Students
have continued to perform poorly in certain mathematics topics due to ineffective
teaching strategies practiced by mathematics teachers. One such topic is scale
drawing taught to 14 year old form one students in secondary schools in Kenya. This
study sought to determine the effects of Students Teams -Achievements Divisions, Cooperative
Learning (STAD, CL) teaching strategy on students’ mathematics
achievement in scale drawing topic by gender. A simple random sample of four coeducational
district secondary schools in Nakuru District was obtained. The study
was carried out in a mathematics classroom setting. Solomon four group designs
under quasi-experimental research was used.