The effect of cooperative learning on primary-elementary pre-service teachers’ academic achievement in Turkey: A systematic review

Nevin Avcı,Meral Aksu

doi:10.24289/ijsser.512133

Abstract

The aim of this study is to depict the effect of Cooperative Learning (CL) on primary-elementary pre-service teachers’ academic achievement in Turkey in a systematic review. With respect to this aim, as Turkey adopted Constructivism in education in 2005 which is the major theory underlying CL, as a time span the search was confined to the literature between 2005 and 2018. Major search data bases scanned were ULAKBİM, ERIC, Metulib, MetUnique, J-STOR, Google Scholar, EPÖDER and DergiPark, tezYÖK (national database for accessing theses). As a result of this search, based on pre-determined criteria, twelve (13) studies are included into the review. The themes emerging are as (a) comparison of cooperative learning (CL) with traditional methods (TMs), (b) comparison of different methods of CL, (d) Jigsaw as a CL method. As a result of the review, CL is found to have a significant effect on primary-elementary pre-service teachers’ academic achievement in Turkey.

Highlights

Cooperative learning (CL) refers to “classroom techniques in which students work on learning activities in small groups and receive rewards or recognition based on their group’s performance” (Slavin, 1980, p. 315)
Recent socio-political dynamics changing the infrastructure in the middle east led Turkey to take serious numbers of refugees in, that paved the vay of triggering the dynamics of education needed to be taken into account seriously calling for precautions, as well as social, political and cultural areas
For examining the effect of CL on academic achievement of primary-elementary pre-service teachers various instruments were implemented most of which were prepared by the researchers themselves for particular subject areas

Summary

Introduction

Cooperative learning (CL) refers to “classroom techniques in which students work on learning activities in small groups and receive rewards or recognition based on their group’s performance” (Slavin, 1980, p. 315). At the very center of CL lays there that students learn “in small heterogeneous groups to achieve a shared learning goal” facilitating learning needs of diverse learners Teachers in actual classrooms are to learn how to cope with this new situation and improve the learning outcomes of her/his learners. The literature in this sense supports CL as a remedy with evidence-based studies. In culturally diversified classrooms, when students get the chance of interacting with one another, they learn how to learn together, respect each other and appreciate this

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Discussion

Conclusion