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Abstract
In this study, the effects of teacher assistants’ collaborative learning and learners’ on and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners’ for eight 90-min-sessions. The study population included 75 persons who are divided into three groups of 25 subjects (two experimental groups and one control group). Using a learning techniques questionnaire and the motivated strategies for learning questionnaire (MSLQ) as well as a self-developed achievement test to measure the geometry in the lower and upper levels of the cognitive domain, it was revealed that cooperative learning and self-assessment have a positive effect on promoting learners’ self-regulation knowledge for geometry course. Collaborative learning and also have a positive impact on academic achievement at low land high levels of learners’ cognitive domain. Key words: Collaborative learning, teacher assistance, self-regulation, motivational beliefs, self-efficacy, high levels of cognitive domains.
Highlights
Self-regulation is essential for learning, but it is neither innate, nor spontaneous
In order to investigate the effect of collaborative learning on self-regulation and academic achievement, one-way ANOVA, Turkey test, and mixed ANOVA were used
With regard to the first hypothesis, we find out that as shown in Table 2, significant level of learning teaching method is less than .05, i.e. cooperative learning and selfassessment have made changes in the students’ selfmotivation in the posttest
Summary
Self-regulation is essential for learning, but it is neither innate, nor spontaneous. The teacher has the responsibility to create opportunities for students to construct this reference, in order to permit the appropriation of the meaning of learning objectives. Collaborative learning requires working together toward a common goal. Collaboration entails the whole process of learning This may include students teaching one another, students teaching the teacher, and the teacher teaching the students, too. It means that students are responsible for one another's learning as well as their own and that reaching the goal implies that students have helped each other to understand and learn
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