The impact of teaching method based on»cooperative assignments «on student's mathematics learning and retentionin 9th grade

The present paper aims to investigate the effect of teaching method based on cooperative assignments on students’mathlearning and retention.
This research was carried out by using quasi experimental method and pre-test and posttest design. The statistical population consisted of the 9th grade high school girls in Tehran with a sample size of 60 individuals in two groups of control and experimental that were selected and studied by accessible method. The research design was designed and implemented for 8 sessions in two experimental and control groups. The control group was trained by the volume and area of mathematics in conventional way that the assignments were given individually to students, but after training, in experimental group, the participatory assignments were provided to students in the form of the groups of five individuals. A pre-test was performed at the beginning of the course and a similar post-test was performed at the end of the course in both control and experimental groups. Also the retention test was performed for both groups after two weeks. The aforementioned test was verified in terms of factual and content validity by two high school math teachers and supervisor professors. Also its reliability was calculated 0.89 by using Cronbach's Alpha Coefficient. In analyzing the data, the descriptive statistics (mean, standard deviation and variance) and inferential statistics of covariance analysis were used.
Finding: The results of this study showed that the teaching method based on cooperative assignments has positive effect on students’ learning and retention in mathematics and using the cooperative assignments in teaching is more effective than conventional way on studentslearning and retention in mathematics.