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The study investigated the efficacy of cooperative and self-directed learning strategies as intervention strategies to reverse Mathematics underachievement for mathematics underachieving gifted students in Secondary schools in Ibadan, Nigeria. Eight-Nine (89) underachieving gifted science students were identified using multi-dimensional screening and identification instrument. The instruments used include, Slosson intelligence test, school academic record, mathematics aptitude test and mathematics achievement test with acceptable reliability coefficients. The study is a quasi-experimental study of pre and post test design. Three hypotheses were generated and tested against the data collected at 0.05 level of significance. The data collected was analysed using ANCOVA and MCA. The findings of the study revealed that the treatment interventions namely cooperative and self-directed learning strategies have significant effect at F(3,85) = 123.258, p<0.05 in enhancing mathematics achievement for the underachieving gifted science students. It was also revealed that cooperative learning is more efficacious than self-directed learning, with post means scores of 68.19 and 62.00 respectively. Recommendation was thereafter made on the use of both cooperative learning and self-directed learning strategies as intervention strategies in enhancing mathematics achievement for gifted students and particularly those who are underachieving in mathematics.

Efficacy of Cooperative and Self-Directed Learning Strategies in Enhancing Mathematics Achievement of Underachieving Gifted Students in Nigeria