Comparative Consequence of Puzzle Cooperative Learning Tactic and Lecture Instructional Tactic on Learners’ Mathematics Recall in Schools in Delta State Nigeria

Abstract

The research examined the consequences of the standard lecture method and the puzzle cooperative learning technique on learners’ academic performance and recollection of mathematical ideas in Delta State schools. With a quasi-experimental pretest, post-test, and delayed post-test control group design, three research questions and hypotheses were developed for the research. 39,904 secondary school learners made up the target population. With basic random selection, 197 individuals were picked at random from five randomly selected schools to represent the sample. With the Kuder Richardson (KR-21) formula, the research’s 50 multiple-choice geometry attainment questions produced a reliability coefficient of 0.83. The research questions were ans wered with the mean and standard deviation, and the hypotheses were checked with a t-test with a significance threshold of 0.05. The findings showed that learners who learned geometry with the cooperative puzzle method did better than those who were taught through a lecture method, as evidenced by their higher mean accomplishment and memory scores. Additionally, pupils ’ recollection of geometry topics was substantially improved by the puzzle cooperative technique. To improve learners’ mathematical attainment and recall, the research suggests instructors use the puzzle cooperative approach to learning in secondary school geometry classes by implementing diverse learning clusters.