Cooperative Learning Approach Research Articles

STUDENTS’ PERCEPTION OF COOPERATIVE LANGUAGE LEARNING-IN EFL LEARNERS’ CLASSROOM

Student perception plays a crucial role in determining their understanding and engagement in the classroom. By understanding students' perceptions, teachers can effectively develop a revitalizing learning environment that caters to their specific needs. With this objective in mind, a research study was conducted to investigate the perceptions of twenty-eight students from SMKN 1 Kedawung regarding the implementation of cooperative learning. The findings revealed that students responded positively to cooperative learning, which proved to enhance their academic achievements, motivation, and social values. To gather data, a survey questionnaire was distributed among the participants to gauge their perceptions of the cooperative learning approach employed in class. Overall, the study demonstrates that cooperative learning is an effective method for classroom instruction, as it not only motivates students but also positively impacts their academic and social development.

Penerapan Model Cooperatif Tipe Jigsaw Meningkatkan Hasil Belajar IPA pada Materi Pencernaan Pada Manusia dan Hewan Kelas V SDN 2 Kalisari

The use of a jigsaw type cooperative learning approach to increase the science learning scores of fifth grade students at SD Negeri 2 Kalisari is the problem discussed in this research. The author teaches in class V at SD Negeri 2 Kalisari, students in this case have only reached 39%, based on the results of daily tests where the average score is 62. Even though the KKM chosen is 73, this shows that learning still needs to be improved. The jigsaw type cooperative learning methodology will be used to increase the scientific education value of class V students at SDN 2 Kalisari. He conducted a qualitative investigation of this problem using a research design with a class action perspective. Participants in this research were 18 class V students at SDN 2 Kalisari who were registered in the first semester of the 2023–2024 academic year, with a total of 11 boys and 7 girls. This shows how the jigsaw type cooperative learning paradigm has increased student learning scores in science. It has been proven that the jigsaw type cooperative learning model can improve the learning outcomes of fifth grade science students cooperatively

Case Method Learning Model with Cooperative Learning Approach to Improve Social Skills

This study aims to improve students' social skills and learning outcomes through the case method model with a cooperative learning approach. Students ' social skills are still low, considering the indicators of group work, group presentations, discussions, and opinions that have an impact on learning outcomes. Student learning outcomes also include affective, cognitive, and psychomotor domains. This study uses a class action research method with three cycles. Each cycle consists of planning, implementation of actions, observation, analysis, and reflection. This research was carried out in Class A with a total of 32 students who are in the class of 2022 History Education Study Program, PIPS Department, FKIP, University of Jambi. Data collection techniques using observation, interviews, and literature analysis. The results showed that the application of CSE method model with a cooperative learning approach can improve students ' social skills. The percentage of social skills in the first cycle was 41.4. In the second cycle, social skills increased to 63.2, and in the third cycle, to 82.2. For the learning outcomes in the cycle, I got a score of 71.1. Cycle two increased by a value of 74.4, and cycle III got a score of 78.9. it can be concluded that the case method learning model with a cooperative learning approach to improve students' social skills.

THE USE OF COORPERATIVE LEARNING MODELS IN NATURAL SCIENCE EDUCATION

The purpose of this research is to determine the impact of the cooperative learning approach in science education. Cooperative learning can help students make significant strides in building attitudes, beliefs, and behaviors that will allow them to participate in their communities in ways that are congruent with the goals of historical education. The research data is in the form of numbers derived from tests and observation outcomes (direct observation). Teachers and students in the scientific learning process were used as data sources in this study by employing identity cards. The first instrument used in this study was self-research, which served as a data collector with the help of supporting instruments in the form of observation sheets.

STUDENTS’ PERCEPTION OF COOPERATIVE LANGUAGE LEARNING-IN EFL LEARNERS’ CLASSROOM

Student perception plays a crucial role in determining their understanding and engagement in the classroom. By understanding students' perceptions, teachers can effectively develop a revitalizing learning environment that caters to their specific needs. With this objective in mind, a research study was conducted to investigate the perceptions of twenty-eight students from SMKN 1 Kedawung regarding the implementation of cooperative learning. The findings revealed that students responded positively to cooperative learning, which proved to enhance their academic achievements, motivation, and social values. To gather data, a survey questionnaire was distributed among the participants to gauge their perceptions of the cooperative learning approach employed in class. Overall, the study demonstrates that cooperative learning is an effective method for classroom instruction, as it not only motivates students but also positively impacts their academic and social development.

Meta-Analysis of the Relationship Between Mathematics Learning and Cooperative Learning Models with the Object of Elementary School Students

The purpose of this research is to determine the impact of the cooperative learning model on elementary school students' mathematics learning. Meta-analysis is the technique employed. The elementary school sample study, which covered experimental work using cooperative learning methods in math instruction, covered a range of 18 students. A coding sheet that compiles data and journal entries serves as the instrument in use. The average value of the effect, 0.39, falls into the large effect group according to an analysis of the overall effect's magnitude. The analysis's conclusions also demonstrate that the cooperative learning approach has an impact on math instruction at the primary school level.

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

AbstractBackground StudyEnglish 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.ObjectivesThe 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.MethodsThe 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 ConclusionsThe results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.

Learner Academic Achievement in English; Case of Cooperative Learning Approach and Conventional Teaching Methods

Learner Academic Achievement in English; Case of Cooperative Learning Approach and Conventional Teaching Methods

Developing Linguistic Competence and Critical Thinking Skills Through Cooperative Learning: An Assessment

This study aimed to assess the effectiveness of cooperative learning method in developing linguistic competence and critical thinking skills of students. All the subjects were taught lessons using the lecture discussion method and cooperative learning approach alternately. The pseudo-experimental method utilizing the repeated measures design was used in the study. T-test was used to compare the mean scores on the pretest/posttest of achievement tests. The study found out that there is a significant improvement in the linguistic competence and critical thinking skills of students taught with the use of lecture discussion method and cooperative learning. The mean gain scores on cooperative learning approach has significantly improved the linguistic competence and critical thinking skills of students. Findings show that both methods can develop linguistic competence and critical thinking skills of students, but cooperative learning has a higher mean gain score in linguistic competence as compared to the lecture–discussion method. Under linguistic competence, there is a significant difference in the mean gain scores in linguistic competence of subjects taught under cooperative learning but not in lecture-discussion method. Under critical thinking skills, there is no significant difference in the mean gain scores in critical thinking skills between the two groups.

Psychosocial impact of COVID-19 on achievement of adolescents with hearing impairment in English language

This study examined psychosocial impact of Covid-19 on the achievement of secondary school adolescents with hearing disabilities in English Language in Lagos State. A survey research design was employed with population of hearing-impaired adolescents. A sample of hundred adolescents with hearing impairment was selected for the study using purposive sampling technique to select the participants and simple random sampling to select four schools practicing inclusion. The instruments for data collection were ELAT (English Language Achievement Test) and Psychosocial Scale (PSS) with reliabilities of 0.69 and 0.79 respectively. Pearson Product Moment Correlation Coefficient and Multiple Regression were used to analyse data collected. The hypotheses formulated were tested at 0.05 level of significance. The results of the four hypotheses tested revealed that aggression, self-esteem and communication have positive relationship to the academic achievement of the hearing-impaired adolescents in English Language as a result of Covid-19. Further findings discovered that there was a combined effect of aggression, self-esteem and communication on academic performance of secondary school adolescents with hearing impairment in English Language. Therefore, teaching methodology should be more of cooperative learning approach to motivate sense of belongings and friendliness of adolescents with hearing impairment in Lagos State.

Effect of Cooperative Mastery Learning Approach on Secondary School Students Achievement based on Gender in Kirinyaga County, Kenya

Through the study of Physics, technological advancement promoting standard of living, creation of wealth, health and industrialization has been realized. The Kenyan government has put much effort to reduce gender disparity in achievement in physics in secondary schools. However, and despite these efforts, the desired outputs have not been realized. Though a number of factors may be responsible for this prevailing situation in secondary schools in Kenya, it is envisaged that inappropriate teaching approaches used in teaching physics contribute to gender disparity in achievement in physics. While cooperative mastery learning approach has been shown to reduce gender disparity in other science subjects’ studies addressing the effect of cooperative mastery learning approach towards student’s achievement in Physics based on gender are inadequate. Hence this study investigated the effects of Cooperative Mastery Learning Approach on secondary school students’ achievement in Physics based on gender in Kirinyaga County. Solomon’s four quasi experimental group design was used. The target population was 5850 form two Physics students in the secondary schools in Kirinyaga County, Kenya. A sample of 180 respondents was obtained from the population. Simple random sampling was used to draw the participating four schools from the purposively selected Sub-county schools. The assignment of selected schools to either experimental or control group was done by simple random sampling. The research instrument that was used was physics Achievement Test (PAT). The Reliability was tested by subjecting the instrument to a pilot study in a school in Embu County. Reliability coefficient for Physics Achievement Test was 0.798. Statistical Package for Social Sciences (SPSS) version 25.0 was used for data analysis. The raw data obtained was analyzed descriptively using Mean, Standard deviation, percentages and inferentially using parametric tests (one-way ANOVA, t-test and Posthoc Analysis). The level of significance for acceptance or rejection of null hypotheses was at α = 0.05. The study established that cooperative mastery learning approach enhances students’ academic achievement in Physics for both genders. Further the study findings show that there was no statistical significance difference in student achievement in physics based on gender. From the findings of the study cooperative mastery learning approach is effective in improving student achievement in Physics for both boys and girls. Therefore, Physics teachers should incorporate cooperative mastery learning approach in teaching in order to reduce gender disparity in students’ achievement in Physics.

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

The study is aimed at enhancing pedagogical content knowledge (PCK) and skills of in-service mathematics teachers (IMTs) using cooperative teaching and learning approach (CTLA). A sequential multiple case study was employed to develop eight IMTs knowledge and skills to design, develop, and enact lessons in trigonometry. The lessons were anchored on CTLA in two phases of a professional development arrangement (PDA) initiated in the study. The analysis of classroom observation, interview, CTLA lessons and the independent sample t-test is suggestive of significant improvement in the IMTs PCK. Further, although, the IMTs were rooted in teacher-centered pedagogies and encountered challenges, they effectively incorporated CTLA as a pedagogical tool in the teaching and learning of trigonometry. As a result of which, IMTs exhibited an enhanced content knowledge. Implications and recommendations for effective PDA in incorporating CTLA as an innovative pedagogical strategy for the teaching of mathematics at high school are discussed.

Peanut yield prediction with UAV multispectral imagery using a cooperative machine learning approach

<abstract> <p>The unmanned aerial vehicle (UAV), as a remote sensing platform, has attracted many researchers in precision agriculture because of its operational flexibility and capability of producing high spatial and temporal resolution images of agricultural fields. This study proposed machine learning (ML) models and their ensembles for peanut yield prediction using UAV multispectral data. We utilized five bands (red, green, blue, near-infra-red (NIR) and red-edge) multispectral images acquired at various growth stages of peanuts using UAV. The correlation between spectral bands and yield was analyzed for each growth stage, which showed that the maturity stages had a significant correlation between peanut yield and spectral bands: red, green, NIR and red edge (REDE). Using these four bands spectral data, we assessed the potential for peanut yield prediction using multiple linear regression and seven non-linear ML models whose hyperparameters were optimized using simulated annealing (SA). The best three ML models, random forest (RF), support vector machine (SVM) and XGBoost, were then selected to construct a cooperative yield prediction framework with both the best ML model and the ensemble scheme from the best three as comparable recommendations to the farmers.</p> </abstract>

The Effect of Cooperative Learning Approach on English Writing Skills among Chinese Non-English Majors

The Effect of Cooperative Learning Approach on English Writing Skills among Chinese Non-English Majors

Effectiveness of Co-Operative Learning Method on the Achievement of XIth Standard Students in Learning Science Concepts

In the present study the Investigator has attempt to Effectiveness of co-operative learning method on the achievement of IXth standard students in learning science concepts . The sample consists of Investigator has chosen 204 IXth Standard Students from Virudhunagar District as a Population for this study. Among them 102 students were taught in conventional method and 102 students will be taught in Co-Operative Learning Method and the investigator adopted the sampling in simple random sampling method. The findings of the study were (i) IXth Standard students those who learned Science through Co-operative learning approach scored more than Conventional method of teaching group. The Co-operative learning method facilitate for IXth Standard students in learning science concepts rather than their counterparts in Conventional method of teaching. (ii) IXth Standard students those who learned science concepts through Co-operative learning activities have more Retention ability than Conventional method of teaching group. The Co-operative learning activities facilitated for IXth Standard students to achieve better retention in learning science concepts rather than their counterparts in Conventional method of teaching. (iii) The Co-operative learning strategy has equal impact on the achievement of Boys and Girls

Metacognitive Skills: Investigating the Effect on Pupil Teachers’ Written Task Performance

The current study was conducted for investigating the effect of the Metacognitive skills on pupil teachers’ written assignment performance. The study was executed while using the Quasi-Experimental nonequivalent pretest-posttest control group design. The two sections of B.Ed (Honors) Semester-I (each consisting of 30 students) were selected conveniently for this study. Before the intervention, both of the selected groups have been pretested and there was no statistical difference found among them concerning their Metacognitive Skills. The intervention (Cooperative Learning approach) was given to the experimental group whereas the controlled group was given the conventional treatment. The intervention duration consisted of one semester only. There were five Metacognitive skills that the researcher intended to develop. The “Planning” and “Information Management” skills were focused during the first two weeks of each month whereas the rest of the skills “Monitoring, “Debugging” and “Evaluation” were focused during the last two weeks. The researcher used a performance test named “Metacognitive Skills Assessment Tool” (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) comprising 14 items (representing Metacognitive skills) to measure the prospective teachers’ skills. Furthermore, the Rubrics for Metacognitive Skills Assessment Tool (RMSAT) were used to rate the prospective teachers’ performance taken on MSAT. These were also adopted from (Ali, Siddiqui, & Tatlah, 2020). On the other hand, the pupil teachers’ written assignment performance has been measured with the help of the “Assessment Criteria for Report Writing (ACRW)” developed by (Siddiqui, 2016). Base on the results taken from Pearson’s r and Linear Regression analysis, it has been concluded that the Metacognitive skills have a statistically significantly high effect on prospective teachers’ Metacognitive skills development.

IMPROVING LEARNING OUTCOMES THROUGH TWO STAY TWO STRAY COOPERATIVE LEARNING

The main challenge of this research is how to use the Type Two Stay Two Stray cooperative learning approach with a total of 28 students—14 boys and 14 girls in SD Plus Al-Ashri to improve learning outcomes. Four meetings were held during each of the two research cycles this was conducted. Observation sheets and academic achievement tests were used to obtain data. Quantitative and qualitative analysis of collected data. The results showed that quantitatively the learning outcomes of had increased, namely the average score of student learning outcomes in cycle I was 57.92 , and the percentage of students in the high category was 7.14%, while the average score was 7.14%. Student learning outcomes in cycle II amounted to 80.53, the high proportion of sub-students was 35.71%. In cycle I there were 7 students or 25% in the complete category and 21 students or 75% in the incomplete category, while in cycle II there were 27 students or 96.42% in the complete category and 1 student or 3.57% in the complete category. incomplete category implies an increase from period I to period II. Qualitatively, during the learning process, the enthusiasm of students to listen to lectures, the enthusiasm to pay attention to the teacher's explanation, the enthusiasm to ask questions, and their active role in the learning process when completing homework in groups experienced changes. The increase in the first cycle was 36.80 %, and the increase in the second cycle was 40.68%. Based on the results of the analysis it can be concluded that the learning outcomes of students at SD Plus Al-Ashri can be improved by using the Type Two Stay Two Stray (TSTS) cooperative learning model.

Multiaccess Edge Integrated Networking for Internet of Vehicles: A Blockchain-Based Deep Compressed Cooperative Learning Approach

Recently, Internet of Vehicles (IoV) and Machine Learning (ML) have attracted more and more attention. Considering inefficient real-time training and high requirements on computing capabilities of centralized data collection, performing Distributed Machine Learning (DML) in IoV has become an important research branch. However, the heterogeneity, mobility, and distrust among IoV nodes affect how to execute DML effectively, securely, and in a salable manner. In this paper, a blockchain-based Cooperative Learning framework combined with a Deep Compression method (CLDC) is proposed. First, we improve the local training efficiency of lightweight IoV nodes by using deep compression method. Meanwhile, we have introduced a blockchain system in CLDC, the significance of which is that we have completed the transformation from centralized architecture to distributed framework through the blockchain, and shared local training results in a verifiable manner. The framework uses non-tamperable features of the blockchain to ensure the security of local training results. Moreover, we propose a Learning-based Redundant Byzantine Fault Tolerance (L-RBFT) protocol, in which the primary node needs to confirm the loss percentage of learning in the transaction before forwarding the RBFT messages. The significance of L-RBFT is to ensure that IoV nodes obtain the best training results through the consensus of blockchain nodes. We use it to solve the computing and communication resource allocation problem in IoV to clarify the operating mechanism of the proposed framework. The experimental results prove that this scheme performs better when compared with the traditional centralized deep reinforcement learning method.

Student Team Achievement Division as a tool for peer assisted co-operative learning in neuroanatomy.

Student Team Achievement Division (STAD) is a co-operative learning approach premised on a group learning activity that emphazises learning as a social exchange of knowledge between students, in which each student is accountable for his or her own learning and is also encouraged to assist others in achieving their goals. It promotes the cognitive, psychomotor, and emotional growth of students involved in the team. By random sequencing, 60 participants were allocated to interventional group (n=30) and control group (n=30). The participants of the interventional group were subjected to STAD strategy and participants of the control group were instructed to do a conventional self learning on the ventricles of brain. The outcomes were statistically analysed. It was found that the performance of the students is far better with STAD approach than conventional self learning. Our study has shown that Students team Achievement Division can be used as an effective tool for Peer assisted Co-operative Learning in Anatomy. Further studies can be done to investigate the contribution of STAD to teaching other disciplines of Anatomy and other basic medical sciences.

The Effect of Think Pair Share and Intelligence Quotient on Economics Students’ Learning Outcome

The purpose of this study was to examine the relationship between intellectual ability, the Cooperative type think pair share learning model, and the Entrepreneur lesson in grade ten at a vocational high school in Sungai Penuh. This study is a Quasi-experiment in nature. Purposeful sampling was used in this study. In total, 103 students made up the study's sample. We used two instruments to obtain this data: an experimental one and a validated one. The school has collected primary data in the form of student learning outcomes and secondary data in IQ test outcomes. On the other hand, a descriptive and inductive analysis was performed using a two-way analysis of variance. The study found that (1) the learning outcomes for students who were taught using the cooperative learning model type Think Pair Share were better than the outcomes for students who were taught using the traditional learning model. According to his research, the academic success of high-IQ students is not better than that of low-IQ students. Thirdly, there was no correlation between the cooperative learning approach (Think, Pair, Share) and student achievement.