The effects of cooperative learning on mathematic achievement in second graders

This quasi-experimental pre/post-test control group design study examined the effects of Student Teams Achievement Division cooperative learning activities on the math achievement of second-grade students in response to a decrease in mathematical scores on a state mandated test. The participants included 2 second grade classes in an elementary school in Northwest Georgia. The research question is whether or not cooperative learning strategies in math classes increase the math achievement of second grade students. The theory of social interdependence, Piaget's cognitive theory, constructivist learning perspective, and motivational perspective theory provided the framework for the study. The experimental group received 4 weeks of math instruction utilizing the Student Teams Achievement Division cooperative learning strategy while the control group received traditional mathematics instruction. The data analysis employed a t test for 2 independent samples, utilizing the independent measures design for between subjects to evaluate the mean difference between the pretest and posttest scores of the control and experimental group using Pearson benchmark tests. The findings indicated a significant difference in the mathematical achievement of 2nd grade students taught using cooperative learning strategies when compared to the mathematical achievement of 2nd grade students taught using traditional teaching method. The use of cooperative learning strategies could increase math achievement, which may improve the likelihood of children being able to reason mathematically in real world situations. Finally, cooperative learning strategies can be used to meet the NCLB initiative to promote increased academic achievement for all students.