Table of Contents
ISRN Education
Volume 2012 (2012), Article ID 263891, 8 pages
http://dx.doi.org/10.5402/2012/263891
Research Article

The Effects of Competitive, Cooperative, and Individualistic Classroom Interaction Models on Learning Outcomes in Mathematics in Nigerian Senior Secondary Schools

1Department of Special Education and Curriculum Studies, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria
2Department of Educational Foundations and Counselling, Faculty of Education, Obafemi Awolowo University, Ile-Ife, Nigeria
3Department of Mathematics, College of Education, Ikere, Ikere-Ekiti, Nigeria

Received 6 December 2011; Accepted 16 January 2012

Academic Editors: M. Reis and B. J. Walton Moss

Copyright © 2012 E. O. Oloyede et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

The study sought to find out the relative effectiveness of three classroom interaction strategies which are known to affect students' learning outcomes in Mathematics. 484 senior secondary school three (SSSIII) students randomly selected through judgmental and stratified random sampling from government-owned secondary schools in Ikere and Ado-Ekiti local government areas of Ekiti state participated in the study. The instrument was a self-constructed one, validated and used for collecting data and titled “Mathematics Achievement Test (MAT).” The experimental treatment lasted for four weeks, and the data collected were analyzed using one-way ANOVA, ANCOVA, two-way ANCOVA, and Tukey HSD post hoc pairwise comparisons analysis. The findings showed that the students' learning outcomes in Mathematics were better promoted by the cooperative and competitive strategies but rather minimally by both individualistic and conventional strategies.