THE EFFECTS OF A COOPERATIVE LEARNING METHOD ON PRE-SERVICE TEACHERS' MATHEMATICS KNOWLEDGE

This study sought to determine how a cooperative learning technique affects pre-service teachers' mathematical understanding of word problems in quadratic equations. The study used a quasi-experimental research design. A sample of 120 aspiring teachers was used in the study. Two colleges in the Upper West Region were chosen by the use of purposeful sampling. Data were gathered using mathematics achievement test and questionnaire from two intact classes: one treatment group and the other control. The independent sample t-test, paired sample t-test, and percentages were used to analyse the data.  According to the findings, cooperative learning improved pre-service teachers' understanding of word problems involving quadratic equations. The findings also highlighted pre-service instructors' challenges when trying to understand, interpret, and translate word problems. The survey also showed that pre-service teachers generally approved the cooperative learning approach, with a majority recognising benefits in social support, learning, and skill development. According to the pre-service teachers, the cooperative learning approach improved communication abilities, inspired them, and aided understanding.