Abstract
Multiple teaching methods are used by teachers in order to improve learning of students. The most popular is lecture method, while very effective is cooperative learning method. Later teaching method had been preferred for teaching science and languages as cited by previous research studies. However, in the subjects of social sciences and humanities, its importance cannot be ignored. Following study is an effort to determine effect of cooperative learning method on students’ achievement in subject of Education. Qusi experimental design, with pre and post test of control and experimental group was used to achieve target of the study. Sample of the study consisted of 63 female students enrolled in grade 12 of a public college. An achievement test was used as a pre-test, the students were than divided in experimental and control groups. Multiple cooperative learning activities were performed with experimental group by using three common methods of cooperative learning i.e., STAD, TGT and Jigsaw II. The control group was taught by lecture method only. After 8 weeks a post test was administered on both experimental and control group in order to identify difference in achievement. The independent sample t-test was used to measure the mean scores difference between achievement scores of control and treatment groups on pretest. The results showed that there was no significant difference between the two groups (p=.825) leading to assumption that both groups were on equal level of achievement before intervention. Same test was applied to find out difference between two groups before and after intervention. The results showed that there was a significant difference in scores of control and experimental group in post-test. In addition to this paired sample t-test was conducted to compare the effect of intervention on achievement scores of experimental group. The results showed that there was significant difference between scores of experimental group before and after intervention (p=.000). It can be concluded from results that cooperative learning activities had a positive effect on academic achievement of students enrolled in the subject of Education. This study is a contribution in knowledge body of teaching methods for social sciences. This had clarified that cooperative learning activities are equally helpful for the subject that was considered truly a lecture subject. The teachers can use this teaching method in their classes.
Highlights
Major aim of teaching learning process is achievement in terms of grades, as it is sole measure of learning in many cases
This study aimed to examine the effect of cooperative learning on academic achievement of students at secondary school level
The one group went through interventions; a post test was administered to see the difference between two groups
Summary
Major aim of teaching learning process is achievement in terms of grades, as it is sole measure of learning in many cases. Cooperative learning can be stated in terms of instructional strategy in which students work together to achieve learning target (Abrami, Poulsen & Chambers, 2004) It is presented by Polloway, Patton and Serna (2001) that the cooperative learning method when used as a teaching activity, improves motivation, class participation and academic achievement of students. It is clear from above citation that research on cooperative learning in local context had been carried out either in science subject, English language learners or on school students, this study is different in both aspects; one it has dared to chose subject of “education” which is considered an arts subject and is taught generally through lecture method, two the participants of the study is college students, who are usually not taken as sample due to multiple reasons, including burden work and short time. The scores are given individually and collectively as well, only team scores are considered basis for winning and losing (DeVries, Edwards & Wells, 1974)
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