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This paper examined the impact of a cooperative problem-solving strategy on the learning outcomes of Nigerian secondary school students in algebraic word problems, an aspect of mathematics. The sample used for this study was two hundred and forty (240) junior secondary school students in Ilesa township of Osun State, Nigeria. The subjects were randomly assigned into two equal groups: one control and the other experimental. The control group was exposed to the normal traditional method of teaching, while the experimental group was taught via the cooperative Problem-Solving Strategy (CPS). The instruments used for this study are (a) the CPS instructional modules for solving word problems in Algebra (b) the Mathematics Achievement Test (MAT) (c) the Problem-Solving Attitude Scale (PSAS). The results of the study were subjected to't' test statistics: Results from the analysis of the achievement and attitudinal tests showed that there was a significant main effect of treatment on students learning outcomes in both achievement and attitude towards algebraic word problems. In other words, the overall achievement of students exposed to (CPS) was better than those exposed to the conventional method. The study therefore recommended that the training of mathematics teachers should incorporate the various strategies of presenting mathematical tasks to Nigerian students especially the cooperative problem-solving strategy.
Femi Esan (Sun,) studied this question.