Abstract
PROPOSAL GENERAL INTRODUCTION Introduction and background to the study The researcher
proposed this action research project to increase his junior high school students’ achievements in
mathematics. The researchers had noticed a trend of low scores on teacher-made chapter tests and
non-completion of daily homework. Standardized tests showed that most students scored below
average on the mathematics portion. The students’ overall grades in mathematics have dropped, along
pupils attitudes towards mathematics learning. The research included 40 junior high school students
enrolled in either Algebra 1-2 or Geometry classes. In each mathematics classes,there is a mixture of ten
boys and ten girls. Both mathematics classes are collaborative classes where a regular education
mathematics teacher and a special education teacher teach collaboratively. The researcher planned
three different interventions including incorporating multiple intelligence based lessons, offering
positive reinforcement for homework, and involving the students in more regular group work. The
researcher started by having the students participate in a multiple intelligence survey and based their
lessons on intelligences most prominent in his class. To increase homework completion, the researcher
rewarded students who completed five consecutive assignments with a free homework pass. The group
work took place during homework time in class. Students were divided into groups of four or five based
on their ability level and worked as a team on homework and other activities. The researcher gathered
data using three different tools which included obtaining average test scores, average homework
completion, and student surveys to understand how the collaborative setting affected their learning.
The researcher found out that some of the interventions did not work as planned. For example, offering
positive reinforcement to increase homework completion had a negative effect on the students. The
decline in the average homework completion was 0.68% in one class and 6.22% in the other
mathematics class. There were mixed results from both classes regarding the average test scores.
Overall, the majority of the students felt that being in a collaborative setting helped to improve their
learning in mathematics. The purpose of the study was to examine the recent increase of academic
failure within mathematics, and the researcher questioned whether a collaborative setting would help
increase his students’ success in these areas. The methodology used for the study was quantitative
research, the researcher gathered information concerning why his students are under-performing in
mathematics, and narrowed it down to three probable causes. These include socioeconomic status,
parental involvement, and both students’ and parents’ attitudes on mathematics education. Statement
of the problem During the 1970s the quality of formal education in Ghana began to decline. There was
public outcry against the fallen standard, particularly the low level of achievement of pupils in the Basic
schools, a great majority could not read or perform simple arithmetic’s to solve real life problems. One
of the factors that accounted for this unfortunate situation is inability for students to perform in
mathematics. Due to this, fresh university graduates and teacher trainees’ out of the 28,757 teachers
who wrote the first teacher licensing examination, 21,287, representing 74 per cent passed, while 7,432
failed in the numeracy subject. According to Theodore Panitz (2000), the author of Using Cooperative
Learning in the Mathematics Classroom, there are many benefits to cooperative learning. It not only
benefits the students and their learning, but it also benefits the teachers. As she interviewed her
students after they had worked in groups, one of her students responded to her question by saying,
“Before your class, I disliked math. I was always getting aggravated and scared by it. Working together
with those around me in a group was a great help in understanding the material and the many different
ways in which a problem can be tackled and solved” (Panitz, 2000, p.8). Grouping students motivates
them and their critical thinking skills are enhanced, as well, students becoming more familiar with their
peers while still enjoying mathematics. 1.3 Research Questions The general research question is
increasing students learning in mathematics with the use of collaborative teaching strategies? The
specific questions are: What are the levels of failure in mathematics among junior high school pupils of
Prempeh Basic ‘B’? What are the reasons that propel students to dislike mathematics? What are the
possible strategies that would contribute to student success in mathematics?
