Effect of Cooperative Learning Strategy on Error Types Committed in Algebra Among Secondary School Students in Kano State, Nigeria

This study assessed effects of cooperative learning strategy on error types committed in algebra among secondary school students in Kano state, Nigeria. Mixed method research design was adopted for the study. Thus, descriptive survey research design was employed to identify errors which led to the development of the instrument; and the quasi-experimental pretest, posttest control group design to establish the cause-and-effect between variables of the study. Population of the study consists of all senior secondary school mathematics students in Kano state. The instruments adapted from West African Examination Council (WAEC) past question papers were validated for data collection with Error Identification Test (EIT) and Algebra Performance Test (APT) with reliability coefficients of 0.68 and 0.74 respectively using Cronbach alpha reliability teste. While the experimental group was exposed to cooperative learning instructional treatment, the control group were exposed to traditional method. Three null hypotheses guided the study. Chi square (ꭓ2) and t-test statistics were used to test the hypothesis at 0.05 level of significance. The major findings of this study revealed senior secondary school students in Kano state do commit procedural, factual, conceptual and comprehension errors in algebraic and the CLIS is gender fair in remediating the problems. On the basis of these, it was concluded that CLIS is an effective tool for remediating students’ errors in algebra. It was recommended that the CLIS should be encouraged in place of the conventional lecture method in teaching algebraic concepts at the senior secondary school level. Keywords: Algebra, Cooperative Learning, Error, Frequency, Mathematics