International Journal of Education and Management Studies

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Effects of Problem-Solving and Cooperative Learning in Mathematics on Students' Higher Levels of Cognitive Learning Domains: The Case of High School Students, Awi-Zone, Ethiopia


Affiliations
1 Department of Mathematics, Science College, Bahir Dar University, Ethiopia
2 Department of Curriculum, Education and Behavioral College, Bahir Dar University, Ethiopia
3 Department of Mathematics ,Science College Bahir Dar University, Ethiopia
     

   Subscribe/Renew Journal


The purpose of this study was to look into students' higher-level reasoning skills in a high school mathematics class through cooperative problem-solving learning activities. The participants were fifty-five students in the experimental group and fifty-five students in the control group. The study included a pretest to find out students' reasoning skills before the new teaching strategy. The experimental group encountered cooperative problemsolving learning and higher-level questions over six-weeks period. The changes were directed at helping them reach higher levels of Bloom's Taxonomy. The control group received conventional teaching style. At the end of the six weeks, students in both groups were given a post-test to find out if they could answer higher-level questions. Analysis of paired t-test was employed to determine the results, which were substantial and establishing that the experimental group achieved at higher levels of Bloom's Taxonomy than the control group. It is recommended for schools to incorporate the higher levels of Bloom's Taxonomy on a more frequent basis so that students will improve higher reasoning skills.

Keywords

Bloom's Taxonomy, Cooperative Learning, Problem-Solving, Traditional Methods.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Bell, J., & Fogler, H. (1995). The investigation and application of virtual reality as an educational tool. Retrieved August 10, 2005, from http://www.vrupl.evl.uic.edu/ vrichel/Papers/aseepap2.pdf

  • Bloom, B. (1956). Bloom's taxonomy of measurable verbs. Verbs that demonstrate Critical Thinking.

  • Cotton, K. (1988). Classroom questioning. Retrieved Oct 14, 2005, from Questioning.pdf

  • Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52. https://doi.Org/10.1016/j.tsc.2013.12.004

  • Dewey, J. (1859-1952). Constructivism (learning theory). https://education.stateuni versity.com

  • Eison, J. (2006). Learning to use questions and using questions to leam. Retrieved January 15,2006, from.

  • Ernest, P. (1992). Social constructivism as a philosophy of mathematics: Radical constructivism rehabilitated? Retrieved from http/www. ex.ac.uk/

  • Evan, R , & Lappin, G. (1994). Constructing meaningful understanding of mathematics content. InD. Aichele and A. Coxford (Eds.), Professional development for teachers of mathematics (pp. 128-143). Reston, Virginia: NCTM.

  • Esan, F. (2015). Cooperative problem-solving strategy and students' learning outcomes in algebraic word problems: A Nigerian case, doi: 10.20533/iji.l742.4712.2015.0116

  • Fell, E.V., & Lukianova, N.A. (2015). British universities: International students' alleged lack of critical thinking. Procedia-Social and Behavioral Sciences, 215,2-8. https://doi.Org/10.1016/j.sbspro.2015.ll.565

  • Florea, N. M., & Hurjui, E. (2015). Critical thinking in elementary school children. Procedia-Social and Behavioral Sciences, ISO, 565-572. https://doi.org/10.1016/j.s bspro.2015.02.161

  • Gegen, S.E. (2003). The effects of higher-level questioning in a high school mathematics classroom. Master's thesis, Wichita University.

  • Haghparast, M., Nasaruddin, F. H., & Abdullah, N. (2014). Cultivating critical thinking through e-leaming environment and tools: A review. Procedia-Social and Behavioral Sciences, 129,527-535. https://doi.Org/10.1016/j.sbspro.2014.03.710

  • Huitt, W. (2004). Bloom et al.'s taxonomy of the cognitive domain. Educational Psychology Interactive, Retrieved August 12, 2005, from .

  • Jones, G. (1996). The constructivist leader. In J. Rhoton and P. Bower (Eds.), Issues in science education (pp. 140-141). USA: National Science Teachers Association.

  • Mugenda, O., & Mugenda, A.G. (2003). Research methods: Quantitative and qualitative approaches. Nairobi, Kenya: Acts Press, ISBN 9966411070.

  • McCarthy, P., Sithole, A., McCarthy, P., Cho, J., & Jyan, E. (2016).’Teacherquestioning strategies in mathematical classroom discourse: A case study of two grade eight teachers in Tennessee, USA. Published 2016.

  • Piaget, J. (1896-1980). Piaget's constructivism. Papert's Constructionism: What's the difference?

  • Piscopo, S. (2019). Questioning Strategies that invite math participation. Retrieved March 13.

  • Poore, S. (2008). Cooperative learning in relation to problem solving in the mathematics classroom. Action Research Projects. 44. https://digitalcommons.unl.edu/math midactionresearch/44

  • Shahrill, M. (2013). Review of effective teacher questioning in mathematics classrooms. International Journal of Humanities and Social Science, 75(17), 224231.

  • Von Glasersfeld, E. (1990). An exposition of constructivism: Why some like it radical. In R.B. Davis, C.A. Maher, and N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp 19-29). Reston, Virginia: National Council of Teachers of Mathematics.

  • Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: HarvardUniversity Press.

  • Zakaria, E. L. C. C., & M. Y. D. (2010). The effects of cooperative learning on students' mathematics achievement and attitude towards mathematics Effandi Zakaria, Lu Chung Chin and Md. Yusoff Daud Department of Methodology and Educational Practice, Faculty of Education, University Kebangsa. Journal of Social Sciences, 5(2), 272-275.


Abstract Views: 222

PDF Views: 0




  • Effects of Problem-Solving and Cooperative Learning in Mathematics on Students' Higher Levels of Cognitive Learning Domains: The Case of High School Students, Awi-Zone, Ethiopia

Abstract Views: 222  |  PDF Views: 0

Authors

Adem Ahmed
Department of Mathematics, Science College, Bahir Dar University, Ethiopia
Solomon Mengistie
Department of Curriculum, Education and Behavioral College, Bahir Dar University, Ethiopia
Tadele Wondimuneh
Department of Mathematics ,Science College Bahir Dar University, Ethiopia

Abstract


The purpose of this study was to look into students' higher-level reasoning skills in a high school mathematics class through cooperative problem-solving learning activities. The participants were fifty-five students in the experimental group and fifty-five students in the control group. The study included a pretest to find out students' reasoning skills before the new teaching strategy. The experimental group encountered cooperative problemsolving learning and higher-level questions over six-weeks period. The changes were directed at helping them reach higher levels of Bloom's Taxonomy. The control group received conventional teaching style. At the end of the six weeks, students in both groups were given a post-test to find out if they could answer higher-level questions. Analysis of paired t-test was employed to determine the results, which were substantial and establishing that the experimental group achieved at higher levels of Bloom's Taxonomy than the control group. It is recommended for schools to incorporate the higher levels of Bloom's Taxonomy on a more frequent basis so that students will improve higher reasoning skills.

Keywords


Bloom's Taxonomy, Cooperative Learning, Problem-Solving, Traditional Methods.

References