improving

on Turkish elementary students’ Educational Akdeniz academic
mathematics achievement and Studies in performance
attitude towards mathematics Mathematics
using TAI and STAD methods

3 Effect of an interactive courseware Journal of Teoh, Toh 2010 Improving

in the learning of matrices Educational and Nor academic
Technology & Azilah, performance
Society

4 The Effects of Cooperative Learning Journal of Zakaria, Chin 2010 Improving

on Students’ Mathematics Social and Daud academic
Achievement and Attitude towards Sciences performance and
Mathematics. Positive attitude
towards
Mathematics

5 Achievement in cooperative versus International Awofala, 2012 Improving

individualistic goal-structured Journal of Fatade and academic
Junior Secondary School Mathematics Ola-Oluwa performance
Mathematics Classrooms in Trends and
Nigeria. Technology

6 Effects of Cooperative Learning Thesis, Sultan Wong 2014 Improving

(STAD) On Learning Mathematics in Idris academic
Secondary School Students Education performance
University

The results of the four researches illustrated in Table 2 show that students tend to display a
more positive attitude when they learn Mathematics through cooperative learning. The

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research conducted by Sin (2006) proved that cooperative learning’s STAD helped to improve
the Form 1 students’ performance in the topic Negative Numbers. 90% of the students in the
experiment group prefer cooperative learning’s STAD because it is fun and 87% of them
realized that they are able to solve mathematical problems involving negative number more
easily after they were taught using cooperative learning’s STAD model.

Zaitun (2001) as cited in Effandi Zakaria and Zanaton Iksan (2009) studied the effects of
cooperative learning using the STAD model. The results indicate that there is a positive attitude
towards Mathematics, whereby most students have a positive perception towards the STAD
model. The findings of Zakaria, Chin and Daud (2010) research showed that cooperative
learning could instill a positive attitude among students towards the learning of Mathematics.
This is due to the fact that students could help each other during group activities to solve
mathematical problems. This indirectly changes the students’ attitude towards learning
Mathematics. The research conducted by Zainun, Zainaton and Norziah (2013) identified the
effects of cooperative learning by using the STAD model on the attitude of students toward the
learning of Mathematics. Overall, 95% of students had a positive perspective in learning
through cooperative learning’s STAD model.

Table 2: Findings Cooperative Learning about Positive Attitude towards Mathematics Students.

No. Title Reference Author Year Focus

1 STAD model cooperative Thesis, Sin Chow Lai 2006 Positive attitude
learning for form 1 student Faculty towards
In the Topic "negative Science, Open Mathematics and
number". University Improving
Malaysia. academic
performance

2 Promoting cooperative Eurasia Zaitun as 2009 Positive attitude

learning in science and Journal of cited in towards
mathematics education: A Mathematics, Effandi Mathematics
Malaysian perspective Science & Zakaria and
Technology Zanaton
Education Iksan

3 The Effects of Cooperative Journal of Zakaria, 2010 Improving

Learning on Students’ Social Chin and academic
Mathematics Achievement Sciences Daud performance
and Attitude towards
Mathematics. Positive attitude
towards
Mathematics

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4 The Effects of Cooperative Journal of Zainun, 2013 Positive attitude

Learning Model STAD On Mathematics Zainaton towards
Attitude towards Education and Norziah Mathematics
Mathematics

Table 3 shows four research findings which indicate that cooperative learning in Mathematics
could produce students with positive attitude. Findings from the research done by Curtis (2006)
on cooperative learning shows that the anxiety of students towards learning Mathematics
decreased because they got along with this teaching technique. Cooperative learning could be
implemented in pre-schools to teach Mathematics (Artut, 2009). Artut found that children tend
to cooperate, share, and listen to the teachers’ instructions better after they were introduced
to cooperative learning. They are also found to be more responsible.

Oluwasanmi (2012) proved through his research that in cooperative learning, students
are more motivated to learn. They also tend to possess a higher self-esteem and they are less
worried in learning Mathematics. Moreover, the findings of the Prabowo and Sunaryo (2015)
research show that the practice of cooperative learning’s STAD model in Curriculum Analysis
and Mathematics Learning Material (I) course using STAD, improves students’ participation in
the lesson and they tend to be more active in group activities.

Table 3: Findings Cooperative Learning about Positive Attitude Among Students.

No. Title Reference Author Year Focus

1 Improving student’s attitudes: Tesis PhD, Curtis 2006 Show a positive

A study of a mathematics Kanses State attitude among
curriculum innovation University students

Boosting
students'
confidence in
Mathematics

2 Experimental evaluation of International Artut 2009 Show a positive

the effects of cooperative Journal of attitude among
learning on kindergarten Educational students
children’s mathematics ability Research

3 Achievement, anxiety, self- Tesis Sarjana, Oluwasanmi 2012 Show a positive

concept and motivation University of attitude among
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among college algebra New Mexico students

students within a cooperative
learning structure

4 Improving Active Participant Journal Prabowo and 2015 Actively involved

of Student on Curriculum Mathematics Sunaryo (positive
Analysis and Mathematics Education attitude) in the
Learning Material (I) Courses AlphaMath, group
Using Cooperative Learning
Model Type Students Team-
Achievement Division (STAD).

As showed in Table 4, a previous research concluded that the students’ confidence increases
with the implementation of cooperative learning in classrooms. Curtis (2006) found that
cooperative learning boosts the students’ confidence in Mathematics because they are more
confident in solving mathematical problems.

Table 4: Findings Cooperative Learning of Increasing Confidence Students in Mathematics.

No. Title Reference Author Year Focus

1 Improving student’s attitudes: Tesis PhD, Curtis 2006 Boosting

A study of a mathematics Kanses State students'
curriculum innovation University confidence in
Mathematics

Show a positive
attitude among
students

In conclusion, the previous researches support that the utilization cooperative learning leaves a
more positive impact in terms of affectivity and the performance of students compared to the
application of traditional learning. Researches to date consistently prove that cooperative
learning is capable of improving academic performance, creating a more conducive learning
environment and improving students’ self-esteem. Moreover, cooperative learning also
improves students’ self-confidence and soft skills.

DISCUSSION

The previous researches discussed above do not show any obvious advantages for the
implementation of continuous traditional learning. Cooperative learning’s STAD model
improves students’ cooperation with the teacher. It also consistently improves the students
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performance and problem-solving ability. It is hoped that the exposure to cooperative learning
not only assists students to solve complex mathematical problems, but also helps them in their
challenging daily lives.

However, it should be noted that Mathematics teachers would go through plenty of

challenges in implementing cooperative learning in classrooms. For instance, teachers should
prepare more teaching materials. They also require more time to adapt themselves to the new
technique. Moreover, some teachers might not have the necessary skills to conduct group
activities. According to Zakaria and Ikhsan (2007), these problems could be solved by carrying
out intensive courses for in-service teachers. Apart from that, it is hoped that the Ministry of
Education will plan and provide cooperative learning modules to reduce the teachers’ burden
and aid creative teachers who are willing to use this method in the process of teaching and
learning Mathematics.

Previous researches also clearly prove that cooperative learning leaves a positive impact
in terms of affectivity and students’ performance compared to the conventional method. The
finding of these researches should be benefitted in the teaching and learning in Malaysia.
Generally, students in Malaysia are more conservative. They find it difficult to voice out their
opinion and interact actively in their class. It is hoped that with the practice of cooperative
learning, students’ cognition could be improved besides transforming Mathematics as a subject
that catches the interest of students.

The results of studied related to cooperative learning should be spread to all schools in
Malaysia to encourage Mathematics teachers to utilize this teaching approach. An effort that
could be done to increase the quality of the Mathematics teachers’ lessons is by conducting
staff developmental programs which focus on the criteria that must be fulfilled by the teachers’
lessons. The analysis of the researches should be studied before conducting the program. These
programs should emphasize on hands-on activities and tutorials. Even though, cooperative
learning could not overcome all the problems faced in the teaching and learning of
Mathematics, it could not be denied that cooperative learning is a great alternative to the
traditional learning method.

CONCLUSION

Cooperative learning is not a new technique in teaching and learning according to the previous
researches. Cooperative learning is proved to benefit the students, especially in the mastery of
a skill in Mathematics. Cooperative learning is a proven learning technique which is capable of
leaving positive impacts among teachers and students to improve the students’ academic
performance in Mathematics. Cooperative learning should be practised by Mathematics
teachers in schools and it should be accepted as a major learning technique in Mathematics to
produce students who are excellent in academics. It could also benefit students in their
challenging daily lives.

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Acknowledgement
The authors acknowledge the Niche Research Grant Scheme (NRGS), Sultan Idris Education
University (2014-00001-107-82-0) for the completion of this article.

Corresponding Author
Name: Liew Lee Chan,
Phone No: 013-3712359,
Country: Malaysia,
Email Address: [email protected],

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