Abstract
The study explored the impact of CT on 8th grade students’ achievement in mathematics. The experiment was conducted
using Solomon Four-Group on 118 students in a public sector school in Punjab province. Two volunteer mathematics’
teachers from the sampled school and the 2nd researcher participated in the experiment. Mathematics Achievement Test
(MAT) was used to measure the academic achievement of the students in their abilities of conceptual understanding,
procedural knowledge, and problem solving. MAT items were selected from the Mathematics item pool of National
Educational Assessment System (NEAS) Pakistan. A Collaborative Mathematics Teaching Module (CMTM) was developed
and implemented that included two content strands, Algebra and Geometry. The duration of the experiment was thirty seven
days. Data were analyzed using descriptive and inferential statistics such as mean, independent sample t-test and 2×2
ANOVA. The results of the experiment revealed that CT had significant positive impact on students’ conceptual learning
achievement particularly on their conceptual understanding and procedural knowledge.
Munawar S. Mirza, Muhammad Zafar Iqbal. (2014) Impact of Collaborative Teaching (CT) on Mathematics Students’ Achievement in Pakistan, Journal of Research and Reflections in Education, Volume 8, Issue 1.
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