Abstract:
This study investigated the effect of cooperative learning on students' performance in
trigonometry and also looked at the mediating role of motivation and engagement in
the cause-effect relationship. Grounded in a positivist research philosophy, a
quantitative approach with a quasi-experimental design was used. The study focused
on two selected Senior High Schools in the Ho-West District of the Volta Region,
targeting a population of 820 Senior High two students. A sample size of 220
respondents was determined using Cochran's formula and stratified random sampling.
Data was collected through questionnaires and performance tests (pre-test and posttest).
Descriptive statistics were used to assess students' levels of motivation and
engagement after exposure to cooperative learning. A T-test analyzed the pre-test and
post-test scores, while the Hayes Process Macro in SPSS examined the mediating role
of motivation and engagement in the relationship between cooperative learning and
students’ performance in trigonometry. The results showed that cooperative learning
increased students' motivation and engagement in trigonometry problem-solving,
enhancing their enthusiasm for learning. The findings indicated that incorporating
cooperative learning strategies into solving trigonometry problems significantly
improved students' performance. It was concluded that motivation and engagement
mediated the relationship between cooperative learning and students' performance in
trigonometry. The study recommended that mathematics teachers incorporate
cooperative group learning alongside traditional methods to improve trigonometry
instruction. Cooperative learning was identified as a key factor for better trigonometry
performance, fostering students' motivation and engagement. This research provided
insights for educators and policymakers to enhance mathematics education
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
