摘要：Cooperative learning (CL) has been a preferable alternative to conventional teaching (CT) for recent decades. This study aimed at comparing the effects of CL and CT on mathematics achievement in Sreepur Adarsha Girls’ High School. Sixty two students of grade-IX participated in this study where quasi-experimental design was employed. Both the experimental group (EG) and control group (CG) were guided by the same teacher in one academic session for fifteen weeks. The results showed a statistically significant difference in favour of the EG after CL treatment. The findings revealed that the cooperative students significantly outperformed the conventional students. As such, CL can effectively be implemented to improve students’ achievement in secondary mathematics.
