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Effects of Cooperative Learning Strategy on Junior Secondary School Students Achievement in Integrated Science
Abstract
The purpose of this study was to determine how the adoption of cooperative learning as an instructional strategy for teaching Integrated Science influences students' achievement and attitude towards studies. The study also determined how moderating variables like sex and ability affect students' achievement in Integrated Science when cooperative learning is used as an instructional strategy. To guide this study, five hypotheses were stated and tested at 0.05 level of significance. The design of the study was a 2x2x2x2 factorial, pre-test, post-test control group design. These included two instructional groups (cooperative and traditional classroom groups), sex (male and female), ability (high and low), and repeated testing (pre-test and post-test). The population of study was made up of 205 JS III students from where a sample of 120 students was randomly selected. The instruments used for the collection of data included: a Scholastic Ability Test in Integrated Science (SATIS), Students' Attitude Scale (SAS), and Integrated Science Achievement Test (ISAT). All the data collected were analyzed with analysis of co-variance statistic. The major findings of the study included: a significant higher achievement test scores of students in cooperative learning group than those in traditional classroom; a significant higher attitude scores of students in cooperative learning group than those in traditional classroom; a significant higher achievement test scores of all students of varying abilities in cooperative learning group than those in traditional classroom; a non-significant difference in achievement test scores between the male and female students in the cooperative learning group, and non-significant interaction effect between sex and ability, sex and method, ability and method and among method, sex and ability on achievement.
... Attitudes and values provide the framework for guiding our actions outside the classroom. In helping learners acquire from the basic cooperative attitudes and values they need to think independently inside and outside of the classroom (Ajaja & Eravwoke, 2010). Studies have proven that cooperative learning setting has been very effective in encouraging students' interaction and developing positive attitudes towards learning (Artut & Tarim, 2007;Gomleksiz, 2007;Lai & Wu, 2006;Moreno, 2009). ...
... Contrarily, Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) found gender differences in favour of male students. On the other hand, Annetta, Mangrum, Holmes, Collazo and Cheng (2009), Kost, Pollock and Finkelstein (2009), Adeyemi (2008 and Ajaja & Eravwoke (2010) reported that gender had no effect on academic performance of students in cooperative learning. These contradictory findings have caused for inclusion of gender as one of the moderating variable for this study. ...
... Also disagree with Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) which found gender differences in favour of male students. Furthermore, it agree with the findings of Annetta, Mangrum, Holmes, Collazo and Cheng (2009), Kost, Pollock and Finkelstein (2009), Adeyemi (2008) and Ajaja & Eravwoke (2010) which reported that gender had no influence on academic performance of students in cooperative learning. ...
This study investigated the effectiveness of computer-supported jigsaw II cooperative learning strategies on the performance of senior secondary students in physics. The study also determined how moderating variables of gender and attitude to physics when Jigsaw II cooperative learning is used as an instructional strategy. Purposive sampling technique was used to select two senior secondary school class II physics students from four intact classes in Minna, Niger State, Nigeria. 80 students from two intact classes were assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. Computer-Assisted Learning Package (CALP) on physics and Physics Achievement Test (PAT) were used as treatment and test instruments. Analysis of Covariance and Scheffe's test were used for data analysis. Findings indicated that students taught physics using computer-supported Jigsaw II performed better than those taught using individualized computer instruction. In addition, students exposed to Jigsaw II cooperative learning strategy had positive attitude to physics than those taught with ICI. However, students' gender had no influence on their performance. Based on the findings, it was recommended among other physics teachers should be encouraged to use computer-supported cooperative instructional strategy to improve students' cognitive and affective outcomes.
... Attitudes and values provide the framework for guiding our actions outside the classroom. In helping learners acquire from the basic cooperative attitudes and values they need to think independently inside and outside of the classroom (Ajaja & Eravwoke, 2010). Studies have proven that cooperative learning setting has been very effective in encouraging students' interaction and developing positive attitudes towards learning (Artut & Tarim, 2007;Gomleksiz, 2007;Lai & Wu, 2006;Moreno, 2009). ...
... Contrarily, Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) found gender differences in favour of male students. On the other hand, Annetta, Mangrum, Holmes, Collazo and Cheng (2009), Kost, Pollock and Finkelstein (2009), Adeyemi (2008 and Ajaja & Eravwoke (2010) reported that gender had no effect on academic performance of students in cooperative learning. These contradictory findings have caused for inclusion of gender as one of the moderating variable for this study. ...
... Also disagree with Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) which found gender differences in favour of male students. Furthermore, it agree with the findings of Annetta, Mangrum, Holmes, Collazo and Cheng (2009), Kost, Pollock and Finkelstein (2009), Adeyemi (2008) and Ajaja & Eravwoke (2010) which reported that gender had no influence on academic performance of students in cooperative learning. ...
This study investigated the effectiveness of computer-supported jigsaw II cooperative learning strategies on the performance of senior secondary students in physics. The study also determined how moderating variables of gender and attitude to physics when Jigsaw II cooperative learning is used as an instructional strategy. Purposive sampling technique was used to select two senior secondary school class II physics students from four intact classes in Minna, Niger State, Nigeria. 80 students from two intact classes were assigned into Jigsaw II and Individualized Computer Instruction (ICI) groups. Computer-Assisted Learning Package (CALP) on physics and Physics Achievement Test (PAT) were used as treatment and test instruments. Analysis of Covariance and Scheffe's test were used for data analysis. Findings indicated that students taught physics using computer-supported Jigsaw II performed better than those taught using individualized computer instruction. In addition, students exposed to Jigsaw II cooperative learning strategy had positive attitude to physics than those taught with ICI. However, students' gender had no influence on their performance. Based on the findings, it was recommended among other physics teachers should be encouraged to use computer-supported cooperative instructional strategy to improve students' cognitive and affective outcomes.
... For example, Omeje (2021) and Ukeh and Nwankwo (2023), discovered that male students achieved higher results than their female counterparts when exposed to cooperative learning strategies, indicating that gender played a role. In contrast, a study conducted by Ajaja and Eravwoke (2010), suggested that gender did not affect students' academic performance when they were exposed to cooperative learning. Given the differing findings from previous research, the current group of researchers felt it was important to investigate how gender differences might influence students' academic achievement in computer studies when they are exposed to the jigsaw instructional strategy. ...
... The finding is in line with Omeje (2021), who stated that male students achieved higher results than their female counterparts when exposed to cooperative learning strategies, indicating that gender played a role. The finding is in disagreement with Ajaja and Eravwoke (2010), who stated that gender did not affect students' academic performance when they were exposed to cooperative learning. Furthermore, the test of hypotheses also showed that the mean difference in achievement was significant, in favour of the students in the experimental group. ...
... One other study by Adeyemi (2008) on the effects cooperative learning and problem solving strategy on the achievement of Junior Secondary School social studies students shows that the effect of the teaching methods was gender sensitive. Also the study by Ajaja and Eravwoke (2010) aimed at determining how cooperative learning affects students' achievements in integrated science and how moderating variables such as sex and abilities influences students achievements in cooperative leaning shows that difference in the achievement between males and females was not significance in the cooperative learning group. ...
... Electronic copy available at: https://ssrn.com/abstract=2426219 (2003), Ajaja and Eravwoke (2010), Muraya and Kimamo (2011) and which revealed gender equality in the mean gain in the cooperative learning method and also in line with the assertion of Etukudo (2002) cited by Kpaji (2011) that a good teaching method should be able to neutralize gender difference. It however, contradicts the findings of Adeyemi (2008) which shows that cooperative learning method is gender sensitive. ...
The study examined gender as a factor in the achievement of biology students taught using Students' Team Achievement Division (STAD) and Jigsaw cooperative learning strategies in Wamba Local Government Area of Nasarawa state Nigeria. The research adopted the non randomized, pretest-posttest control group quasi experimental design. A sample of 188 students comprising of 95 boys and 93 girls from 6 randomly selected schools was used. A 30 item instrument called Biology Achievement Test (BAT) developed by the researchers was used for data collection. Its reliability coefficient of 0.84 was obtained using Kuder-Richardson formula 21 was used for data collection. The schools were grouped into 3 and assigned randomly into 1 control and 2 experimental groups. The control was taught using Lecture method while cooperative learning was used in experimental groups. Intact classes were used in all the schools, students were pre tested, treated for 6 weeks and post tested. Data collected were analyzed using Mean, Standard deviation and ANCOVA at 0.05 level of significance. The result shows that the difference in the mean achievements of boys and girls in the 2 methods was insignificant. Teachers therefore should use the methods in teaching and seminar, workshops and conferences should be organized to train the teachers.
... This technique results in cognitive restructuring and will lead to an increase in understanding of all students in a small group. Ajaja and Eravwoke (2010) believe that academic achievement of students has been found to be enhanced by the use of group-investigation cooperative learning. Apart from the increased academic achievements of students at all ability levels cooperative learning activity engages the student in the learning process and seeks to improve the critical thinking, reasoning and problem solving skills of the learners. ...
This book is designed to equip Student-Teachers and in-serviceTeachers in Universities, Colleges of Education, and otherTeacher Training Institutions with the necessary required skillsthat make a teacher competent. The book consists of sixteenchapters that explicate the rudiments of teaching, teachingmethods, application of some innovative teaching techniques inSocial Science subjects, classroom differential, psychology,concept of microteaching, microteaching skills, non-verbalcommunication strategies, the student-teacher and the use ofchalkboard, the student-teacher and the use of instructionalmaterials, preparation of lesson plan, to practical teachingpractice.
... This technique results in cognitive restructuring and will lead to an increase in understanding of all students in a small group. Ajaja and Eravwoke (2010) believe that academic achievement of students has been found to be enhanced by the use of group-investigation cooperative learning. Apart from the increased academic achievements of students at all ability levels cooperative learning activity engages the student in the learning process and seeks to improve the critical thinking, reasoning and problem solving skills of the learners. ...
This book is designed to equip Student-Teachers and in-service
Teachers in Universities, Colleges of Education, and other
Teacher Training Institutions with the necessary required skills
that make a teacher competent. The book consists of sixteen
chapters that explicate the rudiments of teaching, teaching
methods, application of some innovative teaching techniques in
Social Science subjects, classroom differential, psychology,
concept of microteaching, microteaching skills, non-verbal
communication strategies, the student-teacher and the use of
chalkboard, the student-teacher and the use of instructional
materials, preparation of lesson plan, to practical teaching
practice.
The book is very useful to teachers, pre-service teachers, students,
non-trained teachers in the teaching industry and will serve as a
useful document for training and retraining of prospective
teachers especially those studying Social Science related courses
in institutions of higher learning.
... The evidence documented in the relative literature confirmed that in classes where cooperative instructional approach is practiced for teaching and learning, participants gradually take responsibility for each other's learning just because they sacrifice their own performance and achievements in order to elevate and enhance the group performance. The reason behind the students' supportive attitude in cooperative learning settings could be achieved due to positive reinforcement, feedback, and spirit from the students' peers in the group (Ajaja & Eravwoke, 2010). The findings of the present study were in line with the findings of Aluko (2008) indicating that cooperative learning strategy through instructional intervention was found to be more effective on enhancing better performance of the learners in confronting the educational challenges. ...
Abstract
The triangle of sender-media-receiver is the necessary chain for any human interaction. In language learning field, learners are always focused as the decisive elements in communications; hence, the importance of the adversities to be confronted and the un-predicted .........
... Some studies have postulated that gender does not influence the academic performance of students participating in cooperative learning groups [47][48][49][50][51]. However, they did not analyze the influence of gender on the composition of these groups. ...
This article explores, quantitatively and qualitatively, how gender-neutral groups of pre-service teachers in homogenous and heterogeneous cooperative learning prioritize individual responsibility, promotive interaction, and positive interdependence. The study took place in the 2022–2023 academic year. The participants in this study were 535 pre-service teachers registered on Kindergarten, Primary, and Secondary Education undergraduate degree courses in the Faculty of Education and Psychology (FEP) at the University of Girona. In the study, the CAC instrument (20 items) was applied along with 11 items that were added. The results indicated that the participants scored higher in all the categories of cooperative learning when they were in homogenous groups than when in heterogeneous ones. Female students scored higher than male or non-binary students in all the cooperative learning categories in both types of cooperative structure. In both settings, female students valued individual responsibility higher, while non-binary individuals valued it lowest. Male students valued individual responsibility higher when working in heterogeneous groups. Most students believed that their role did not change when carrying out cooperative challenges. However, among those who did believe that their role altered, the majority were female. The study shows that while female, non-binary, and male pre-service teachers are equally sociable, they develop social skills differently. Diversity in educational institutions should therefore be taken into account as an influence on tertiary students’ development and success in later life.
... The ineffectiveness of conventional methods in teaching physics has been reported [27] reporting the ineffectiveness of conventional teaching. In general, [28] also reported that cooperative learning affects student performance, namely achievement test scores significantly higher than in traditional classes. Educators must develop a curriculum by incorporating active teaching strategies such as the TPS-type cooperative method to improve student learning outcomes. ...
The purpose of this study was to compare the application of the think pair share (TPS) learning method and conventional methods to student learning outcomes in physics learning. The type of research used is quasi-experimental (Quasy Experimental Design). The subjects in this study were two classes, namely 24 X MIPA 1 students as an experimental class using the Think Pair Share (TPS) learning method and 24 X MIPA 2 students as a control class using conventional methods. The sampling technique used purposive sampling. Data collection techniques using documentation, tests, and observations. The data analysis technique used in this study was the Independent Sample Test (t-test) with a significance level of 5%. Before the data were analyzed, a prerequisite test for normality analysis was carried out. The results showed that there were differences in the learning outcomes of students who were taught using the TPS method with conventional methods in physics subjects. Where the average post-test score for the experimental class was 72.45, higher than the control class, which was 51.54. These results indicate that student learning outcomes in the experimental class experienced a significant increase compared to the control class. The results of calculating the gain score for the experimental class obtained an average pre-test of 54.04 and a post-test of 72.45 so a Gain of 0.40 was obtained in the moderate category. Whereas in the control class, the average pre-test was 49.87 and the post-test was 51.54 so a gain of 0.03 was obtained in the low category. This shows that learning using the TPS method is better than using conventional methods.
... Cooperative learning (CL) is the instructional use of small groups so that students work together to help each other to complete a common task and to maximize their learning (Johnson et al., 2013). This learning method encourages students to interact with each other, and to brainstorm and exchange information and knowledge through group activities to learn different content and subjects (Ajaja & Eravwoke, 2010), such as in the social sciences (Gull & Shehzad, 2015). Besides, CL has been widely applied to enhance various language skills such as oral English (Fen, 2011;Pattanpichet, 2011) and EFL courses (Morgan et al., 2010;Suh, 2009). ...
Background Study
English education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real‐life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real‐life stories and recording them in English.
Objectives
The present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge.
Methods
The participants were 43 sixth‐grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9‐week course. All the participants took financial knowledge and English‐speaking proficiency pre‐tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English‐speaking skills.
Results and Conclusions
The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.
... 10. The critic: shows some shortcomings in the performance of his group and justifies his opinion and suggests the required amendment [39][40][41]. ...
The study of cooperative education is important not only for researchers but also for those interested in studying educational methods, such as university professors, teachers in schools, and all educational institutions. This is because of its effectiveness in teaching students, developing their skills, developing their ideas and employing them in the study and finding appropriate solutions to the questions posed by the teacher. It also helps in instilling a spirit of cooperation among the students by dividing them into groups to achieve the desired goals. The aim of the study is to clarify how important it is for teachers to use cooperative education in addressing the educational, social and psychological aspects when teaching students in educational institutions. The study is divided into three sections. The first section presents the general framework of the study dealing with the problem, importance and objectives. The second section deals with the concept of cooperative education, its importance and the date of its inception. This section also discusses the most important theories that I mentioned about its importance, results, foundations and objectives of cooperative education, including its benefits, characteristics, stages and strategies. It clarifies the role of the teacher and student in e-learning. The third topic dealt with the methodology of the research and presentation of the results, their interpretation and discussion. The research reached several conclusions, the most important of which are: the teaching staff in educational institutions enjoy a high level in employing cooperative education in their teaching to students and to achieve the educational, social and economic goals, all of which were significant and used.
... But, Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) found gender differences in favour of male students. Also, Annetta, Mangrum, Holmes, Collazo and Cheng (2009), Kost, Pollock and Finkelstein 2009), Adeyemi (2008) and Ajaja & Eravwoke (2010) reported that gender had no effect on academic performance of students in collaborative learning. All these contradictory findings have necessitated the inclusion of gender as one of the moderating variables for this study. ...
This study investigates the use of computer supported collaborative learning in teaching and learning science in Chemistry Teaching in Senior Secondary Schools in Obio/Akpor Local Government Area in Rivers State. Two research questions and two hypotheses were formulated to guide the research. The design adopted for this study is quasi experimental pre-test, post-test control group design. The population of the study was made up of all SSII chemistry students, using cluster sampling to select 40 students to form the sample size. The research instrument used was Balancing of Equations Performance Test (BEPT). Mean and standard deviation were used to answer the research questions. Analysis of Covariance (ANCOVA) was used to test the hypotheses. The findings among others indicated that students taught with computer supported collaborative learning teaching strategy performed better than the traditional method thereby eliminating student’s misconception on balancing of equations concept in chemistry. It was recommended among others that chemistry teachers should be encouraged to explore the application of computer supported collaborative learning strategy in their classroom instruction.
... Indeed, the application of group-based learning (Problem Based Learning, Cooperative learning, Collaborative Learning) has become increasingly popular in various educational institutions in the world (Akınoğlu & Tandoğan, 2006;Johnson, et.al, 2000;Learning, 2013). Various studies also have demonstrated the effectiveness of cooperative learning approaches to students' academic achievement (Ajaja & Eravwoke 2010;Hossain & Ahmad, 2013). However, cooperative-based learning methods are prone to social loafing behavior, namely the tendency of individuals to reduce effort when given tasks in groups (SJ Karau & Williams, 1997;Teng & Luo, 2014). ...
Cooperative learning has a long history in higher education, dating back thousands of years. Small groups are used in particular so that students can maximize their own and each other's learning. Cooperative learning, on the other hand, is more than just putting students in groups; it also involves adding fairness and engagement into the group learning process. At Universitas Syiah Kuala, this study sought to determine the impact of free riding and social loafing on a group conversation. Using a genuine experimental design, a total of N=70 people were separated into one experimental class and one control class. The results revealed between the experimental group and the control group than in the experimental group, the subjects tended to rate and be judged by their group peers as optimum contributors (SCI = 1). This SCI of 1 means that group members contribute as they should, nothing more and nothing less. This indicates the absence of social loafing and free riding.
... The group-based study has a positive outcome, and students know actively and positively engage with their group mates and mentors via social media-based learning (Sesen and Tarhan, 2010;Pitafi et al., 2018a). Ajaja and Eravwoke (2010) state that social media-based learning has a significant impact on active student learning in closed groups and interactions with their fellows. ...
Social media has always been described as the channel through which knowledge is transmitted between communities, students, and learners. This social media has been utilized by university students in a way to encourage collaborative learning and social interaction. This study explores the use of social media in the process of collaborative learning among university students in China using a survey method, a total of 583 students from different universities were surveyed in this study. Through this investigation, different factors enhancing collaborative learning among university students in the context of using social media are going to be examined. Structural equation modeling (SEM) and hierarchical regression were used to analyze the suggested hypothesis. Results show that perceived benefit, active learning, and interaction with students are significantly related to social media collaboration. However, perceived ease of use and perceived usefulness have an insignificant effect on social media collaborative learning. Additionally, students’ academic self-efficacy significantly moderates the relationship between social media collaboration and learning performance. The implication and limitations of the study are also discussed in the last section.
... The positive attitude towards physics exhibited by students in the cooperative learning classroom may have been attributed to immediate feedback, reinforcement, and support come from students' peers in the group. Again, students in cooperative learning performed better in test of attitude towards studies may perhaps be because of role expectation and sharing of responsibility, which are two important features of cooperative learning (Ajaja & Eravwoke, 2010). ...
This study determined the effects of computer-based STAD cooperative learning strategy on the performance, achievement level and attitude of secondary school physics students in Minna, Nigeria. A quasi-experimental study using a non-randomized, non-equivalent, pre-test, post-test, control group design was adopted. The target population for this study comprised all the senior secondary school class (SSSII) physics students in Niger State. Purposive sampling technique was used to select two senior secondary schools class two (SSS II). The schools were assigned into Computer-based STAD and Individualized Computer Instruction (ICI) groups. A sample size of 84 physics students from two intact classes participated in the study. Computer-Assisted Learning Package (CALP) on physics was used as treatment instrument. Physics Achievement Test (PAT) was used as test instrument, while Physics Attitude Scale (PAS) was used to elicit response on students' attitude towards physics. PAT and PAS were pilot tested, the reliability coefficient of 0.90 and 0.86 were obtained using Kuder Richardson (KR-20) and (KR-21) respectively. Analysis of Covariance and Scheffe test were used for data analysis. Findings indicated that students taught physics with computer-based STAD performed better than their counterparts in ICI. In addition, students in computer-based STAD group had positive attitude towards physics than those in ICI group. Furthermore, achievement levels had significant influence on their performance. Based on the findings, it was recommended among others that teachers should use computer-assisted STAD to improve students' performance in some difficult physics concepts.
... The finding from table 5 indicates that there was no significant difference between the mean achievement scores of the female students who were exposed to physics using TPS and their male counterparts who were exposed to the same treatment. This is in agreement with the findings of Ajaja and Eravwoke (2010) which showed that cooperative learning did not significantly affect students' achievement in integrated science, when gender was considered. The finding from table 5 is, however, discordant with the findings of Kolawole (2008) and Adeyemi (2008) that when students were exposed to learning using cooperative learning strategy, male students achieved significantly higher than female students. ...
This study investigated the effects of Team-Pair-Solo cooperative learning strategy (TPS) on senior secondary two students' achievement in physics in Jos metropolis, Nigeria. Students' achievement in physics has continued to fluctuate in Nigeria, exhibiting traces of under-achievement, over the years. The pre-test, post-test non-equivalent control group quasi-experimental research design was used. The sample size of 88 students offering physics from intact classes in two schools, obtained by the purposive and simple random sampling techniques, was used for the study. The experimental group consisted of 22 male and 20 female students while the control group consisted of 27 male and 19 female students. The instrument developed for the study was the Physics Achievement Test (PAT) which consisted of 40 multiple-choice items in the concepts of motion, heat energy measurements and linear momentum. The reliability coefficient of PAT, using the Kuder-Richardson formula 20 on SPSS version 25, was determined as 0.91. The mean was used to answer three research questions raised for the study and the t-test was used to test the two formulated hypotheses at α = 0.05 level of significance. Findings from the study revealed that students taught using TPS achieved higher in physics than those taught using conventional lecture method of instruction (CLM). It was also revealed that the TPS is gender-friendly. It was recommended that physics teachers should adopt the use of TPS; and that curriculum planners and education policy makers should incorporate TPS into secondary school physics curriculum so that teachers can effectively implement the strategy.
... In addition, the CL is student-based since students play an active role in the learning process (Gamoran et al., 2000); communication and the sharing of ideas in group projects are crucial elements of collaborative classrooms, which develop interpersonal relationships and communication skills by establishing an atmosphere that promotes collaboration and the interchange of ideas (Petrescu et al., 2018;Swanson et al., 2021;Thirteen Edition Online 2004). Collaborative pedagogy has been recognized as one of the most effective pedagogical techniques for teaching science because it promotes students' positive attitudes and higher achievements across all of the STEM disciplines (Ajaja, 2013;Ajaja & Eravwoke, 2010;Biel & Brame, 2016;Celik & Bayrakceken, 2012;Crowe et al., 2008;Eddy et al., 2013Eddy et al., , 2015Freeman et al., 2014a;Johnson et al., 2000;Lord, 1997;Ruta, 2014;Springer et al., 1998;Tanner, 2013;Zhan et al., 2011), and it benefits STEM undergraduates by enhancing their conceptual understandings, their critical thinking skills, and their persistence in STEM fields (Kuit & Fildes, 2014). ...
This study aimed to compare female and male students’ attitudes and achievements within different learning settings determined by e-learning and in-classroom learning modalities, collaborative (CL), and traditional (TL) learning pedagogies and investigated the effect of single-gender (SG) and mixed-gender (MG) grouping in an undergraduate biology course. 1375 biology students enrolled in a public university were randomly divided into 12 learning settings. Keller’s ARCS model and Vygotsky’s Socio-cultural Theory were the theoretical frameworks that guided this study. Results indicated that females attained higher achievement and more positive attitude towards biology in TL and CL sections in single-gender compared to mix-gender classes; overall, academic achievements between females and males demonstrated a significant difference at P < .05. Females students performed relatively low achievement and had a negative attitude toward biology in mix-gender CL groups (2 Females + 2 Males) compared to single-gender CL groups (4 Females) in in-classroom modality. E-learning attenuated the negative impact of mixed-gender grouping on female students within e-learning CL settings. The effect size value indicated that males benefited more than females from mixed-gender CL (2F + 2 M) pedagogy in e-learning and in-classroom modalities. Thus, e-learning may encourage female students to overcome the socio-cultural barrier that leads them to feel reticence in mixed-gender groups. The study helps to understand the most suitable learning settings for female and male students to decrease gender disparities, reduce the negative influences of stereotypical threats in different socio-cultural environments, and develop learning strategies to further equalize opportunities for females and male students, promoting students’ attitudes and achievement in undergraduate biology education.
... The teachers stated that they did not compose the assignment themselves because the level of difficulty of assignments in the student books was already suitable. Actually, the traditional learning model is not always wrong to use, but as Ajaja & Eravwoke (2010) found, it cannot provide more results than the collaborative learning model. ...
Collaborative skills are becoming mandatory in the 21st century. There have been many studies that show the effectiveness of the collaborative learning (CL) approach on students' collaboration and interaction abilities. In Indonesia, through the implementation of 2013 curriculum, group learning is encouraged. This study aims to describe the implementation of collaborative learning by describing the teachers' understanding of collaborative skills and collaborative learning models, the strategies teachers use to teach collaborative skills, and the constraints that prevent teachers from using collaborative learning models. This qualitative research involved 13 elementary school teachers in the Special Region of Yogyakarta Province. Data collection was carried out through in-depth interviews. Data were analyzed using the Bogdan and Biklen models. The results show that 1) the teachers' understanding of collaborative skills still needs to be improved, especially in the collaboration aspect, 2) the teachers' knowledge about collaborative learning models is still lacking, 3) the obstacles that cause teachers not to use CL are teachers' lack of knowledge, teachers’ lack of motivation to improve their knowledge, teachers’ hesitance to try new learning models, and teachers' concerns that it will be difficult for students to use CL. Therefore, the teachers need to increase their understanding and open themselves to new learning models. This can be a concern for principals and teacher education managers to provide intensive education and training related to collaborative learning approach.
... In the view of Ebrahim, [17] teachers should encourage to use cooperative learning because it positive affect students' abilities to deal with the needs, diversity, and interpersonal demands of the twenty-first century Wachanga and Mwangi [18] in their study showed no significant differences between boys and girls taught through cooperative learning as compared to boys and girls in the experimental groups instructed through cooperative learning in chemistry. Ajaja and Eravwoke [19] investigated the effect of cooperative learning students' achievements in science with respect to moderating variables such as gender and abilities influences. They found no significant difference between the posttest scores of male and female students. ...
The study examined the effect of two types of cooperative learning strategies (CLSs) including structured CLS [Students' Team Achievement Division (STAD)] and informal CLS on the achievement of biology subject among secondary school students with respect to their gender. The researcher adopted the pretest-post-test experimental design to perform two separate experiments. A total of 63 students of class IX participated in the first experiment and, in the second experiment, 62 students were participated. An instrument, Biology Achievement Test, developed by a researcher comprising of 100 items, was used. Its reliability coefficient was calculated by using K20 method and Cronbach reliability formula, in which the values were found to be 0.67 and 0.83, respectively. The results revealed that both the structured and informal types of cooperative learning instructional strategies enhance students' achievement in biology. The study shows that structured CLS (STAD) as well as informal CLS had no significant effect on students' achievement in relation to their gender, although in both cases, the female students achieved more than their male counterpart. Thus, an implementation of CLS has a step to realize gender equity in the science classroom.
... Socio-emotional development can be facilitated by cooperative learning. Children taught by cooperative learning have higher growth and development than traditional classes [15]. ...
... The higher level of performance observed in the cooperative learning based instruction agrees with the findings of a study conducted by Ajaja and Eravwoke (2010) that tested the effect of cooperative learning on students' performance. Ajaja and Eravwoke (2010) reported that there was a significant higher achievement test scores of students in cooperative learning group than those in traditional classroom, a significant higher attitude scores of students in cooperative learning group than those in traditional classroom and significant higher achievement test scores of all students of varying abilities in cooperative group than those in traditional group. The findings with regard to research one is in congruent with results of (Tanel and Erol, 2008; Shain, 2010; Dat-Tran, 2014) whose reported higher levels achievements when students were instructed using cooperative learning strategy. ...
The study examined the effect of cooperative learning strategy on teacher trainees’ performance and retention of science concepts. This study employed Classroom Action Research with pretest, posttest and delayed test, using level hundred (100) teacher trainees (n=50) from Berekum College of Education, Ghana. Instruments known as Achievement test and Delayed test were used to gather data for the study. Mean, standard deviation, percentage and normalized gains were used to answer the research questions, while independent sample t-test was used to test the hypothesis. The results revealed that, cooperative learning strategy is an effective learning intervention to increase students’ performance and retention knowledge. There was no gender difference in the delayed test with regard to the retention for the sample used for the current study. Generally, the current study confirms the numerous benefits of using cooperative learning strategy to promote performance and retention of knowledge. Based on the results obtained, it was therefore recommended that teachers must be encouraged to use the cooperative learning strategy to teach science at the College of Education.
... Adapun pembelajaran kooperatif terdiri dari 6 (enam) fase seperti yang di ungkap oleh Suprijono (2012:65) Pembelajaran kooperatif telah menjadi perhatian banyak peneliti seperti (Zakaria & Iksan, 2006;Ajaja, 2010;Aziz & Hossain, 2010;Iyer, 2013). Zakaria & Iksan (2006) menyatakan bahwa pembelajaran kooperatif menciptakan banyak kesempatan belajar yang tidak biasanya terjadi di kelas tradisional. ...
This study is aimed to describe cooperative learning assisted by teaching aids that can improve mathematical understanding of 8th grade students of SMP Negeri 1 Sukadana on cube and beam material. This type of research is classroom action research. The steps of cooperative learning assistedby teaching aids that can improve students' mathematical understanding of cube and beam material are: 1) Conveying goals and preparing students, in this phase the teacher gives apperception and conveys the learning objectives, 2) Presenting information, in this phase the teacher explores students'initial abilities and delivering lesson material 3) Organizing students into learning teams, in this phase the teacher organizes students into heterogeneous learning groups based on student grades and sexes 4) Helping teamwork and learning, in this phase the teacher guides students who have difficulty in completing their group assignments.5) Evaluating, in this phase the teacher gives an individual quiz question. 6) Giving recognition or appreciation, in this phase the teacher gives awards to the group that successfully completes the group task well. Students' understanding of cube and beam material after the application of cooperative learning assisted by teaching aids in this study increased from the"good" category to the "very good" category.
... The Jigsaw learning Model is a cooperative learning technique where learners, not instructed with greater responsibility in the implementation of learning [8]. The purpose of this jigsaw learning model develops teamwork, cooperative learning skills, and deeply mastered knowledge that is not likely to be gained when they try to learn all the material alone. ...
This study investigates the contribution of the Cooperative Learning Strategy in developing academic discussions. Academic discussion is an important element of historical thought, which is considered to increase conceptual understanding and support the development of democratic citizenship by helping students interpret, understand and connect patterns of human activity across time in the environment. Adult learners as a condition of research participated in this study. Student students today will learn effectively that he is directly involved in learning, his ideas, learning and teaching material, learning with his profession. This study aims to determine jigsaw learning based learning in improving adult learning on the concept of the Environment. The method used is descriptive qualitative. The study sample was around 25 people at the Jakarta State University Environment. The outcome variables discussed in this paper are adult learners who have the self-concept, experience, and self-esteem of adult students and the classroom climate. During the study period, cooperative learning did not significantly increase the self-esteem of adult students.
... Also, the findings disagree Aguele and Uhumniah (2008) and Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) who reported gender difference in favour of male students. Furthermore, the findings are in line studies such as Kost, Pollock and Finkelstein (2009), Ajaja and Eravwoke (2010), Yusuf (2011), Oludipe (2012 and Essien (2012) which reported that gender had no influence on academic performance of students in cooperative learning. This study suggested the following: ...
Critical dialogue is a problem-posing discussion set up to ensure equal access and participation by all students, constructed to focus on a multiplicity of viewpoints. This study examined the effects of Critical Dialogue on the academic performance of students in Economics in Abeokuta, Ogun State, Nigeria. Quasi-Experimental design was adopted. Two research questions were raised for this study which had corresponding hypotheses. 73 students (35 critical dialogue and 38 conventional) were randomly selected from a purposefully sampled secondary school. ANCOVA was used to the hypotheses generated. There was significant difference in the performance of students exposed to critical dialogue. This study recommended among others that teachers should expose students to critical dialogue instructional strategies to develop students' generic skills.
... In contrast, Aguele and Agwugah (2007), Adeyemi (2008), Kolawole (2007) and Khairulanuar, Nazre, Sairabanu, and Norasikin (2010) found gender differences in favor of male students. On the other hand, Annetta, Mangrum, Holmes, Collazo and Cheng (2009), Ajaja and Eravwoke (2010), Kost, Pollock andFinkelstein (2009), Oludipe (2010) and Yusuf and Afolabi (2010) Yusuf, Gambari and Olumorin (2012) reported that gender had no effect on academic performance of students in cooperative learning which is in line with this present study. Wachanga and Mwangi, (2004) found no significant differences in the achievement of male and female students that were exposed to cooperative learning in chemistry which is also in line with this study. ...
The poor performance of students in Biology is a concern of every teacher and has evoked research interests into learning strategies that can be used to improve the performance of students in Biology curriculum and other field of sciences. One of the fundamental qualities of a curriculum is dynamism, therefore there is need to investigate the activities that could promote Biology teaching in the secondary schools. Therefore, this study aims to examine the effects of learning together strategy on students’ academic achievement in photosynthesis and students’ gender. The study employs quasi-experimental design with control group for the collection of data. The population for the study composed of SSI students from Offa Local Government Area of Kwara State. The sample consisted of one hundred and seven-three students (173) that were purposely selected from four secondary schools. Data was collected through Biology Achievement Test on Photosynthesis. The researcher designed lesson plan and learning modules serves as guide for both the teachers and the students. The dependent samples t-test was used to analyze the data collected. The findings of the study revealed that learning together form of cooperative learning strategy enhanced better performance of students in Biology than the students taught using conventional method of teaching. In addition, learners expressed an increased interest, motivation and self-efficacy after exposure to learning together strategy. The study concluded that learning together form of cooperative learning strategy enhanced better performance of students in Biology. One of the recommendations therefore, is that students should be taught using learning together teaching strategy.
... Slavin (1989Slavin ( -1990 deals with the appropriateness of cooperative learning for higher-order conceptual learning. Patrick and Ochuko (2010) argued that there is a significant higher achievement test score of students in the cooperative learning group than those in the traditional classroom. According to Effandi and Zanaton (2009), the usage of cooperative learning over the traditional method is stressed. ...
This study focuses on high school students’ perceptions of cooperative problem-solving learning in mathematics classrooms. Case study was chosen as a research design in this study. Participants of this study were grade 11 students of Dangila preparatory high school in Awi-zone, Ethiopia. The number of participants was 105. The data were collected using Structured Likert scale questionnaire consisting of 15 (fifteen) questions that focus on cooperative problem-solving learning and an unstructured interview. The quantitative data were analyzed using one sample t-test whereas the qualitative one was analyzed using narration on the basis of themes created as per the basic questions of this research. The results of this research showed that students had positive responses toward the implementation of cooperative problem-solving learning. The quantitative data revealed that cooperative problem-solving learning has great effect on students’ learning and consequently on their mathematics performance. The qualitative data disclosed the generics skills of students and helped teachers to understand students' perceptions of their experience gained from the learning activities. Besides, it was found that students were familiar with group activities in mathematics classroom. To sum up, cooperative problem-solving learning is a good approach for the students to learn mathematics easily and perform better than before. On the basis of the findings, the researchers have forwarded relevant recommendations.
... Students report that working cooperatively is fun and studies have shown that students social skills are enhanced and they have an increased sense of social inclusion Thurston et al., 2010 Students are able to communicate and discuss their knowledge and thoughts and clarify and share ideas. Ajaja & Eravwoke, 2010Gillies & Boyle, 2010 Working cooperatively supports different learning styles and enhances students' acceptance of cultural diversity as they work with each other. ...
The study investigated the effects of computer-supported learning environment on students' learning outcomes in Secondary School Chemistry. The results of the analysis showed that there was a significant difference in the performance and retention ability of Chemistry students exposed to CCI, CII and CTEM. Both the CCI and CII improved the performance and retention ability of the learners. The CCI was found to be most effective in enhancing better performance and retention ability of the learners. Based on the findings, it was recommended that computer-supported cooperative instruction should be encouraged for teaching and learning of Chemistry
This study examined the effectiveness of cooperative learning strategy on secondary school students' academic achievement in physics. Guided by two research questions and three hypotheses, the study employed a quasi-experimental design and was conducted with a sample of 60 Senior Secondary School year two (SS2) physics students from Government Senior Secondary School Girei, Adamawa State. The Physics Achievement Test (PAT) was used to collect data, which were then analyzed using descriptive and inferential statistics. The results showed a significant mean score difference of 13.78333 (p < 0.001) favoring the cooperative learning group over the conventional group. Gender differences were significant in the conventional group (t-statistic = -20.696, p < 0.001), with males scoring higher, but not in the cooperative group (t-statistic = -35.658, p = 0.425). Thus, cooperative learning appears to reduce the gender gap in physics achievement. It is recommended that workshops be held to train teachers on effective cooperative learning strategies.
Pembelajaran kooperatif telah digunakan di Amerika sejak tahun 1990an. Sekitar 93% sampel guru di Amerika melaporkan bahwa mereka menggunakan pembelajaran kooperatif, dengan 81% menggunakan secara rutin. Pembelajaran kooperatif sedikit berbeda dengan konsep pembelajaran kolaboratif. Pembelajaran kooperatif sebagai proses interaksi mutual untuk mencapai tujuan spesifik atau mengembangkan produk akhir. Sedangkan pembelajaran kolaboratif menekankan pada interasksi social dan tanggung jawab bersama. Dalam pembelajaran kooperatif siswa dapat memaksimalkan pembelajaran mereka masing-masing saat mereka bekerja sama (Johnson, Johnson, & Smith, 2006). Hingga saat ini pembelajaran kooperatif masih sangat relevan dengan kondisi pembelajaran saat ini, khususnya di Indonesia. Oleh karena itu, pada artikel ini akan di bahas lebih lanjut mengenai landasan, konsep, karakteristik dan aplikasi dari pembelajaran kooperatif.
Purpose: The purpose of this study was to investigate the influence of integration of ICT instructional resources on learners’ motivation and achievement in chemistry practical in secondary schools in Kenya. The objective of this study was to establish the perception of teachers and learners towards use of ICT instructional resources in teaching and learning of chemistry practical in secondary schools; Methodology: Descriptive survey design and quasi experimental research design were utilized in this study. The target population was teachers of chemistry; form three learners and heads of institutions in the secondary schools in the Bungoma County. Stratified random sampling was used to select the schools from which respondents were chosen, the main stratum was the category of schools according to the Ministry of Education, Science and Technology. Simple random sampling was applied to select chemistry teachers, and learners in the sampled schools. Data was collected using questionnaires, and work sheet. Data was analyzed using descriptive and inferential statistics. Findings: It was perceived that integration of ICT resources led to motivation of both teachers and learners in classroom instruction. There was improved performance in chemistry practical with the use of ICT resources. The teachers and learners were motivated when ICT was utilized in teaching and learning of chemistry practical Unique Contribution to Theory and Practice: The conclusion drawn from these findings is that integration of ICT has led to increased teachers’ and learners ’motivation and achievement. Moreover, the policy makers would be informed by this research to formulate the policies that will provide direction and ensure quality of application of ICT to knowledge and practice. The Competency Based Curriculum would apply ICT which then be used to replace the need for realia. The recommendations made from this study are that heads of institutions should be good managers of ICT to ensure that they benefit both teachers of chemistry and learners.
The purpose of this study was to determine the effect of the use of cooperative learning in reducing students’ misconceptions about Biology in Delta Central Senatorial District. To guide this study, six research questions and their corresponding hypotheses were raised and tested at a 0.05 level of significance. The design of the study was quasi-experimental design. The sampling technique was the simple random sampling technique. The samples of the study consisted of six mixed public secondary schools in six local government areas in Delta State, 240 students and six Biology teachers. The instrument for data collection was a two-tier diagnostic test (TTDT). The instrument’s validity and reliability were properly determined before use. The reliability of TTDT was found to be 0.89 using Kuder-Richardson 21 formula. The data collected were analyzed using mean, standard deviation, t-test and ANCOVA. The major findings of the study include: a significant effect of cooperative learning; a significant difference in the mean corrected misconception score between students taught biology using cooperative learning and lecture method; a non-significant difference in mean corrected misconception scores between male and female students taught using cooperative learning; non-significant interaction effect between sex and method of instruction on students corrected misconception; significant effect of cooperative learning on students’ achievement; and significant difference in achievement scores between students taught biology using cooperative learning and those taught using lecture method. It was concluded that the adoption of cooperative learning strategies may be appropriate for the teaching and learning of Biology to reduce students’ misconceptions and improve achievement. It is therefore recommended that the Ministry of Education should organise special training for teachers on the use and implementation of cooperative learning.
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The quality of education that teachers provide to student is highly dependent upon what teachers do in the classroom. Thus, in preparing the students of today to become successful individuals of tomorrow, science teachers need to ensure that their teaching is effective. This study aimed to compares the application of Cooperative learning approach on the students’ academic achievement and attitudes in teaching biology. The study sought to determine the effectiveness of cooperative learning approach against conventional teaching. The study employed the experimental type of research. The design compared the result obtained from researcher – made - achievement test and attitude survey in biology in experimental sample which is cooperative learning approach with the control sample exposed to Direct Instruction. The study revealed that the gained scores of the experimental group gained 41.86 % from the pre- and post-achievement test greater than the controlled group gained score of 36.49 %. Furthermore, in the attitude survey showed that the experimental group gained 81.90 % from the pre- and post-attitude survey which greater than the control group gained 81.69%. Using t- test of significance in both control group and experimental group showed that there is no significance difference between pre – achievement test and post – achievement test at probability level of greater than 0.05. In F -test revealed that there is no significant difference between the mean scores of pre-attitude score and post- attitude score of the control and experimental groups.
Purpose: The main aim of this study was to determine the types of ICT instructional resources integrated and the level of motivation and achievement in learning of chemistry practical in secondary schools. Methodology: The study was conducted through descriptive survey design. The target population for this study were the teachers of chemistry, form three students and the heads of the institutions who were key informants. The schools were selected using stratified random sampling to ensure that there was equal representation of the region. The teachers of chemistry and ICT assistants were selected using simple random sampling technique while purposive sampling was used to select the heads of institutions. The learners were selected using simple random sampling. In the mixed secondary schools, stratified sampling technique was used to ensure gender equality. A sample is a smaller group selected from the target population; 34 teachers of chemistry were used in this study, 14 ICT assistants were used and 282 form three students in Bungoma County. This study used questionnaires as the main tool for collecting data. Work sheet was availed to the students for the experimental research; the work sheet contained simple questions in chemistry practical. The data collected was analyzed through descriptive and inferential analysis and the results were presented in tables and figures. Findings: The findings showed that majority of the schools that participated in the study have integrated ICT in teaching and learning of chemistry practical. The computers were available in the sampled schools and were accessible by teachers and form three students for integration in teaching of chemistry. The smart phones were also available but only teachers accessed these smart phones. The smart phones had the appropriate content that could be integrated in teaching chemistry practical. The media platform available in the smart phones could also allow teachers to project the content by use of overhead projectors and allow learners to view simulations and virtual chemical processes. Very few schools lacked the necessary infrastructure to handle ICT integration in teaching and learning of chemistry such as electrical installation and other fittings that could enable the projection of the content. There was no school in the study area that had the smart board which could allow teachers and learners to interact and manipulate the content to suit the needs for particular specific classes. Unique Contribution to theory, practice and policy: It was concluded that integration of ICT instructional resources could assist learners to perform some experiments in chemistry and provide better opportunities for teachers and students to interact with the content and with each other in the course of teaching and learning chemistry.
Bu araştırmada, ortaokul öğrencilerinin robotik ve kodlama eğitimi başarısı üzerinde işbirlikli öğrenme tutumu, problem çözme beceri algısı ve kişilik özelliklerinin etkisinin incelenmesi amaçlanmaktadır. Nicel araştırma yöntemlerinden nedensel-karşılaştırma yöntemi ile çözümlenen araştırmada çalışma grubunu, Marmara, Trakya, Akdeniz ve İç Anadolu bölgelerinde faaliyet gösteren dört özel okulda öğrenim gören ve robotik ve kodlama eğitimi almış 283 ortaokul öğrencisi oluşturmaktadır. Kolay ulaşılabilir örnekleme yöntemi (convenience sampling) ile belirlenen katılımcı verileri Google Formsaracılığı ile çevrimiçi olarak toplanmıştır. Verilerin analiz sürecinde betimsel istatistikler ve bağımsızörneklem t-testi analizinden yararlanılmıştır. Bulgular incelendiğinde Robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlayan ortaokul öğrencilerinin işbirlikli öğrenmeye yönelik tutum düzeylerinin, diğer öğrencilere göre daha yüksek olduğu görülmüştür. Benzer şekilde Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan ortaokul öğrencilerinin problem çözme beceri algılarının da diğer öğrencilere göre daha yüksek olduğu tespit edilmiştir. Son olarak, Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan öğrencilerin dışadönüklüğü yüksek ve nörotizm seviyesi düşük kişilik tipinde olduğu tespit edilmiştir. Bulgular sonucunda öğrencilerin işbirlikli öğrenmeye yönelik tutum ve problem çözme becerisi algı seviyelerinin artmasının, robotik ve kodlama eğitimi başarının da artmasına neden olabileceği söylenebilir. Ayrıca robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlamada ortaokul öğrencilerinin kişilik tipleri açısından dışadönüklük ve Nörotizm düzeylerinin rolü olduğu söylenebilir. Çalışmada elde edilen sonuçlar, alanyazın doğrultusunda konuyla ile ilgili çalışmalarla da karşılaştırılmış ve önerilerde bulunulmuştur.
Bu araştırmada, ortaokul öğrencilerinin robotik ve kodlama eğitimi başarısı üzerinde işbirlikli öğrenme tutumu, problem çözme beceri algısı ve kişilik özelliklerinin etkisinin incelenmesi amaçlanmaktadır. Nicel araştırma yöntemlerinden nedensel-karşılaştırma yöntemi ile çözümlenen araştırmada çalışma grubunu, Marmara, Trakya, Akdeniz ve İç Anadolu bölgelerinde faaliyet gösteren dört özel okulda öğrenim gören ve robotik ve kodlama eğitimi almış 283 ortaokul öğrencisi oluşturmaktadır. Kolay ulaşılabilir örnekleme yöntemi (convenience sampling) ile belirlenen katılımcı verileri Google Forms aracılığı ile çevrimiçi olarak toplanmıştır. Verilerin analiz sürecinde betimsel istatistikler ve bağımsız örneklem t-testi analizinden yararlanılmıştır. Bulgular incelendiğinde Robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlayan ortaokul öğrencilerinin işbirlikli öğrenmeye yönelik tutum düzeylerinin, diğer öğrencilere göre daha yüksek olduğu görülmüştür. Benzer şekilde Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan ortaokul öğrencilerinin problem çözme beceri algılarının da diğer öğrencilere göre daha yüksek olduğu tespit edilmiştir. Son olarak, Robotik ve kodlama eğitiminden yüksek düzeyde başarılı olan öğrencilerin dışadönüklüğü yüksek ve nörotizm seviyesi düşük kişilik tipinde olduğu tespit edilmiştir. Bulgular sonucunda öğrencilerin işbirlikli öğrenmeye yönelik tutum ve problem çözme becerisi algı seviyelerinin artmasının, robotik ve kodlama eğitimi başarının da artmasına neden olabileceği söylenebilir. Ayrıca robotik ve kodlama eğitiminden yüksek düzeyde başarı sağlamada ortaokul öğrencilerinin kişilik tipleri açısından dışadönüklük ve Nörotizm düzeylerinin rolü olduğu söylenebilir. Çalışmada elde edilen sonuçlar, alanyazın doğrultusunda konuyla ile ilgili çalışmalarla da karşılaştırılmış ve önerilerde bulunulmuştur.
The quality of education is highly dependent upon the pedagogy adopted by the teachers in the classroom. Secondary stage is the most crucial stage in the educational career of students. So the selection of right pedagogy is very important. This study is aimed at nding out the effectiveness of child-centered method i.e. ‘cooperative learning method’ over teacher-centered method i.e. ‘traditional method’ of teaching in the subject of Biology. The researcher employed Quasi-experimental research design. The study was conducted on ninth grade students during a period of 30 working days. Jigsaw II (Robert Slavin, 1986) strategy of cooperative learning method was used for experimental group while the traditional method of teaching was used in the comparison group. The results of the study revealed that students who were taught Biology with cooperative learning method performed better on Biology Achievement Test than their counterparts of control method. It can be concluded that cooperative learning is an effective strategy which teachers need to incorporate in teaching of Biology at secondary level.
Learning in the 21st-century demands learning outcomes which are relatively different to the previous ones; they are well-known as 4C (collaboration, critical thinking, creativity, and communication). The rapid development of information and communication technology makes information in various needs easier to be accessed. This new requirement drives to the needs of learning innovation development. Theory, concept and cooperative or collaborative learning practice are believed by educators to have significant benefits on the development and the enhancement of student capabilities and skills on the various educational level. This research aims to find out how online cooperative learning implemented with various applications influences the increase of critical thinking skills as one of higher order thinking skills. The research method used was quantitative research with the ANOVA method. The data used was secondary data obtained from previous analyses conducted by the researcher together with students. The research stages started by tracing the results of previous studies and re-tabulated them following variables to be researched. Next, the preconditioning test on the results obtained was done to be used on the selected statistical analysis. From the outcome of this research, it can be concluded that there is an influence of online cooperative learning implementation towards critical thinking skill enhancement of secondary school students. In this research, it appears that the highest averages of critical thinking skill score are obtained for blended learning (79.08), discussion facilitated PhET (77.03), TPS with OER (69.87) sequentially for the top three. From the deviation score, the lowest deviations are PBL using OER (6.34), discussion facilitated PhET (6.66), and blended learning (6.67) sequentially from the lowest. Besides, there is a difference of influence among various strategies of online cooperative learning. With F-test, it seems that there is a significant influence of learning strategy towards the performance or critical thinking skill score with a significant level of 5%. Blended learning has an influence which is significantly not different (0.961) to discussion facilitated PhET. PBL using OER has an impact which is significantly not different (0.134) to Student Worksheet. However, with others, the influence is significantly different on the enhancement of critical thinking skills.
This study aims to find out (1) which NHT cooperative learning model with the CTL approach provides better learning outcomes than the TPS learning model with the CTL approach, (2) which ones provide better learning outcomes for each learning style, (3) in each model with which learning approach provides better learning outcomes in each learning style, (4) in each learning style, which provides better learning outcomes for each model with a learning approach. This study is a quasi-experimental research. The population in this study were all eighth grade students of Sukoharjo Middle School 2 with a sampling technique using ramdom sampling clusters. The data analysis technique uses two-way variance analysis with cells not the same as the normality test prerequisite test and data homogeneity test. The results of this study are (1) The NHT learning model with the CTL approach has better learning outcomes than the TPS learning model with the CTL approach, (2) Students with learning styles on the kinesthetic type provide higher learning outcomes than students with learning styles of the type audio, students' mathematical learning outcomes with learning styles on kinesthetic types as well as students with learning styles in the visual type and student mathematics learning outcomes with learning styles in the visual type as well as students with learning styles on the audio type, (3) for each learning model, consistent with the results of the learning style type, (4) for each learning style type , it applies consistently to the results of the learning model.
This study aims to explore the students' cognitive perspectives when learning English in the classroom using the cooperative learning method. Cooperative learning is a learning method in which students with different learning abilities are conditioned to work together in a group to achieve the same learning goals. Johnson et al. (2013) added that in cooperative learning students can work together and maximize their learning. The data collection technique used in this study was semi-structured interviews conducted on three students as participants in this study. The data was processed qualitatively using thematic analysis. The findings of this study indicated positive cognitive perception obtained from students' learning experiences, namely, the discovery of partners that become supportive system in learning development and also the improvement of self-accountability in learning English.
This study examined the computer-supported Team Assisted Individualization (TAI) cooperative learning as an instructional strategy for teaching physics on its effects on students' achievement, gender and achievement levels. Five hypotheses were stated and tested at 0.05 level of significance. The design of the study was a 2x2x3 factorial, pre-test, post-test control group design. Purposive sampling technique was used to select two senior secondary schools in Minna metropolis, Niger State, Nigeria. Seventy nine participants from two intact classes from selected schools were assigned into experimental (TAI) and control (ICI) groups. Computer-Assisted Learning Package (CALP) and Physics Achievement Test (PAT), were used as treatment instrument and test instrument respectively. Analysis of Covariance and Scheffe' post-hoc test were used for data analysis. Findings indicated that there was no significant difference in the academic performance of the groups. In addition, students' gender had no influence on their performance; however, TAI favour low achievers than high achievers in academic performance. Based on the findings, it was recommended among others that teachers should use TAI strategy to encourage low achievers to participate in the classroom activities.
Implications of laser pulse width on the third-order nonlinear optical properties of Zinc(II) 5, 10, 15, 20-Tetraphenyl-21H, 23H-Porphine (ZnTPP) thin films is investigated. Thin films of ZnTPP are developed on glass substrate by means of thermal vapor deposition technique. X-ray diffraction analysis illustrates polycrystalline nature of these films. Atomic force microscopy and field emission scanning electron microscope images confirm the homogeneous film surface with mean surface roughness value of 8.45 nm. UV–Visible absorption spectrum depicts signature peaks attributable to π-π* orbital transitions. Photoluminescence spectrum illustrates fluorescence emission in the wavelength range of 590 nm–650 nm from S1 state. Nonlinear optical investigations are carried out using single-beam Z-scan technique. ZnTPP thin-film at pico-second regime depicts saturable nonlinear absorption nature, attributable to the collective effect of singlet excited state absorption and filling effect of localized defect states. Whereas, at nanosecond timescale the film exhibits reverse saturable nonlinear absorption, sensitive to triplet excited state absorption. Closed aperture Z-scan measurements at pico and nano second regime highlight self-defocusing optical nonlinearity. Enhanced nonlinear optical coefficient (βeff and n2) values are strongly influenced by the heavy zinc metal ion and modified excited state dynamics due to the strong intermolecular interactions through J-aggregation.
This study aims to examine the effect of cooperative learning instructional methods (STAD) and conventional learning instructional methods on achievement and attitudes in the subject of Mathematics in Primary Schools. The objective of this study is to detect an instructional method of learning that can improve the achievement and attitudes of students since primary school in the subject of Mathematics. This study applies a time series quasi-experimental design. The research instruments used were pre-test, test 1, test 2, post-test, attitude questionnaires 1,2, and 3, and interview. The data analysis approach was evaluated using a one-way ANOVA to determine the differences between the experimental and control groups. The study findings for pre-test achievement for the cooperative group (n=40) were M = 38.20 (SD = 8.321), test 1 was M = 44.75 (SD = 8.20), test 2 was M = 55.28 (SD = 7.03), and post-test was M = 66.53 (SD = 9.48) while the mean conventional group (n=40) for pre-test was M = 42.20 (SD = 10.80) 1 min test M = 41.75 (SD = 10.07), 2 min test M = 41.78 (SD = 8.78) and post-test mean M = 43.33 (SD = 9.74). The findings of the questionnaire were questionnaire 1 M = 43.10 (SD = 9.17), questionnaire 2 M = 56.05 (SD = 3.47), and questionnaire 3 was M = 63.70 (SD = 3.79) for the treatment group while the control group was the questionnaire 1 M = 40.33 (SD = 10.63), questionnaire 2 M = 45.44 (SD = 8.63) and questionnaire 3 mean value M = 48.71 (SD = 7.66). Findings of the study through interviews also showed that there were significant differences in favor of the cooperative group in student achievement and student attitudes. The results showed that students in cooperative learning classes outperformed conventional learning students.
This study examines the innovation of learning strategies through Cooperative Learning by using Role-based Small Group Discussion. The purpose of this study is to reveal indicators that influence the success of learning through cooperative learning using Role-based Small Group Discussion. This study uses a qualitative method with the implementation of structured interviews and questionnaires, the use of this data collection method is carried out to reveal the views of the participants honestly. Respondents who became participants were students who came from public schools without any experience in learning Arabic. The results obtained were found indicators in the use of Role-based Small Group Discussion, namely attitudes, abilities, and usefulness of the method.
Literature shows that there is very little research focusing on the analysis of the
effectiveness of teaching methodologies on the affective domain of the students.
Effective instruction should be designed to cater to the individualities of learners
that holistically develop not only the cognitive but also the affective domain. This
requires teaching methods that have an integrative structure that focuses on the
effective learning of the students. This study emphasizes the effect on students’
attitudes and motivation upon the use of different teaching methods through the
meta-analysis technique. This method aims to combine chemistry education
research findings that were conducted in the Philippines from 2015 to 2016.
Identified teaching methods cast into treatment categories that act as the
independent variable. Research findings of 14 studies that meet the inclusion
criteria for meta-analysis are included in the analysis to determine the size of the
mean effect of different treatment categories on attitude and motivation as
compared to traditional teaching. Findings showed that a significant positive effect
(Cohen’s d = 0.379) was observed upon the use of teaching methods on attitude
while a non-significant effect was observed on motivation. The study revealed that
cooperative learning showed a significant effect than the traditional teaching
method in promoting positive attitude and motivation/interest of the students
towards learning chemistry. The results suggest that more empirical studies have to
be pursued to give teachers a concrete understanding of the different ways of
developing students’ affective domain.
The quality of education that teachers provide to student is highly dependent upon what teachers do in the classroom. Thus, in preparing the students of today to become successful individuals of tomorrow, science teachers need to ensure that their teaching is effective. This study aimed to compares the application of Cooperative learning approach on the students' academic achievement and attitudes in teaching biology. The study sought to determine the effectiveness of cooperative learning approach against conventional teaching. The study employed the experimental type of research. The design compared the result obtained from researcher-made-achievement test and attitude survey in biology in experimental sample which is cooperative learning approach with the control sample exposed to Direct Instruction. The study revealed that the gained scores of the experimental group gained 41.86 % from the pre-and post-achievement test greater than the controlled group gained score of 36.49 %. Furthermore, in the attitude survey showed that the experimental group gained 81.90 % from the pre-and post-attitude survey which greater than the control group gained 81.69%. Using t-test of significance in both control group and experimental group showed that there is no significance difference between pre-achievement test and post-achievement test at probability level of greater than 0.05. In F-test revealed that there is no significant difference between the mean scores of pre-attitude score and post-attitude score of the control and experimental groups.
This study determined the behavioral skill outcome of technical education students engaged in cooperative learning. Specifically, the study sought to identify the effects of cooperative learning on technical education student’s communication skill, problemsolving skill and critical thinking skill. There were three research questions posed, and the analysis was driven by three null hypotheses tested at (P<.05) level of significance. It has adopted a quasi-experimental design for the study and intact classes were assigned to treatment groups. The study's population was 41 students of Technical Education (TE), consisting of 41 year 3 students of Industrial Technical Education at the University of Nigeria, Nsukka, which was the treatment group allocated to the teaching method of cooperative learning. The instrument used for data collection was the self-assessment inventory of communication skills (CSSAI), the inventory of problem-solving skills (PSSI), and the California Critical Thinking Skills Test (CCTST). Three technical education experts had subjected the instruments to face and content validation. Mean and standard deviation were used to answer the study questions while Paired-sample t-test was used to answer the null hypotheses. Findings showed, among others, that there is a significant difference between the pretest and posttest mean scores taught by Automobile Lighting System students who use cooperative learning in terms of behavioral skill outcome. Among others, it was proposed that technical education teachers be encouraged to use the cooperative learning method in teaching automotive lightening program.
This study identified student behaviors that best predicted mathematics learning in peer-directed small groups among students who needed help. Two behaviors were hypothesized to predict achievement: receiving explanations instead of only the right answer and subsequently carrying out constructive activity (solving or explaining how to solve problems using concepts stated or implied in the explanations received). Six classes of 7th graders participated in 2 sequential instructional units. Students in 4 classes worked in heterogeneous small groups throughout a 3-wk unit on operations with decimal numbers (Unit 1); students in all 6 classes worked in groups throughout a 4-wk unit on operations with fractions (Unit 2). Analyses of the transcripts of tape recordings of students' verbal interaction confirmed the hypotheses. Level of constructive activity was the strongest predictor of achievement. The level of help that students received predicted level of constructive activity but did not predict achievement directly. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A structured cooperative learning strategy for reading, Cooperative Integrated Reading and Composition (CIRC), was implemented in nine third-grade classes (n = 198) and compared with a control group of nine classes (n = 194). Implementation issues for school-based consultants were considered, including treatment integrity and acceptability. Reading subtests of a standardized reading test (California Achievement Test) were utilized in order to compare the CIRC and control groups. Formative evaluation of treatment integrity showed high adherence to the CIRC program, and recommendations are given for consultants to ensure integrity. While teacher ratings indicated general positive attitudes toward CIRC, negative aspects of implementation are discussed. The achievement results showed that as a whole the CIRC group outgained the control group on Reading Comprehension. When the groups were divided into three reading levels (low, middle, and high), significant differences were found for the lower group that favored CIRC.
Although research has indicated that cooperative learning enhances student achievement, promotes self-esteem, and improves interpersonal relations, few studies have focused on cooperative learning in elementary social studies. There is a close affinity between the goals of citizenship education and social skills promoted by cooperative learning. This investigation determined differences between achievement and self-esteem of Hispanic fourth graders who received instruction using cooperative learning or traditional instruction. Results indicated higher achievement with cooperative learning. Although self-esteem was apparently higher for boys than for girls, regardless of treatment, this result was inconclusive. Making connections between social studies goals and cooperative learning offers a valuable tool for improving social studies education.
The effects of computer-assisted cooperative, competitive, and individualistic instruction were compared on achievement, student-student interaction, and attitudes. Seventy-four eighth-grade students were randomly assigned to conditions, stratifying for sex and ability. Computer-assisted cooperative instruction promoted greater quantity and quality of daily achievement, more successful problem solving, more task-related student-student interaction, and increased the perceived status of female students.
Reviews the book, Cooperative Learning: Critical Thinking and Collaboration Across the Curriculum by Dennis M. Adams and Mary E. Hamm (see record 1990-97476-000 ). Adams and Hamm have written one of the latest books encouraging teachers to begin using cooperative learning. Adams and Hamm have put together an interesting and useful book for teachers. Broad generations, with quotes from both popular and scholarly sources interspersed, are used to highlight the conclusion that cooperative learning is an important instructional procedure. The authors build a case that cooperative learning should be used because of its relevance to work, citizenship, and critical thinking. They present a rationale for using cooperative learning in language arts, science and mathematics, mainstreaming, and computer-assisted instruction. They give practical suggestions and examples of how to do so. This combination of why and how may be especially helpful and interesting to teachers. Although teachers will find the book interesting, it falls somewhat short of its aims. The book is aimed at being a practical guide to issues, ideas, trends, and instructional procedures for structuring .cooperative learning. Too little practical advice is given to help teachers get started with (and sustain) cooperative learning in their classrooms. The book is more a series of essays with practical suggestions added. Finally, the price of the book seems high for its number of pages. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
Argues that the strategies and goals of cooperative learning promote good citizenship and the reduction of prejudice. Reviews supporting theories and research and reports on a fifth grade's ten-week cooperative learning experience. (JDH)
In today's world, the ability to work with others is essential, and cooperative learning can be a powerful teaching strategy to enhance interpersonal skills. The article describes nine essential steps for social skills success and discusses nonverbal and verbal social skills for group work. (SM)
This volume lays out the human factors involved in effective teaching and encourages both future teachers and current practitioners to cultivate the personal and professional qualities found in the kind of teachers they want to be. The single most important factor in a teacher's effectiveness is described as his or her unique style of interaction and personality. The book is organized into nine chapters that cover the following topics: (1) the essence of what makes a teacher truly great--those human qualities and characteristics that inspire others; (2) teachers as fully functioning human beings and how the modeling process takes place; (3) obstacles that make a teaching career a challenge; (4) developing helpful relationships; (5) effective verbal and nonverbal communication; (6) the skills needed to reach students on multiple levels; (7) the predictable stresses and strains that teachers often experience in their careers and advice on ways to remain committed to teaching; (8) challenges to practicing and prospective teachers to become more reflective as they evolve as professionals; and (9) an invitation to teachers to create an image of the persons and professionals they want to be. (Contains approximately 80 references and 40 suggested readings.) (LL)
This article reports the results of a 2-year study of the cooperative elementary school model which used cooperation as an overarching philosophy to change school and classroom organization and instructional processes. The components of the model include: using cooperative learning across a variety of content areas, full-scale mainstreaming of academically handicapped students, teachers using peer coaching, teachers planning cooperatively, and parent involvement in the school. After the first year of implementation, students in cooperative elementary schools had significantly higher achievement in reading vocabulary. After the second year, students had significantly higher achievement in reading vocabulary, reading comprehension language expression, and math computation than did their peers in traditional schools. After 2 years, academically handicapped students in cooperative elementary schools had significantly higher achievement in reading vocabulary, reading comprehension, language expression math computation, and math application in comparison with similar students in comparison schools. There also were better social relations in cooperative elementary schools, and handicapped students were more accepted socially by their nonhandicapped peers than were similar students in traditional schools with pull-out remedial programs. The results also suggest that gifted students in heterogeneous cooperative learning classes had significantly higher achievement than their peers in enrichment progams without cooperative learning.
We have written this book with an eye and ear toward a variety of audiences, ranging from practitioners and professionals to researchers like ourselves. The vantage point from which we have approached the material is that of the experimental social psychologist who wants to formulate theory and research in ways that have practical applications. Students and professionals in other areas, however, will find the content of this book interesting and germane. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This chapter discusses the kinds of peer interaction that influence learning in small groups and describes the characteristics of students, groups and tasks that predict different patterns of peer interaction. Based on previous empirical research, critical features of peer interaction include the level of elaboration of help given and received, and the appropriateness of responses to requests for help. Predictors of peer interaction in small groups include student ability, gender, and personality, and group composition on ability and gender. Hypotheses about important, but neglected, aspects of peer interaction that may predict learning are discussed.
Incl. bibliographical references, app., index
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