Several studies and reports have indicated that a lot of learners are underperforming in mathematics. The underperformance of learners in mathematics is very concerning and has evoked research interests into teaching strategies that can be used to improve the performance of learners in mathematics. This study investigated the analysis of cooperative learning strategy on teaching and learning of mathematics among grade elevens. A mixed method approach specifically quasi-experimental research design with equivalent control group and interviews were used to collect data. The population for the study composed of grade elevens learners from Fatima girls secondary school of Ndola district. The sample consisted of seventy six (76) learners from two purposively selected classes of the same academic ability. Both quantitative and qualitative approaches were applied in the data collection and analysis. SPSS and Excel were used to analyse the data collected. The post-test mean for the experimental group changed from the pre-test mean by 14.81%, while in the control group the change from the pre-test to post-test mean was 6.39%. Based on the analysis and interpretation of the data collected in this study, the conclusion reached was that learners taught using cooperative learning performed better in mathematics than learners that were taught using traditional teaching method. The results also revealed that those students who were taught using cooperative learning instructional strategy resulted in better performance in mathematics than traditional teaching method. In addition, learners expressed an increased interest, motivation and self-efficacy after exposure to cooperative learning. The study recommended further that cooperative learning to be integrated with conventional teaching method when learning mathematics.