Kesan Pembelajaran Koperatif ke atas Pelajar Matrikulasi Dalam Mata pelajaran Matematik

Abstract. The purpose of this quasi-experimental study was to determine the effects of cooperative learning on matriculation college students Mathematics achievement, attitude towards Mathematics, attitude towards problem solving, metacognitive awareness and problem solving skills. The treatment group (n = 36) was given a cooperative learning environment while the control group (n = 34) received instruction in a traditional learning environment. In order to control the differences in the dependent variables, a pre-test was administered. After 17 weeks of instruction, both groups were given a post-test. Five types of instruments were employed to collect the data: the problem solving test, the Mathematics achievement test, the metacognitive awareness instrument, the attitude towards Mathematics instrument and the attitude towards problem solving instrument. The pre-test and post-test data were analyzed using Multivariate Analysis of Variance (MANOVA), followed by univariate Analysis of Variance (ANOVA). The MANOVA results revealed the overall significant differences favouring the cooperative learning group in the areas of problem solving skills, Mathematics achievement, metacognitive awareness, attitude towards Mathematics and attitude towards problem solving. However, the ANOVA showed only Mathematics achievement and problem solving skills were found to be statistically significant. The results indicated that students in the cooperative learning class outperformed students in the traditional class on post test achievement and problem solving skills scores. The effect size was moderate and therefore practically meaningful.