Cooperative Learning Approaches and Students’ Performance in Mathematics in Public Secondary Schools in Rwanda

Abstract

The study investigated the impact of cooperative learning approaches on student performance in mathematics in public secondary schools in Rwanda. It focused on three key areas: the role of face-to-face interaction, the influence of group accountability, and the effect of interpersonal skills on students’ academic success. The target population included 101 students, 95 math teachers, and 35 school leaders, totaling 231 respondents from public secondary schools in Nyaruguru, with a sample size of 146 determined using the Yamane formula. Primary data were collected through questionnaires, while secondary data were obtained via interviews and observations. The study employed purposive, stratified, and simple random sampling, utilizing both quantitative and qualitative methodologies. Results indicated strong support for the benefits of cooperative learning. For face-to-face interaction, 71.9% of respondents strongly agreed that it promotes collaboration and problem solving, while 60.9% acknowledged it helps them identify their strengths and weaknesses quickly. Additionally, 61.3% felt that personalized support from teachers enhances their learning experience. Regarding group accountability, 71.9% noted that it motivates students to work harder and seek help, and 62.5% believed it fosters a sense of collective responsibility. Importantly, 73.4% agreed that group accountability contributes to a positive learning environment. The study recommends that educational planners create effective settings to enhance student achievement and encourage active engagement. Schools should integrate cooperative learning strategies into their curricula, and parents should be informed about their benefits to support group activities. Finally, the curriculum should allow flexibility to incorporate diverse cooperative learning methods, reflecting the varied impacts observed in the study.