The Effect of Cooperative Small-Group Instruction on Fifth-Grade Students Mathematics Engagement

Abstract

This study examined the effect of cooperative small-group instruction on fifth-grade students’ engagement in mathematics. The research was conducted in a public school with 44 students across two classes, comprising an experimental group (n = 26) and a control group (n = 18) from similar socioeconomic backgrounds. Over five weeks, the experimental group received instruction on the Categorical Data Distributions unit through structured cooperative learning activities using the Student Team Achievement Divisions technique, while the control group followed traditional lecture-based instruction with limited opportunities for collaboration. Engagement was measured with the Mathematics Engagement Scale, administered as pre- and post-tests. Students were classified as low engagement (the lowest 30%) or moderate/high engagement (top 70%) based on pre-test scores. ANCOVA analyses, controlling for pre-test scores, confirmed normality and homogeneity assumptions. Findings indicated that the experimental group reported significantly higher engagement than the control group (F(1, 41) = 13.67, p < .05, η² = .25), representing a moderate effect size. Subgroup analyses further revealed that low-engagement students in the experimental group outperformed both low- and moderate/high-engagement students in the control group, while moderate/high-engagement students also showed notable gains (F(3, 39) = 5.32, p = .004, η² = .29). These results highlight the inclusive impact of cooperative learning, particularly in supporting initially disengaged students by fostering a more participatory classroom climate. The findings suggest that students with low participation levels should be identified early and supported through group work, and that lesson content should be designed around cooperative learning strategies.