Özet:

This research study investigated the effects of Learning Together model of group learning on students’ mathematics achievement and attitudes toward mathematics, and identified teachers’ perception on the implementation of Learning Together in secondary mathematics classrooms. The mood of triangulation, a combination of quantitative and qualitative methods for data collection and data analysis, was employed in the study. The researcher administered a quasi-experimental ‘Equivalent control group with pre-test and post-test’ design on a sample of 112 students to find out the effects of Learning Together, and conducted interview with experimental teachers to identify the teachers’ perception. Data were collected using students’ mathematics achievement test, attitudes toward mathematics questionnaire and teachers’ interview. The independent-sample t-test was used to analyze the quantitative data while the content analysis was used to analyze the qualitative data. The results showed that the effects of Learning Together on students’ mathematics achievement and attitudes toward mathematics were significant, and the teachers’ perception on the implementation of Learning Together was positive. The findings revealed that Learning Together model contributed to the development of students’ mathematical performance due to proper formation of groups, group members’ cooperation to each other’s learning and their sincerity to teachers’ incentives during the treatment period.

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