Volume 8, Issue 3 (Autumn 2025)
Iranian Journal of Educational Sociology 2025, 8(3): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Shahrabi Farahani A, Keramati M R, Javadipour M, Salehi K. (2025). Proposing a Suitable Integrated Model of Cooperative Learning Styles and Its Impact on Academic Achievement and Mathematics Anxiety among Ninth-Grade Students: A Mixed-Methods Study. Iranian Journal of Educational Sociology. 8(3),
URL: http://iase-idje.ir/article-1-1560-en.html
URL: http://iase-idje.ir/article-1-1560-en.html
1- Curriculum and Educational Methods and Planning Department, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
Abstract: (19 Views)
Purpose: This study aimed to evaluate the effectiveness of an integrated cooperative learning model in reducing mathematics anxiety and enhancing academic achievement among ninth-grade students.
Methods and Materials: A mixed-methods exploratory research design was employed. In the qualitative phase, a conceptual framework was developed by synthesizing cooperative learning strategies from existing literature and focus group interviews with educators. The final model incorporated multiple cooperative strategies, including the jigsaw method, problem-based learning, team games tournament, and peer teaching. In the quantitative phase, a quasi-experimental method with pretest-posttest and control group design was used. Sixty ninth-grade students from two mathematics classes in Tehran were randomly assigned to either the control group (traditional instruction) or the experimental group (integrated cooperative model). Mathematics anxiety was measured using a standardized questionnaire, and academic achievement was assessed through math tests. Data were analyzed using ANCOVA to control for pretest differences.
Findings: ANCOVA results indicated a significant effect of the integrated cooperative learning model on reducing mathematics anxiety, F(1, 57) = 83.449, p < .001, with a large effect size (η² = 0.594). Additionally, a significant improvement in academic achievement was observed in the experimental group compared to the control group, F(1, 56) = 6.236, p < .001, with a moderate effect size (η² = 0.100).
Conclusion: These findings support the use of structured, student-centered, and collaborative instructional methods as viable alternatives to traditional teaching, particularly in mathematics classrooms where anxiety and low achievement are prevalent.
Methods and Materials: A mixed-methods exploratory research design was employed. In the qualitative phase, a conceptual framework was developed by synthesizing cooperative learning strategies from existing literature and focus group interviews with educators. The final model incorporated multiple cooperative strategies, including the jigsaw method, problem-based learning, team games tournament, and peer teaching. In the quantitative phase, a quasi-experimental method with pretest-posttest and control group design was used. Sixty ninth-grade students from two mathematics classes in Tehran were randomly assigned to either the control group (traditional instruction) or the experimental group (integrated cooperative model). Mathematics anxiety was measured using a standardized questionnaire, and academic achievement was assessed through math tests. Data were analyzed using ANCOVA to control for pretest differences.
Findings: ANCOVA results indicated a significant effect of the integrated cooperative learning model on reducing mathematics anxiety, F(1, 57) = 83.449, p < .001, with a large effect size (η² = 0.594). Additionally, a significant improvement in academic achievement was observed in the experimental group compared to the control group, F(1, 56) = 6.236, p < .001, with a moderate effect size (η² = 0.100).
Conclusion: These findings support the use of structured, student-centered, and collaborative instructional methods as viable alternatives to traditional teaching, particularly in mathematics classrooms where anxiety and low achievement are prevalent.
Keywords: Cooperative learning, mathematics anxiety, academic achievement, instructional model, secondary education, collaborative teaching.
Type of Study: Research Article |
Subject:
Special
Received: 2025/05/8 | Accepted: 2025/10/2 | Published: 2025/10/2
Received: 2025/05/8 | Accepted: 2025/10/2 | Published: 2025/10/2
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
