An Experimental Study of Collaborative Instructional Strategy (CIS) for Teaching Mathematics at Primary Level in Pakistan

Autor/inn/en	Ali, Amjad; Ahmad, Nasir; Hussain, Sajjad
Titel	An Experimental Study of Collaborative Instructional Strategy (CIS) for Teaching Mathematics at Primary Level in Pakistan
Quelle	In: Mathematics Teaching Research Journal, 13 (2021) 1, S.94-105 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Methods; Mathematics Instruction; Student Centered Learning; Teacher Collaboration; Comparative Analysis; Grade 5; Elementary School Students; Public Schools; Mathematics Tests; Mathematics Achievement; Instructional Effectiveness; Foreign Countries; Pakistan + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerkooperation; School year 05; 5. Schuljahr; Schuljahr 05; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Ausland
Abstract	Modern concept of education is based on students' centered learning approaches where collaborative instructional strategy is an emerging approach. It has been tested in different subjects and its effectiveness has been proved. Therefore, this experimental study investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics achievement of fifth grade students. The experiment was conducted at a Government school in District Swat, Pakistan using pre-test post-test comparative group design on 64 students in two groups (control and experimental). Mathematics Attainments Test (MAT) was developed to measure students' academic achievement. Collaborative mathematics instructional lesson plans (CMIL) were also developed to teach mathematics. The collected data were analyzed though mean, standard deviation, pair sample t test and independent sample t test. The results of the experiment showed that Collaborative Instructional Strategy (CIS) has a significant positive effect on the academic achievement of Primary school students in the subject of mathematics. It was recommended that Collaborative Instructional Strategy (CIS) may be use to teach mathematics at primary level. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01