TITLE:
Comparative Consequence of Puzzle Cooperative Learning Tactic and Lecture Instructional Tactic on Learners’ Mathematics Recall in Schools in Delta State Nigeria
AUTHORS:
Omoroh Peace, Osawaru Patrick Ajaja, Emperor Kpangban
KEYWORDS:
Puzzle Cooperative learning, Attainment, Recall
JOURNAL NAME:
Creative Education,
Vol.15 No.2,
February
22,
2024
ABSTRACT: The research examined the consequences of the standard lecture method and
the puzzle cooperative learning technique on learners’ academic performance and
recollection of mathematical ideas in Delta State schools. With a
quasi-experimental pretest, post-test, and delayed post-test control group
design, three research questions and hypotheses were developed for the
research. 39,904 secondary school learners made up the target population. With
basic random selection, 197 individuals were picked at random from five
randomly selected schools to represent the sample. With the Kuder Richardson
(KR-21) formula, the research’s 50 multiple-choice geometry attainment
questions produced a reliability coefficient of 0.83. The research questions
were answered with the mean and standard
deviation, and the hypotheses were checked with a t-test with a
significance threshold of 0.05. The
findings showed that learners who learned geometry with the cooperative puzzle
method did better than those who were taught through a lecture method, as
evidenced by their higher mean accomplishment and memory scores. Additionally,
pupils’ recollection of geometry topics was substantially improved by the puzzle cooperative technique. To improve
learners’ mathematical attainment and recall, the
research suggests instructors use the puzzle cooperative approach to learning in secondary school geometry classes by implementing
diverse learning clusters.