This study explores how cooperative learning is implemented by secondary school mathematics teachers. Using a quantitative survey design, data were gathered from 80 secondary school mathematics teachers across several schools. The investigation focused on comparing cooperative learning with other teaching approaches, examining its influence on classroom practices, and understanding teachers’ perceptions and attitudes toward this method. A 30-item questionnaire based on a five-point Likert scale was administered, and the data were analysed using descriptive and inferential statistics. The results indicate a high level of cooperative learning implementation among teachers. Teaching experience was found to significantly influence teachers’ perceptions and practices, while no significant difference was observed based on gender. The findings are consistent with the Theory of Planned Behaviour, indicating that teachers’ positive attitudes and perceived readiness significantly influence their implementation of cooperative learning in mathematics classrooms. Nevertheless, some challenges were noted, particularly regarding the shift from traditional teaching to more active, student-centered approaches.
Nordin et al. (Sat,) studied this question.