Cooperative Learning Approach Research Articles

Developing athletes into cooperative learners: the potential in viewing coaches as educators and coaching as teaching

ABSTRACT Talent development environments are usually group-based, meaning athletes comprise each other’s learning context. Consequently, athletes’ ability to learn with and from each other is essential. This implies that there is a key role for coaches to play in cultivating reciprocal, cooperative athletes and creating talent environments in which participants can ‘learn to learn’. The aim of this study was to create knowledge on day-to-day coaching conduct that supports the development of athletes’ reciprocal abilities. Observations of 75 h of football (soccer) lessons within the Swedish Football Association’s school sports programme – a cornerstone of the FA’s talent development system, located in upper secondary schools – were carried out over the course of three school semesters, and included in-depth interviews with the teacher-coaches. Data were analysed using the five key teaching pillars within a cooperative learning approach: positive interdependence, individual accountability, face-to-face interaction, interpersonal skills and group processing. Findings show how teacher-coaches engage in activities that focus on organization of lessons and structuring of group work to create situations where individuals are motivated to learn, but also motivated to support other group members’ learning. Thereby, teacher-coaches place more emphasis on positive interdependence, individual accountability, face-to-face interaction. In contrast, findings also show how teacher-coaches to a lesser extent perform coaching conduct associated with lesson content that has the potential to develop the skills and abilities required to participate in and benefit from group work – interpersonal skills, and group processing. This means that while teacher-coaches seem well-equipped to create learning environments that support reciprocal learning, they may benefit from challenging the role of the coach as an expert and tackle the preconceptions around cooperative behaviours that athletes bring from club football contexts. Taken together, these findings point to the need for a better understanding of overlapping learning sites within talent systems.

The Challenge of Traditional Teaching Approach: A Study on the Path to Improve Classroom Teaching Effectiveness Based on Secondary School Students' Psychology

Currently, the psychological issues faced by secondary school students and their impact on classroom instruction are widely discussed. Throughout the middle school years, adolescents experience both physical and cerebral development. As material living conditions improve and social attitudes diversify, secondary school children experience fast cognitive development, possess a strong sense of self, and may also exhibit anxiety and rebellious tendencies. Nevertheless, the present traditional classroom exhibits many drawbacks, including a singular teaching approach, disconnection from real-world applications, insufficient emphasis on perceptual skills development, and disregard for students' active engagement in information acquisition. Conventional classrooms are no longer capable of fulfilling the requirements of learners. Thus, considering the psychological traits of middle school children, this study proposes the following recommendations: Firstly, create a classroom environment that is focused on the needs and interests of the students. Secondly, use the cooperative learning approach inside the classroom. Lastly, incorporate the usage of multimedia tools and techniques for instructional purposes.

Analysis of ten-year teaching evaluation of oral microbiology lab curriculum

BackgroundBased on the updated teaching philosophy of oral microbiology, Wuhan University School of Stomatology initiated a reform in the teaching of oral microbiology in 2009. As part of this reform, an oral microbiology laboratory course was introduced to cultivate students' fundamental skills, professional competence, comprehensive abilities, and innovation capabilities through experimental design. This paper provides thorough examination of the teaching experiment findings from 2013 to 2022, a ten-year timeframe, building on earlier data.MethodsThe curriculum targets fourth-year undergraduate students in a five-year program and adopts a cooperative learning approach. The experimental teaching mainly involves four parts: plaque collection and processing, isolation and cultivation of dental plaque bacteria, staining and biochemical identification of dental plaque bacteria. This article presents a comprehensive analysis of the student experiment results from 2013 to 2022. Statistical analysis was conducted using the chi-square test to assess whether there were any differences in students' experimental grades between different years. A significance level of P < 0.05 was considered statistically significant. Additionally, we evaluated the impact of teaching methods and educational systems on improving students' practical skills and overall innovative abilities.ResultsThe performance of 664 undergraduate students showed improvement in the oral microbiology laboratory course, with a noticeable decrease in the proportion of "C" grades in Experiments 2, 3, and 4 compared to Experiment 1. These results indicate that the laboratory course enhanced students' academic achievements, aiding their understanding and mastery of course content, and received positive feedback from the students.ConclusionThis lab curriculum, through systematic laboratory teaching and practical experience, contributes to the enhancement of students' professional skills and research abilities. It fosters students' interest in scientific research and improves the quality of dental education.

Adaptive Network Model for Assisting People with Disabilities through Crowd Monitoring and Control.

Here, we present an effective application of adaptive cooperative networks, namely assisting disables in navigating in a crowd in a pandemic or emergency situation. To achieve this, we model crowd movement and introduce a cooperative learning approach to enable cooperation and self-organization of the crowd members with impaired health or on wheelchairs to ensure their safe movement in the crowd. Here, it is assumed that the movement path and the varying locations of the other crowd members can be estimated by each agent. Therefore, the network nodes (agents) should continuously reorganize themselves by varying their speeds and distances from each other, from the surrounding walls, and from obstacles within a predefined limit. It is also demonstrated how the available wireless trackers such as AirTags can be used for this purpose. The model effectiveness is examined with respect to the real-time changes in environmental parameters and its efficacy is verified.

STUDENT PERSPECTIVE IN ExCoS APPROACH IN ELECTRONIC COURSE IN UNIVERSITI TEKNIKAL MALAYSIA MELAKA (UTeM)

For students studying electronic engineering, having a firm grasp of the foundations of electronic circuits is essential. This prowess includes both academic and practical components, preparing students for more challenging courses by helping them become resilient. Additionally, having a solid understanding of the fundamentals of electronic circuits equips students to apply their learning in courses that include design components, such as Integrated Design Projects (IDP) and Final Year Projects (PSM). Based on these issues, the Experiential with Cooperative and Service Learning (ExCoS) approach has been designed and implemented in Fundamental Electronic courses in semester 1 2023/2024 at Fakulti Kejuruteraan Elektronik &amp; Kejuruteraan Komputer (FKEKK), UTeM. The ExCoS approach integrates experiential, cooperative, and service-learning theory in this course. As a result of this approach, the achievement percentage of Learning Outcome 1 (LO1) in Fundamental Electronics increased from 83% to 93%. Moreover, this method has nurtured students who are more confident, skilled, and critical thikers attributes that contribute to their future success in the professional realm. According to students’s feedback the ExCoS approach enhances student understanding of basic electronic circuit and boost their communication confidence. Besides, participant from SMK Durian Tunggal have benefited from the service-learning program embedded in this approach. Through this program, students have improved their understanding of fundamental circuit concepts and have been successful in rekindling the students' enthusiasm in the science and technology sector, which has recently received less attention.

THE USE OF ENGLISH INTERACTION STRATEGIES IN COOPERATIVE LEARNING: A CASE STUDY OF FOUR CHINESE COLLEGE STUDENTS’ SPOKEN DISCOURSE

Background and Purpose: Previous studies have examined the efficacy of the cooperative learning approach to enhance speaking outcomes, but little is known about what happens in the interaction process of cooperative learning and how cooperative learning works to promote speaking interaction. The current study examines Chinese college students’ interaction strategies in cooperative learning activities and how cooperative learning instruction influenced their interaction strategy use.&#x0D;  &#x0D; Methodology: This research adopted the sequential explanatory design. Thirty students from an intact class at a Chinese public university participated in a 12-week cooperative learning instruction and kept learner diaries over time. One cooperative learning team of four members was randomly chosen for observing their interaction strategy use throughout the semester fortnightly. The frequencies of their interaction strategies employed in the transcribed recordings were analysed through descriptive statistics and the learner diaries were analysed through thematic analysis.&#x0D;  &#x0D; Findings: The findings indicated that the four students’ Modified-Interaction strategies were employed much less frequently than Social-Interaction strategies when they worked cooperatively, and training in Modified-Interaction strategies was greatly needed for promoting students’ effective interaction and language development. It has also been found that cooperative learning instruction was helpful in promoting students’ Social-Interaction strategy use as it provided a natural and conducive environment for students to socialize and cooperate towards the group goals.  &#x0D;  &#x0D; Contributions: This study can provide insights into implementing cooperative learning activities and training interaction strategies in a formal language classroom context.&#x0D;  &#x0D; Keywords: Cooperative learning, peer interaction, interaction strategies, modified interaction, social interaction.&#x0D;  &#x0D; Cite as: Jia, J., &amp; Stapa, M. (2024). The use of English interaction strategies in cooperative learning: A case study of four Chinese college students’ spoken discourse.  Journal of Nusantara Studies, 9(1), 25-52. http://dx.doi.org/10.24200/jonus.vol9iss1pp25-52

The Design Posture: A Collaborative Learning-By-Doing Approach

In September 2021, Codesign Toscana1 organised a pop-up school animated by a concept implicitly present in many design-related debates and around which our practices as an interdisciplinary collective have developed over the last five years: the “Design Posture” (hereafter DP). By relying on a collaborative design framework, we experimented with a cooperative learning approach using the urban context as a non-formal education platform and, following the direct experience of the pop-up school, named “Response/Ability” we discuss the possibility of new horizons in the urban context to organize educational platforms that rely on reclaimed city spaces and that generate insights for young generations.

Enhancing Students’ Participation in English Language Classes Using The ‘Think Pair Share’ Cooperative Learning Model

This study developed from the need to address concerns with student involvement in the classroom in light of changing educational conceptions. Traditional teaching methods usually result in passive learning experiences for pupils, which can inhibit engagement and comprehension. Recognizing this problem, the goal of this study is to investigate the effectiveness of the ‘Think Pair Share’ cooperative learning approach as a novel strategy for improving student involvement and active participation. This is an action research project that employs questionnaires and observations as the data collection techniques. The research went through three action implementation cycles, each with four stages: planning, implementing, observing, and reflecting. The results obtained in the first cycle showed observation and questionnaire average scores of 66.7 (in a 100 scale) and 52, respectively, which then rose in the second cycle to 72.2 and 88.8. Nevertheless, it did not meet the success criterion of 75. It was only in the third cycle that the minimum intended level was reached, with 86 and 94.5, respectively. Therefore, it is reasonable to conclude that using the Think Pair Share cooperative teaching model can enhance student participation level. Based on the findings of this study, teachers should consider implementing cooperative teaching models to their classrooms.

THE IMPLICATION OF “DOUBLE-REDUCTION” POLICY ENGLISH CLASSROOM MANAGEMENT USING COOPERATIVE LEARNING

As the number of subjects in English learning increases, so does the difficulty level for students. Cooperative teaching and learning approaches are being promoted in English classrooms to address this issue. The aim is to help students develop an interest in the language and strengthen their knowledge and literacy skills. This teaching method creates a relaxed learning environment where students can interact and communicate with each other during class discussions. The approach aligns with the "Double Reduction Policy" established by the Chinese government.

Enhancing Mathematical Learning Achievements for First-Grade Students at SDN Kebagusan 04 Pagi, South Jakarta Through Cooperative Learning Model Implementation

Mathematics is an abstract discipline that involves concepts and ideas derived from logical reasoning and practical applications in the real world. The objective of this study is to assess the academic achievements in mathematics, specifically in the area of basic flat shapes, among first-grade students at SDN Kebagusan 04 Pagi, located in South Jakarta. The study will utilize the cooperative learning method known as group investigation. The study will utilize the cooperative learning method known as group investigation, which is a specific type of cooperative learning model. This study employs a cyclical framework based on the Kemmis &amp; McTaggart model, which comprises four stages: planning, implementation, observation, and reflection. The research findings indicated a rise in students' proficiency in mathematics. The mean scores of the students are as follows: pre-cycle 63.00, cycle I 66.00, and cycle II 82.00. Additionally, there was a rise in the proportion of students who attained the minimum level of completeness. Specifically, in the pre-cycle, 33.33% of students achieved this level, while in cycle I, the percentage increased to 40.00%, and in cycle II, it further rose to 80.00%. In conclusion, the implementation of the group investigation cooperative learning approach has the potential to enhance students' academic achievements and comprehension of mathematical concepts.

Improving Students’ Writing Ability in Procedure Text Through Make-A-Match Technique at Ninth Grade of SMPN Satu Atap 1 Jabiren Raya

The study's aims are to examine the improvement of process text writing ability with Make-a-Match technique and to discover the benefits and drawbacks of using Make-a-Match technique in increasing procedure text writing ability at SMPN Satu Atap 1 Jabiren Raya's Ninth Grade. Twenty students participated in the study. The study's instruments included interview questions, an observation list, a pre-test, and two post-tests. This was an action research study.   The study was completed in two rounds. There were four steps in each cycle: planning, implementation, observation, and reflection. The findings demonstrated that students' learning outcomes increased after using the Make-a-Match type cooperative learning approach. The average score in the first cycle test was 54.55, with a post-test score of 70.95, and an average score of 84.45 in the second cycle. In cycle I, 35% of students met the target, while in cycle II, 90% of post-test I and II findings showed an improvement in student learning outcomes.

The Effectiveness of the “Think-Pair-Share” Cooperative Learning Approach in the Teaching of Mensuration to Senior High School Students

Senior high school candidates’ performance in mensuration over the years has been reported by the West Africa Examination Council (WAEC) chief examiner to be very poor. This study investigated the effect of the “Think-Pair-Share” cooperative learning approach on students' academic performance in mensuration in two senior high schools in one municipality in the Northern Region of Ghana. This study’s objectives were to determine: i) the stage at which cooperative learning is most effective in student learning of mensuration ii) the effect of the cooperative learning on Senior High School (SHS) students’ academic performance in mensuration. A pre-test post-test non-equivalent control group design of quasi-experiment was used in this study. The study’s sample was made up of two intact classes of 41 and 43 students for the control and experimental groups respectively. A form two class from each of the two senior high schools in the municipality was selected by simple random sampling technique. A test (Pre-test and post-test) in mensuration was used to collect data for the study. Data were analyzed using descriptive and inferential statistics. The study revealed that the pair stage of the “Think-Pair-Share” was more effective than the thinking stage. The study also revealed that the cooperative learning approach improved students’ academic performance in mensuration in the municipality. The study concluded that the “Think-Pair-Share” cooperative learning approach is an effective strategy for teaching mensuration and recommended the use of the strategy in teaching mensuration. Teachers should consider examining students in pairs as it is the most effective stage of the approach.

The Influence of the STAD and PowerPoint-Assisted Jigsaw Models on Economics Learning Achievement

Purpose of the study: The aim of this research is to determine the effect of cooperative learning models such as Student Teams Achievement Divisions (STAD) and Jigsaw with the help of PowerPoint media on Economics learning achievement.&#x0D; Methodology:This research is quantitative research with experimental methods. The sampling technique is simple random sampling. The sample in this study was 70 students. Data collection techniques in this research are  questionnaires. The data analysis technique in this research uses two-way analysis of variance with an unequal number of cells with analysis prerequisite tests, namely the normality test and homogeneity test.&#x0D; Main Findings: The results of the research show that there are differences in the influence of the Student Teams Achievement Divisions (STAD) and Jigsaw cooperative learning models assisted by PowerPoint media on Economics learning achievement. This is shown by obtaining a significance value (Sig.) which is smaller than the significance level α = 0.05, namely (0.00 &lt; 0.05) or (Fobs = 10.103 &gt;Ftable = 4.00).&#x0D; Novelty/Originality of this study: The novelty of this research is that it contributes to the study and development of knowledge, especially regarding cooperative learning approaches such as Student Teams Achievement Divisions (STAD) and Jigsaw.

Enhancing anatomy education through cooperative learning: harnessing virtual reality for effective gross anatomy learning.

The advent of virtual reality (VR) in education offers unique possibilities for facilitating cooperative learning strategies, particularly in fields demanding intricate spatial understanding, such as gross anatomy. This study investigates the impact of integrating cooperative learning strategies within a VR-based gross anatomy curriculum, focusing on enhancing students' anatomy knowledge and skills. We analyzed the performance of two cohorts of first-year nursing students across five semesters (2016-2020), where traditional learning methods were used in the first three semesters (2016-2018), and a VR-based cooperative learning approach was adopted in the last two semesters (2019-2020). Our findings suggest that the VR-based cooperative learning group achieved significantly higher scores in their gross anatomy laboratory courses compared to their counterparts learning through traditional methods. This research provides valuable insights into how the integration of VR technology and cooperative learning strategies can not only enhance learning outcomes but also improve the VR learning experience by reducing motion sickness. It accentuates the potential of VR-based cooperative learning as an impactful educational tool in anatomy education. Future research should further explore the optimal integration of VR and cooperative learning strategies in diverse course types and their potential to enhance educational outcomes and the learning experience.

Analysis of the construction and reform path of preschool education professional practice courses in the context of computer big data

Abstract This paper first uses the big data adaptive learning system to facilitate students’ mastery of knowledge points, improve their learning performance, and stimulate their interest in learning. Then, the practical curriculum of preschool education is realized through curriculum facilities, curriculum objectives, curriculum content, curriculum organization and implementation, and curriculum evaluation. Next, the QFD entity model for quality assurance of preschool education personnel training is established. The realistic basis for the construction of the model is also elaborated, and the conceptual framework of the QFD model for quality assurance of higher education personnel training is proposed and comprehensively analyzed. The results show that the cooperative group learning approach is more favored by students, up to 64.44% in the practical courses. The number of graduates who chose to work in early education and other industries increased by 10%. It shows that improving students’ personal comprehensive quality can adapt to society’s comprehensive demand for professionals.

Seven Ways of Constructing Knowledge through Cooperative Learning

This article presents seven ways to construct knowledge through cooperative learning. The first part of the article provides a comprehensive examination of how deeply constructivist and cooperative learning discourses are interconnected and have interfaced with each other over the last five decades. The article highlights how the two concepts have influenced each other and how their combination can lead to a more effective learning experience. The second part of the article is devoted to explaining the seven ways of constructing knowledge in cooperative learning settings. Each of the seven ways - interactive, positively interdependent, synergic, synoptic, multicontextual, interferential, and action-based - is discussed in detail, with specific examples provided to illustrate how each approach works in practice. The overall aim of the article is to assist educators and researchers in understanding the various cooperative learning approaches and their potential benefits in constructing knowledge. The article emphasizes the importance of adopting simple cooperative approaches for efficient knowledge construction, and the importance of educators and researchers adapting these approaches to meet the needs of their students.

The Effect of Cooperative Learning Approach, Competitive and Physical Fitness on Basketball Dribble Skills

The condition of learning basketball games in physical education in junior high schools (SMP) is still not optimally carried out in the implementation of the teaching and learning process, especially in the context of developing learning outcomes of basketball skills. The method used in this research is an experimental method with Anava 2 x 2 design. The population in this study were seventh grade students of SMP Negeri 2 Sawan as many as 78 students. The sampling technique uses the Verducci technique, to be as many as 78 people according to what is needed in the study.The instrument chosen by the author is the physical fitness test from AAHPERD for the junior high level and for basketball dribbling skills with a validity level of 0.89, namely the dribble test from Horrison. The author's hypothesis in this study is (1) The learning outcomes of students' basketball skills taught through the Cooperative learning approach are better than the Competitive learning approach as a whole. (2) There is an interaction between learning approaches and physical fitness on learning outcomes of basketball skills. (3) The learning outcomes of basketball skills of student groups taught through the Competitive learning approach are better than those of student groups taught through the Cooperative learning approach in groups of students who have high fitness. (4) The learning outcomes of basketball skills of student groups taught through the Cooperative learning approach are better than those of student groups taught through the Competitive learning approach in groups of students who have low fitness.

Application of Multicultural Education in Strengthening Community Solidarity in Indonesia

This study aims to describe the models, methods and approaches used in multicultural education in Indonesia. The research method used is systematic literature-based qualitative research, namely an approach that manages data by reducing data, presenting, and verifying, as well as concluding data, not using mathematical calculations and statistics. The results of the research found that, first, multicultural education is very important to be implemented in Indonesia, because the community is multi-ethnic and consists of various ethnicities, religions, cultures and regional languages. Second, the models, methods and approaches that are suitable for implementing multicultural education in Indonesia are inclusive education models through cooperative learning and role-playing methods and approaches. The study concludes that multicultural education in Indonesia is very important to be implemented through the integration of inclusivism values ​​to students through classroom interaction using cooperative learning and role-playing.

Increasing learning outcomes for volleyball passing using cooperative learning methods

This study aims to determine the learning outcome of passing volleyball at SMK Bhakti Nations Banjarbaru South Kalimantan. through cooperative learning. This study uses action research for as many as two cycles with design planning, observation, action, and reflection. The target in this study was students of SMK Bhakti Nations Light Vehicle Engineering class, as many as 24 students. Sources of data obtained through the initial test and final test passing under volleyball. Data analysis techniques used in this research are descriptive. The results showed that through a cooperative approach from initial tests through to the final test. The average result of the skill of the initial test was 575 and the average value of 23.95, only 30.26% with cooperative learning approach will be unchanged or increased value overall to be 980 with the average value per individual 40.83, or 51.57% in Cycle I. Later on, the second cycle increased to 70.33%, or more than 70%, or more than half of the sample has been said to be used to make passing under volleyball properly Conclusions from this research is the method of group learning positive effect on improving student achievement, which is characterized by increasing the thoroughness

Pengaruh Model Kooperatif Tipe STAD Berbantuan Media Audiovisual terhadap Hasil Belajar Tematik Kelas V Sekolah Dasar

The purpose of this study was to analayzed the effect of the STAD-type cooperative learning model assisted by audio-visual media on the thematic learning outcomes of fifth grade at SDN 35 Pontianak Selatan. The quasi-experimental form was used in this study. The population was 102 students. Simple random sampling method was used to determine the research sample. Items in the form of short answers are used as research instruments. The results of the pre-test and post-test were analyzed using measurement techniques.The average cognitive learning outcomes of the control class were 67.28 and that of the experimental class was 76.03. After conducting the t test, it is obtained tcount (2.417) with ttable (α = 5% and dk = 59) of 2.0011, because tcount (2.417) &gt; ttable (2.0011) then Ha is accepted. The average learning outcomes in the psychomotor domain of the control class was 74.31 and the experimental class was 79.41, obtained tcount (4.180) while ttable (α = 5% and dk = 65) was 1.999 so it can be seen that tcount (4.180) &gt; ttable (1.999) ), thus Ha is accepted. Calculation of the cognitive domain effect size of 0.63 (moderate category). The effect size calculation for the psychomotor domain is 1.024 (high category). Therefore, the STAD cooperative learning approach with the use of audio-visual media has an impact on the thematic learning outcomes of fifth grade students at SDN 35 Pontianak Selatan.