The effect of cooperative learning on anxiety, attitude and academic achievement in math

The current study intended to investigate the effectiveness of cooperative learning on math anxiety, attitude toward mathematics, and academic achievement of female high school students. The study method was experimental and was conducted by pretest-posttest design with the control group. The population included all female high school students (second year) who were studying experimental science in Tehran. The sample was selected through convenience sampling, and the subjects were randomly assigned into two groups (22 individuals in experimental group and 20 individuals in control group). The experimental group received cooperate-based math training for 32 sessions while the control group received their regular traditional education. Both groups were assessed in pretest and posttest stages. The data were collected through Math Anxiety scale (Shokrani, 1381), Attitude toward Mathematics Questionnaire (Qanbarzadeh, 1380), and Academic Achievement Test. The data were analyzed via analysis of covariance method. The findings showed that there is a significant difference (P