Using Cooperative Teaching And Learning Approach To Improve Senior High School Students' Learning Of Trigonometry

Abstract

The study focused on improving the teaching and learning of trigonol1JPtry with cooperative teaching and learning approach (eTLA) to promote studentcentred approach to learning in Senior High School (SHS) classroom context in Ghana. The research approach for the study was design-based research (DBR), using qualitative and quantitative methods. The DBR consisted of three stages; prototype, implementation and evaluation, and systematic reflection and documentation. At the prototype stage, two exemplary materials with the features of eTLA were designed by the researcher and validated by two experts in mathematics education. Based on the exemplary materials, professional development training was organised for eight . . lIl-serVlce mathematics teachers (lMTs) who were sampled on purpose to develop and enact eTLA-Iessons. Questionnaires, observations, semi -structured interviews, focus group discussions, student tests and designed lesson documents were the data sources employed in this study. The data were analysed using descriptive statistics, data reduction technique, paired sample ttest, and document analysis respectively. The results of the study revealed that the IMTs improved their pedagogical strategies as a result of enacting lessons anchored on the eTLA. Further, there was significant improvement in lhe students' achievement test after their participation in the eTLA-Iessons. In addition, design guidelines were delineated to serve as a guide in the future developments of IMTs experiences in using eTLA as a pedagogical approach in the Ghanaian classroom context. Implications of the study for policy, practice and fmiher research have been discussed.