EFFECT OF TRADITIONAL AND CO-OPERATIVE LEARNING APPROACH ON STUDENT-OUTCOMES

The present study is aimed at ascertaining the combined effect of students' conceptions of mathematics, mathematics self-efficacy and student engagement in mathematics on their academic achievement in mathematics among traditional classroom and co-operative learning approach. The study adopted the quasi-experimental approach on 159 students of standard IX studying in English medium schools. It was found that (a) The contribution of conception of mathematics to academic achievement in mathematics is the lowest followed by mathematics self-efficacy and student engagement in that order in both control and experimental groups (b) The contribution of conceptions of mathematics, mathematics self-efficacy and student engagement to academic achievement in mathematics is lower in the control group as compared to that in the experimental group, (c) The contribution of mathematics self-efficacy and student engagement to academic achievement in mathematics has doubled in the experimental group as compared to the control group, (d) The effect of conceptions of mathematics, mathematics self-efficacy and student engagement in mathematics on their academic achievement in the experimental group is large and in the control group is medium and (e) Co-operative learning group enhances the effect of conceptions of mathematics, mathematics self-efficacy and student engagement on the academic achievement of students in mathematics.