Ziyad Ellala¹, Mohammad ALSLAQ²

The present study is an attempt to identify the impact of using cooperative learning strategy on the achievement of students with Math Learning Disabilities. The authors selected two units in the second grade primary Mathematics book, then made an achievement test, whose reliability and validity were verified. Sampling consisted of (34) male and female students in Zarqa, Jordan. They were equally divided into two groups: control (8 male students and 9 female students) and experimental (8 male students and 9 female students). Pre and post achievement test was applied. Students of the experimental group were taught for nine weeks using cooperative learning strategy, while students of the control group were taught using traditional method. Results of T Test and One-way Analysis of Variance (ANOVA) showed no statistically significant differences at significance level of achievement test due to the experimental and control group's variable. This result supposes both groups' equivalence prior to application, there are no statistically significant differences between means of both groups on post-total scale due to gender, there are statistically significant differences between means of both groups in post achievement test due to (experimental and control) variable, and these differences were in favor of the experimental group.

learning disabilities, cooperative learning, resource room, Mathematics