This research paper examines the effectiveness of cooperative learning as an instructional strategy for improving mathematics achievement and pupil engagement in primary schools within Katete District, Eastern Province, Zambia. Grounded in a convergent mixed-methods design, the study integrated quantitative data drawn from pre-tests and post-tests with qualitative insights gathered through classroom observations, semi-structured teacher and head teacher interviews, and pupil focus group discussions. The study was conducted across four purposively selected government primary schools, with a combined sample of 200 pupils in Grades 5 and 6, alongside 8 mathematics teachers and 4 head teachers. Quantitative analysis using SPSS revealed that the experimental group — which received mathematics instruction through structured cooperative learning strategies including jigsaw, think-pair-share, and Student Teams-Achievement Divisions (STAD) — achieved a mean post-test score of 63.5 compared to 48.9 for the control group, representing a statistically significant difference (p < 0.001, Cohen's d = 1.34). Engagement surveys further confirmed that pupils in cooperative settings exhibited substantially higher levels of participation, enthusiasm, and collaborative task completion. Qualitatively, teachers and pupils reported that cooperative learning reduced mathematics anxiety, fostered peer scaffolding, and enhanced motivation. However, the study also identified critical moderating factors — particularly teacher preparedness, class size, and availability of instructional resources — that shaped the degree of effectiveness. The findings align with theoretical frameworks of Social Constructivism, Social Interdependence Theory, and Cognitive Developmental Theory, and contribute original evidence to the underrepresented context of rural Zambian mathematics education. Practical recommendations are presented for educators, policymakers, and curriculum developers.
Phiri et al. (2026) studied this question.