Collaborative Learning and Students’ Performance in Mensuration: The Moderating Role of Motivation in SHSs in Kpando Municipality
Semanu Mottey *
Department of Mathematics Education, University of Education, Winneba, Ghana.
Evelyn Adzo Azumah
Department of Mathematics Education, University of Education, Winneba, Ghana.
Alex Owusu
E.P. College of Education, Amedzofe, Ghana.
Moses Koomson
Department of Mathematics Education, University of Education, Winneba, Ghana.
*Author to whom correspondence should be addressed.
Abstract
This study examined the moderating role of students’ motivation in the relationship between collaborative learning and performance in mensuration among Senior High School students in the Kpando Municipality. The study adopted a quantitative experimental design involving 304 SHS 3 students selected from two schools. Participants were assigned to treatment and control conditions, with the treatment group receiving instruction through collaborative learning and the control group receiving traditional teaching. Data were collected using a questionnaire and an achievement test developed with reference to the SHS mathematics curriculum and relevant past examination items. Descriptive statistics, correlation analysis, regression analysis, and structural equation modelling were used to analyse the data. The descriptive results showed moderate motivation among students and moderate achievement in mensuration. The correlation results indicated a positive relationship between motivation and achievement, while the relationship between collaborative learning and achievement required further interpretation in relation to the regression and moderation analyses. Regression analysis showed that collaborative learning explained a proportion of the variation in achievement in mensuration. The moderation analysis indicated that collaborative learning, motivation, and their interaction had statistically significant effects on students’ achievement. The simple slope results further suggested that the effect of collaborative learning on achievement was stronger among students with high motivation, whereas the effect was weaker or negative among students with low motivation. The findings suggest that motivation plays an important role in determining how effectively students benefit from collaborative learning in mensuration. The study recommends that teachers integrate motivational strategies into collaborative learning activities to support active participation and improve learning outcomes.
Keywords: Collaborative learning, motivation, students’ performance, mensuration