European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.290603
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING
MATHEMATICAL CONCEPTS AMONG STUDENTS WITH MILD
INTELLECTUAL DISABILITY
Dr., Ibrahim Rajab Abbas Ibrahimi
Department of Special Education, Najran University,
Kingdom of Saudi Arabia
Abstract:
The purpose of this study was to identify the effectiveness of cooperative learning in
improving mathematical concepts among students with mild intellectual disability
(SMID). The sample of the study consisted of 8 SMID at Najran in the Kingdom of Saudi
Arabia. The sample of the study was divided randomly into two equal groups control
and experimental. The students in the experimental group have studied the
mathematical concepts by using cooperative learning; however the students in the
control group were received their teaching by the conventional method. The photo
mathematical concepts test was applied for two groups as pre-test and post-test. Results
showed the effectiveness of cooperative learning in improving mathematical concepts
for SMID in favour of the students in the experimental group.
Keywords: cooperative learning; mathematical concepts; students with mild intellectual
disability; inclusion
1. Introduction
Disability reduces the ability of students with intellectual disabilities in learning, which
requires providing them with special educational programs, adaptation of curricula,
and teaching strategies. The educators paid attention to the activities that make the
student the core of the teaching and learning process by using of cooperative learning
strategy (Alhila, 2009). Cooperative learning is one of the teaching strategies that have
contributed to improve the academic and social skills of students with intellectual
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163
Ibrahim Rajab Abbas Ibrahim
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS
AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
disabilities (Al-Qahtani, 2009). Modern trends in teaching mathematics for students
focus on the use cooperative learning, which is a form of learning that depends
primarily on the cooperation and positive participation of the students in the classroom
(Mahdi, 2013). In addition, cooperative learning helps students to use imagination and
perception skills during the learning and teaching process (Williamson & Null, (2008).
Akinbobola (2009) indicated that cooperative learning effective strategy in the teaching
and learning process, this strategy include a small group of students who are not
homogenous in academic abilities and they using a variety of activities in order to
understand a certain subject.
Cooperative learning has been recommended as a strategy for inclusion settings
by many who support inclusion as the appropriate educational environment for
students with special needs, and some another suggest that cooperative learning
provides teachers with a strategy for designing instruction for the classroom where the
abilities, background experiences, and cultures vary widely. Inclusion, by definition,
increases the heterogeneity of the classroom environment. From this perspective,
cooperative learning seems a natural approach to the effective inclusion for students
with special education in the regular classroom (Jenkins, Antil, Wayne & Vadasy, 2003).
Mercer, Mercer and Pullen (2011) emphasized that the cooperative learning
received more attention from the special and general education teachers. Al-Khateeb
and Hadidi (2011) recommended the application of cooperative learning in special
education programs. Thus, the cooperative learning contributes to improve motivation,
self-confidence, self-esteem, engagement and social acceptance of students with
disabilities by their normal peers (Langworthy, 2015). According to Acar and Tarhan
(2008) cooperative learning contributes to improve academic achievement and social
skills of students. Consequently, cooperative learning can contribute to the success of
inclusion students with special needs with their normal peers in the regular classroom.
Mohammed (2013) showed the effectiveness of teaching package in improving
mathematical concepts for SMID. Ibrahim (2013) confirmed the effectiveness of
cooperative learning in improving adaptive behavior skills among SMID. Issa (2012)
demonstrated the effects of a training program on developing of some mathematical
concepts for SMID. Ebrahimi (2012) revealed the effect of cooperative learning in the
acquisition of mathematical concepts among students in intermediate stage. Al-Ghamdi
(2012) confirmed the effectiveness of a computerized program to improve the
mathematical concepts and adaptive behavior among SMID. Schlitz and Schlitz (2001)
indicated to the effectiveness of cooperative learning in improving social skills of
students with moderate and severe cognitive delays. Jacques, Wilton and Townsend
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ibrahim Rajab Abbas Ibrahim
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS
AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
(1998) emphasized the benefits of cooperative learning strategy in improving social
acceptance of students with mild intellectual disabilities in the inclusion programs.
2. Problem of Study
Children with mild intellectual disability when acquiring the concepts, they pass the
same acquisition stages, which normal children pass with the same order and with the
same characteristics, but slowly with great difficulty. On the other hand, the normal
students are facing problems in learning math skills. However, these problems are more
severe among SMIDs. The teaching math skills for students with mild intellectual
disability need to apply instruction strategies. Thus, this study seeks to identify the
effectiveness of cooperative learning strategy in improving mathematical concepts
among SMID.
3. Method
3.1 Research Design
This study was based on the quasi-experimental method to test the effectiveness of
cooperative learning (independent variable) in improving mathematical concepts
(dependent variable) among SMID in inclusion schools.
3.2 Participants
The sample of the study consisted of 8 SMID enrolled at the primary schools which
apply inclusion of SMIDs with their normal peers in Najran, Saudi Arabia. The sample
were divided randomly into two equal groups control (n=4) and experimental(n=4).
3.3 Instruments
This study included the following instruments:
1. Photo Mathematical Concepts Test: In order to develop the test, the researcher
reviewed the previous studies(Mohammed, 2013; Issa.2012; Al-Ghamdi, 2010).
The first draft of the test contained of (24) true and false questions which divided
into three domains related to engineering concepts, spatial concepts, and
arrangement concepts. However, the test was reviewed by (7) experts in the field
of special education, curriculum and instruction, and psychology from Najran
University. However, the final draft of the test consisted of (18) item divided
equally on domains of engineering concepts, spatial concepts, and arrangement
concepts. Thus, each correct answer takes (1) mark, and(0) mark to the wrong
answer. In order to identify the reliability of the test; the researcher was applied
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
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Ibrahim Rajab Abbas Ibrahim
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS
AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
the test on a pilot study that consisted of (12) SMIDs. The reliability coefficient of
the test was (0.86) by using Kuder–Richardson Formula (KR-20).
2. Teacher's Guide of Cooperative learning: In order to identify the major steps in
the development guide of cooperative learning, the researcher depended on
cooperative learning model that was prepared by Johnson and Johnson (1999).
The guide in this study consisted of 26 sessions related to engineering, spatial,
and arrangement concepts. In order to ensure the validity of the guide, the
researcher presented the guide to the same reviewers who reviewed the photo
mathematical concepts test. The final draft of the guide consisted of 24 sessions,
duration of each session (45) minutes every day, and (4) sessions in per week.
3.4 Procedures
This study follows these procedures:
1. The sample of study consisted of 8 SMID from the primary schools which apply
inclusion of SMIDs with their normal peers.
2. The sample were divided randomly into two equal groups, control (n=4) and
experimental (n=4).
3. The students in the experimental group have studied the mathematical concepts
with their normal peers by using cooperative learning; however the students in
the control group have studied the mathematical concepts with their normal
peers by the conventional method.
4. Photo mathematical concepts test was developed and applied for two groups as
pretest and posttest.
5. The test was designed to be applied individually. It is in the form of pictures of
mathematical concepts that are pointed out and each item includes two pictures.
One of them resents the correct answer and the other represents the wrong
answer.
6. Teacher's guide of cooperative learning was developed which consisted of 24
sessions related to engineering, spatial, and arrangement concepts.
7. The researcher trained mathematics teacher on the application procedures of
cooperative learning on the experimental group members. The duration of
training (3) days and (2) hours every day.
8. During the training process, mathematics teacher provided with information
about the concept of cooperative learning, its significance, the role of teacher and
students, and the difference between cooperative learning and traditional way of
teaching. Also, mathematics teacher has been trained on how to prepare lessons
by using cooperative learning.
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Ibrahim Rajab Abbas Ibrahim
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS
AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
4. Results
Results related to the first hypothesis:
There are no statistically significant differences
between the mean rank of experimental and control groups on the pre-photo mathematical
concepts test ? For this question Mann-Whitney test was used as shown in Table 1.
Table 1: Mann-Whitney results according to pre-photo mathematical concepts test
Dimension
Group
N
Engineering Concepts
Control
4
3.62
14.50
Experimental
4
5.83
21.50
Control
4
5.00
20.00
Experimental
4
4.00
16.00
Control
4
4.12
16.50
Experimental
4
4.88
19.50
Spatial Concepts
Arrangement Concepts
Table
Mean Rank
Sum of Ranks
Z
Sig.
-1.029
.304
-.683
.495
-.458
.647
demonstrates that there are no statistically significant differences P ≤ . 5
between the mean rank of experimental and control groups on the pre-photo
mathematical concepts test. These results showed that the two groups are equivalence
on the pretest.
Results related to the second hypothesis:
There are no statistically significant
differences between the mean rank of experimental and control groups on the post-photo
mathematical concepts test ? For this question Mann-Whitney test was used as shown in
Table 2.
Table 2: Mann-Whitney results according to post-photo mathematical concepts test
Dimension
Group
N
Mean Rank
Sum of Ranks
Engineering Concepts
Control
4
2.50
10.00
Experimental
4
6.50
26.00
Control
4
2.50
10.00
Experimental
4
6.50
26.00
Control
4
2.62
10.50
Experimental
4
6.38
25.50
Spatial Concepts
Arrangement Concepts
Z
Sig.
-2.323
.020
-2.381
.017
-2.247
.025
Table 2 shows that there are statistically significant differences on the all domains of
post-photo mathematical concepts test due to the variable of group, in favor of SMID in
the experimental group.
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Ibrahim Rajab Abbas Ibrahim
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS
AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
6. Discussion
This study aimed to measure the effectiveness of cooperative learning in improving
mathematical concepts among SMID. Results showed the effectiveness of cooperative
learning strategy in improving mathematical concepts among SMID in the experimental
group. We found that SMID in the experimental group had achieved an improvement
in learning mathematical concepts as a result for used of cooperative learning.
Moreover, cooperative learning provided SMID in the experimental group an
opportunity in the effective learning and plays a positive role in the performance of
math activities with their normal peers. On the other hand, the work of SMID with their
normal peers through small groups during the process learning has led to increase the
spirit of cooperation and interaction between members of the experimental group. In
this regard, Jenkins et al. (2003) emphasized the existence of positive attitudes among
special education teachers who use cooperative learning; it is more effective than
individual instruction because it increases academic achievement and self-concept
among students with special needs. Abdul Aziz (2012) indicated that cooperative
learning increases the spirit of cooperation, exchange of information, experience and
roles between the group members. Cooperative learning allowed members of the
experimental group opportunities to express their opinions without fear. The results of
this study agree with previous studies, which confirmed the effectiveness of use of
cooperative learning with SMID (Mohammed, 2013; Issa, 2012; Ebrahimi, 2012; AlGhamdi, 2012; Townsend, 1998; Schlitz & Schlitz, 2001; Langworthy, 2015).
7. Conclusion
In light of the study results, the researcher recommended to organize training
workshops for special and general education teachers on the application of cooperative
education, organize counseling programs for normal students in order to instill values
of cooperation with SMID, and reconsidering of the facilities and equipment of classes
in inclusion schools at Najran to suit the application of cooperative learning. The
researcher also recommends conducting studies related to effects of cooperative
learning in improving word recognition skills or social skills among SMID.
Acknowledgment
The researcher is indebted to the Deanship of the Scientific Research at Najran
University,
Kingdome
of
Saudi
Arabia
for
funding
this
research
project
(NU/SHED/04/42), and my thanks go to Dr. Suhail Al-Zoubi from Najran University,
who reviewed and editing this research.
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Ibrahim Rajab Abbas Ibrahim
EFFECTIVENESS OF COOPERATIVE LEARNING IN IMPROVING MATHEMATICAL CONCEPTS
AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
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AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
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AMONG STUDENTS WITH MILD INTELLECTUAL DISABILITY
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