Implementation of Cooperative Learning Among Secondary School Mathematics Teachers
Keywords:
cooperative learning, mathematics education, teacher perception, teaching strategies, student engagement, secondary school, theory of Planned BehaviourAbstract
This study explores how cooperative learning is implemented by secondary school mathematics teachers. Using a quantitative survey design, data were gathered from 80 teachers across several schools. The investigation focused on three main objectives: comparing cooperative learning with other teaching approaches, examining its influence on student engagement and academic performance, and understanding teachers’ perceptions and attitudes toward this method. A 30-item questionnaire based on a five-point Likert scale was used, and the results were analyzed using descriptive statistics. Overall, the findings show that teachers generally view cooperative learning positively and consider it an effective strategy for mathematics instruction. The results also reflect the premise of the Theory of Planned Behaviour, where positive attitudes encourage actual practice. Nevertheless, some challenges were noted, particularly regarding the shift from traditional teaching to more active, student-centered approaches.
References
Abramczyk, A., & Jurkowski, S. (2020). Cooperative learning as an evidence-based teaching strategy: What teachers know, believe, and how they use it. Journal of Education for Teaching, 46(3), 296–308. https://doi.org/10.1080/02607476.2020.1733402
Adl-Amini, K., Völlinger, V. A., & Eckart, A. (2024). Implementation quality of cooperative learning and teacher beliefs—a mixed methods study. European Journal of Psychology of Education, 39(3), 2267–2281. https://doi.org/10.1007/s10212-023-00769-3
Alias, N. S., Hussin, H., Hassan, J., Mohamed Adnan, N. S., Othman, M. H., & Hussin, K. (2018). Perception of teachers on cooperative learning. MATEC Web of Conferences, 150. https://doi.org/10.1051/matecconf/201815005068
Almulla, M. (2020). An investigation of teachers’ motivations for entering the teaching profession in Saudi Arabia (Doctoral dissertation, University of York).
Alnahdi, G. H., & Schwab, S. (2023). The impact of gender differences in teachers’ teaching practices and attitudes on students’ math and science achievement in Saudi Arabia: Evidence from TIMSS 2019 data. Frontiers in Psychology, 14, 1–8. https://doi.org/10.3389/fpsyg.2023.1066843
Berta, T., & Hoffmann, M. (2020). Cooperative learning methods in mathematics education: 1.5-year experience from teachers’ perspective. Annales Mathematicae et Informaticae, 52, 269–279. https://doi.org/10.33039/ami.2020.12.002
Bucklin, B. A., Asdigian, N. L., Hawkins, J. L., & Klein, U. (2021). Making it stick: Use of active learning strategies in continuing medical education. BMC Medical Education, 21(1), 1–16. https://doi.org/10.1186/s12909-020-02447-0
Cheng, L. (2021). The influence of cooperative learning on students’ higher-order thinking skills in mathematics. Asian Journal of Education and Social Studies, 17(3), 45–56. https://doi.org/10.9734/ajess/2021/v17i330417
Dimatacot, G. T., & Parangat, D. K. B. (2022). Effectiveness of cooperative learning on the academic performance in mathematics of junior high school students in the Philippines. International Journal of Computer Engineering in Research Trends, 9(2), 51–58.
Erdogan, T. (2019). The effects of cooperative learning on students’ academic achievement and attitudes toward mathematics. Education and Science, 44(197), 33–47.
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of implementation. Teaching and Teacher Education, 26(4), 933–940.
Ismail, N., Razali, F., & Jani, W. N. F. A. (2020). Cooperative learning as a strategy to enhance student engagement in mathematics classrooms. Malaysian Journal of Education Studies, 47(2), 35–44.
Jani, W. N. F. A., Razali, F., & Ismail, N. (2024). Cooperative learning implementation among elementary Trust School Teacher Program. International Journal of Evaluation and Research in Education, 13(2), 1141–1147. https://doi.org/10.11591/ijere.v13i2.26352
Karmina, S., Mamat, N., & Ahmad, A. (2021). Exploring cooperative learning strategies in problem-solving contexts: A case of Malaysian secondary schools. International Journal of Learning, Teaching and Educational Research, 20(6), 112–126. https://doi.org/10.26803/ijlter.20.6.7
Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308
Luke, A. M., Mathew, S., Kuriadom, S. T., George, J. M., Karobari, M. I., Marya, A., & Pawar, A. M. (2021). Effectiveness of problem-based learning versus traditional teaching methods in improving acquisition of radiographic interpretation skills among dental students: A systematic review and meta-analysis. BioMed Research International, 2021. https://doi.org/10.1155/2021/9630285
Mafarja, N., Mohamad, M. M., & Zulnaidi, H. (2024). Effect of cooperative learning with internet reciprocal teaching strategy on attitude toward learning STEM literacy. SAGE Open, 14(3), 1–15. https://doi.org/10.1177/21582440241280899
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013–2025 (Preschool to Post-Secondary Education). Putrajaya: Ministry of Education Malaysia.
Nurjamaludin, M., Nugraha, W. S., Suryaningrat, E. F., & Alani, N. (2021). The effect of make-a-match cooperative learning model on student learning outcomes in grade IV mathematics subjects. Journal of Physics: Conference Series, 1987(1). https://doi.org/10.1088/1742-6596/1987/1/012041
Prasla, A., & Ashiq, S. (2024). Hamdard Educus, 2(1), 1–16.
Prieto-Saborit, J. A., Méndez-Alonso, D., Cecchini, J. A., Fernández-Viciana, A., & Bahamonde-Nava, J. R. (2021). Cooperative learning for a more sustainable education: Gender equity in the learning of maths. Sustainability (Switzerland), 13(15). https://doi.org/10.3390/su13158220
Prieto-Saborit, J. A., Méndez-Alonso, D., Fernández-Viciana, A., Dixit, L. J. D., & Nistal-Hernández, P. (2022). Implementation of cooperative learning and its relationship with prior training of teachers, performance and equity in mathematics: A longitudinal study. Sustainability (Switzerland), 14(23). https://doi.org/10.3390/su142316243
Puiggalí, J., Tesouro, M., Cañabate, D., & Colomer, J. (2023). Fostering perceptions of gender through cooperative learning. Education Sciences, 13(10), 1–14. https://doi.org/10.3390/educsci13100976
Sofeme, J. (2024). Impact of cooperative learning approach on senior secondary school students’ performance in mathematics. Ife Psychologia, 4(2), 107–112.
Suryatin, S. (2020). The effectiveness of cooperative learning in the course of mathematics problem solving. Indonesian Journal of Elementary Teachers Education, 1(2), 85–98.
Veldman, M. A., Van Kuijk, M. F., Doolaard, S., & Bosker, R. J. (2020). The proof of the pudding is in the eating? Implementation of cooperative learning: Differences in teachers’ attitudes and beliefs. Teachers and Teaching: Theory and Practice, 26(1), 103–117.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nur Syazana Rosly, Siti Nursyamimi Wahidah Nordin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
