LEVERAGING COOPERATIVE LEARNING FOR EFFECTIVE REMEDIAL TEACHING IN MATHEMATICS

This study explores the effectiveness of cooperative learning as a strategy for remedial teaching in mathematics for algebraic fractions among Class Nine students.Two intact sections of Class Nine,having 30 students each,were selected as control and experimental groups in a quasi-experimental pre-test–post-test design.The first phase of the study, i.e., the diagnostic phase, identified common misconceptions and learning difficulties through a pre-test and student interviews. The second phase, the remedial phase, implemented cooperative learning-based interventions in the experimental group and traditional remedial instruction in the control group. The post-test Mean scores and t-values indicated a statistically significant increase in students' achievement in the experimental group,leading to the rejection of the null hypothesis.The findings establish that cooperative learning is an effective approach to remedial teaching of Algebraic fractions in mathematics.