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Volume 24, Issue 153 (11-2025)
Journal of Psychological Science 2025, 24(153): 35-51 |
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Asadpour M, Karamati M R, Afrooz G. (2025). The Effectiveness of an Integrated Model of Cooperative Learning Styles on the Academic Achievement of Fifth-Grade Elementary Students in Mathematics. Journal of Psychological Science. 24(153), 35-51. doi:10.61186/jps.24.153.35
URL: http://psychologicalscience.ir/article-1-2938-en.html
URL: http://psychologicalscience.ir/article-1-2938-en.html
Professor, Deportment of Curriculum and Instruction, University of Tehran, Tehran, Iran , mkeramaty@ut.ac.ir
Abstract: (1034 Views)
Background: Despite the significance of academic achievement in mathematics and the recognized effectiveness of cooperative learning styles, most research has focused on evaluating individual styles. Consequently, a distinct research gap exists regarding the impact of integrated cooperative learning models. This study aims to fill this gap by assessing the effect of an integrated learning model on students’ academic achievement in mathematics.
Aims: The present study aimed to investigate the effectiveness of an integrated cooperative learning model on the mathematics academic achievement of fifth-grade elementary school students.
Methods: This study employed an applied, quasi-experimental research design with a pre-test-post-test and control group. The statistical population comprised all fifth-grade mathematics students in Ahvaz during the 2023-2024 academic year. The mathematics sample consisted of 30 fifth-grade students, selected through random sampling. Data were collected using the Academic Achievement Questionnaire (Darsh et al., 1999). The experimental group received a researcher-developed integrated cooperative learning protocol, delivered over ten 90-minute sessions. The collected data were analyzed using SPSS version 27 through Multivariate Analysis of Covariance (MANCOVA).
Results: The MANCOVA results, after controlling for pre-test scores, indicated a significant difference between the experimental and control groups across the components of comprehension and understanding (F(3, 23)= 84.87, p< 0.001), strategy selection (F(3, 23)= 25.53, p< 0.001), calculation, evaluation, and problem-solving (F(3, 23)= 35.61, p< 0.001), and the total mathematics academic achievement score (F(3, 23)= 156.09, p< 0.001).
Conclusion: The findings revealed that the integrated cooperative learning model significantly enhances students’ academic achievement in mathematics. It is recommended that teachers utilize the strategies from this integrated model to design classroom activities and foster deep learning in mathematics. Furthermore, curriculum developers and policymakers are advised to consider this instructional protocol as an effective model for creating learning packages and conducting professional development courses for teachers, aiming to enhance the quality of elementary education.
Aims: The present study aimed to investigate the effectiveness of an integrated cooperative learning model on the mathematics academic achievement of fifth-grade elementary school students.
Methods: This study employed an applied, quasi-experimental research design with a pre-test-post-test and control group. The statistical population comprised all fifth-grade mathematics students in Ahvaz during the 2023-2024 academic year. The mathematics sample consisted of 30 fifth-grade students, selected through random sampling. Data were collected using the Academic Achievement Questionnaire (Darsh et al., 1999). The experimental group received a researcher-developed integrated cooperative learning protocol, delivered over ten 90-minute sessions. The collected data were analyzed using SPSS version 27 through Multivariate Analysis of Covariance (MANCOVA).
Results: The MANCOVA results, after controlling for pre-test scores, indicated a significant difference between the experimental and control groups across the components of comprehension and understanding (F(3, 23)= 84.87, p< 0.001), strategy selection (F(3, 23)= 25.53, p< 0.001), calculation, evaluation, and problem-solving (F(3, 23)= 35.61, p< 0.001), and the total mathematics academic achievement score (F(3, 23)= 156.09, p< 0.001).
Conclusion: The findings revealed that the integrated cooperative learning model significantly enhances students’ academic achievement in mathematics. It is recommended that teachers utilize the strategies from this integrated model to design classroom activities and foster deep learning in mathematics. Furthermore, curriculum developers and policymakers are advised to consider this instructional protocol as an effective model for creating learning packages and conducting professional development courses for teachers, aiming to enhance the quality of elementary education.
Type of Study: Research |
Subject:
Special
Received: 2025/05/9 | Accepted: 2025/07/13 | Published: 2025/11/24
Received: 2025/05/9 | Accepted: 2025/07/13 | Published: 2025/11/24
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