ABSTRACT
This study investigated the Effects of Aesthetic Value and Cooperative Learning Strategies on Primary Pupils Mathematics Performance, Retention and Application in Kano State, Nigeria. Quasi-experimental design involving pretest, post-test 1 post test 2 and post test 3 was used. The population consisted of 17,803 pupils. The sample of 141 pupils was used. Two experimental groups and one control group were used for the study. Pupils in experimental group 1 (EG1) were taught using aesthetic value strategy, pupils in experimental group 2 were taught using cooperative learning strategy and pupils in control group were taught using conventional method. Three instruments were used (mathematics achievement test, test of retention and test of application). The instruments were made reliable using test-retest method with the coefficients 0.68, 0.67 and 0.72 for the three tests respectively. Three hypotheses were tested using analysis of variance (ANOVA) and they were all rejected. Post hoc tests were carried out, which showed that, primary six pupils taught using aesthetic value and cooperative learning strategies performed and applied the acquired knowledge in solving related word problem better than those taught using conventional method. Based on the findings it was recommended that, the two strategies should be used in learning mathematics at the primary school level.