A Comparison of Cooperative and Traditional Learning Methods on Learning Mathematics in the 4th and 5th Grades in Holaelan, Ilam, Iran

Abstract

Aims: The study aimed to evaluate the effectiveness of cooperative learning and traditional learning methods with respect to the achievement of fourth and fifth grade students in the field of mathematics. Research on this topic in non-western countries remains scarce. The present study seeks to investigate cooperative learning in a non-western country, Iran. Study Design: This involved an intervention pretest-posttest design in which the effectiveness of a cooperative learning method was compared with traditional learning methods. Ninety-four students in the field of mathematics (47 in the intervention group and 47 in the control group) were included in the study. Place and Duration of Study: The study was conducted in an elementary school in (Holaelan) Ilam city (Iran) between October and December 2013. Methodology: A program of planned cooperative learning (STAD) was provided for the intervention group while the control group was taught using traditional learning methods, each for a period of six weeks. Results: The intervention group significantly outscored the control group on the posttest, demonstrating the superiority of cooperative learning over traditional learning methods. Conclusion: A cooperative learning method is more effective in teaching mathematics than traditional methods. Furthermore, cooperative learning appears to benefit students learning mathematics in non-western countries such as Iran.