Abstract:
Scientific and technological developments
rely strongly on mathematical skills. However,
mensuration is a challenging topic in school
mathematics, leading to poor performance by many
students. Various factors are responsible for the
unsatisfactory performance, including inappropriate
teaching methods where students passively absorb
knowledge transmitted through reading and
explanations of textbook contents. Thus, this study
examined how a cooperative learning method affected
students' performance in mensuration. A quasi-
experimental research design was used in the study.
The sample comprised two intact classes of 80
students assigned to experimental and control groups
selected from one senior secondary school in Ogun
State. Data were collected using an adopted
standardised mensuration achievement test (MAT),
which takes an analytical approach that includes
problem-solving, geometric reasoning, formula
application, and conceptual comprehension. The
results showed a statistically significant difference
between the mean score (M=11.18, SD=3.09) of students taught mensuration using the cooperative
learning method and the mean score (M=7.66, SD=3.32) of students taught mensuration without using
the learning method of teaching (t (78)=9.50, p=0.00). Also, the mean score varied statistically
significantly (M=7.66, SD=2.63) of male students taught mensuration using the cooperative learninmethod and the mean score (M=8.73, SD=3.08) of female students taught mensuration without using
the learning method of teaching (t (78) = 6.58, p=0.00). Therefore, cooperative learning in mathematics
classrooms fosters students' ability to create and achieve learning objectives
