Cooperative Learning Instructions and Student Skills Acquisition in Mathematics in Public Secondary Schools in Rwanda: A Case of Bugesera District

Abstract

The researcher investigated the effect of cooperative learning instructions on student skills acquisition in mathematics in public secondary schools in Rwanda. Specifically, this study identified the influence of group problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, determined the influence of collaborative problem solving on student skills acquisition in mathematics in public secondary schools in Rwanda, and established the relationship between the effect of cooperative learning instructions and student skills acquisition in mathematics in public secondary schools in Rwanda. The study's target population consisted of 5800 participants from the Bugesera district, with a total sample of 375 respondents from Bugesera district schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods, while the findings were analysed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 74.9% strongly agreed and 19.4% agreed that group problem solving indicated the cooperative learning instructions ; 66.5% strongly agreed and 19.2% agreed that peer teaching indicated the cooperative learning instructions ; 60.6% strongly agreed and 23.1% agreed that collaborative problem solving indicated the cooperative learning instructions ; and 68.5% strongly agreed and agreed. 22.5% agreed that Jigsaw learning indicated the cooperative learning instructions, and 80.3% strongly agreed. 19.7% agreed that peer coaching and classroom action research indicate the cooperative learning instructions. To the second objective, the study indicates that 59.4% strongly agreed and 24.2% said that it allows them and their colleagues’ students to share different approaches and solutions to problems, fostering a deeper understanding of mathematical concepts. 65.6% strongly agreed and 20.0% agreed that encouraging group members to teach each other; 74.1% strongly agreed and 19.4% agreed that it helps them and their colleagues’ students to apply mathematical concepts to real-world scenarios; and 75.5% strongly agreed and 20.3% agreed that different viewpoints lead to innovative solutions and a deeper understanding of mathematical concepts. For the third objective The study found a strong positive relationship between group problem solving, critical thinking skills, and student participation in class discussions. Adjustments in group problem solving improved exam results in math, increased retention rates, and group problem solving. Peer teaching also positively impacted exam results in math, critical thinking skills, and group problem solving. Collaborative problem solving significantly impacted exam results in math, critical thinking skills, and attractiveness rates. The integration of homework over the internet has received less attention. Correlated since most of their level of significance was more than 0.05 in association with the student skills acquisition in mathematics in public secondary schools in Rwanda. The study recommends that cooperative learning in Rwanda improves secondary school students' mathematical skills by dividing students into small groups, defining learning objectives, encouraging active participation, and using technology. Regular monitoring and recognition of successes can enhance understanding and create a supportive learning environment.