EFFECTIVENESS OF COOPERATIVE LEARNING IN ENHANCING MATHEMATICAL INTEREST

Mathematics is often perceived as difficult, leading to high student disinterest. This study examines the effectiveness of cooperative learning (CL) in enhancing students' interest in mathematics in a sample of 24 class eight students of a private CBSE school. A single-group pre-test post-test experimental design was adopted. The Interest Inventory by L.N. Dubey was used to measure interest before and after the intervention of 20 days of teaching through CL. Mean scores and t-values indicated a significant increase in students' interest in mathematics. The intervention was equally effective for both high and low achievers. These findings establish the potential of CL as an effective pedagogical tool to make mathematics more engaging, fostering positive attitudes and sustained interest in the subject. CL aligns with the National Education Policy (NEP) 2020 goals by promoting interactive, student-centered teaching and developing critical thinking and collaborative skills.