International Journal of Educational Innovation and Research Volume 3, Number 1, 2024, pp. 62-74 DOI: https://doi.org/10.31949/ijeir.v3i1.7163 ISSN: 2810-0808 This is an open access article under the CC BY-SA license. Copyright © 2024 by Author. Cooperative learning as a strategy of improving mathematics performance and attitudes Matthew Bugre Ndebil 1 , Clement Ayarebilla Ali 2 * 1 CK Tedam University of Technology and Applied Sciences, Navrongo, Upper East Region, Ghana 2 University of Education, Winneba, Ghana *Corresponding Author: aliclement83@gmail.com ABSTRACT There has been an increasing concerns that the traditional instructional methods militate against students‘ performance and positive attitudes towards school mathematics. This study employs cooperative learning strategy to provide an innovation as a way of ameliorating the canker. We utilised the quasi- expermental (prepost non-equivalent) design. In this design, two senior high schools selected. One school was the experimental (SHS A) and the other was the control (SHS B). A sample of 224 students were assigned to the experimental (110) and control (114) groups. After treatments, mathematics achievement tests were used to gather the data. The data was analysed with means, standard deviations, percentages, p-values and t-statistics. The outcomes revealed that students who had tutorials in the cooperative strategy performed better than those who had tuition through the traditional. Even within the experimental group, there was no statistically significance differences between boys and girls. It was concluded that students‘ performance and attitudes toward learning mathematics were positively enhanced by cooperative learning. It was therefore recommended that stakeholders make conscious efforts to inspire teachers to model more cooperative learning techniques in mathematics instruction. ARTICLE HISTORY Received 2023-10-20 Accepted 2023-12-28 KEYWORDS Attitudes Cooperative learning Mathematics performance Quasi-experimental Strategy INTRODUCTION All over the world, new curricula seek to focus on task-based cooperative teaching and learning. Some of these are think-pair-share, team teaching, random selection and cooperative learning (Appiah, 2011; Carss, 2018; Lee, Li, & Shahrill, 2018; Ministry of Education, 2019; Moghaddam & Heidari, 2018). However, studies (Benning, & Agyei, 2016; Fletcher, 2018) suggest that these changes have not significantly improved upon the teaching and learning of mathematics. Two major reasons attributed to the abysmal learning outcomes are inadequate and/or little local content interactional-instructional models and low technological pedagogical content knowledge of teachers and students. This study seeks to fill these yawning gaps with cooperative learning method. In the cooperative learning, three interrelated theories have been proposed to beef their strengths and weaknesses. The quasi-experimental method has also been employed to test the method and infer its gender sensitivity. We also employed robust statistically analyses to link mathematics performance with students‘ attitudes and gender differences. Bruner (1985) describes cooperative learning as a style of methodology where students with varying performance levels collaborate to accomplish a common objective. Collaborative learning is a teamwork that exhibits greater levels of reasoning and information retention than those who work independently (Ministry