Abstract
In Pakistan traditional teaching is kind of teaching approach in which a single Mathematics
teacher teaches the students mostly with deductive method of teaching. Collaborative teaching
(CT) has several advantageous over the single teacher’s teaching. It has proved its effectiveness in
many countries like USA, UK, and China etc (Mcduffe, Scruggs, & Mastropieri, 2007). The
present study was aimed at comparison of the effectiveness of CT over single teacher’s teaching in
improving students’ Mathematics scores. An experiment was conducted on 118 public school
Mathematics students of 8th grade in the District of Sargodha by using Solomon Four-Group
experimental design. A collaborative Mathematics teaching module was developed by the
researchers in algebra and geometry to apply the CT intervention to see its effectiveness as
compare to the traditional approach to teaching. An experimental group with CT and a controlled
group with traditional teaching were selected for this study. It was consisted of 20 lessons, and
each lesson was carried out in 60minutes. The teaching module was validated by two subject
matter experts. Achievement of students was measured by using an achievement test of
Mathematics. A national institute NEAS had developed the items of the test. The statistical
techniques like average, standard deviation, and t-test were applied to analyze the data. CT was
found to be more effective than single teacher’s teaching in enhancing students’ achievement
score in algebra and geometry.
Muhammad Zafar Iqbal, Jahan Ara Shams. (2017) Improving Students Mathematics Scores: A Comparison of Collaborative and Single Teachers Teaching, Journal of Elementary Education, Volume-27, Issue-2.
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