Cooperative Learning Environment Research Articles

The Temporal Path Analysis Model of Intrinsic and Extrinsic Motivation in Cooperative Learning Environment

The Temporal Path Analysis Model of Intrinsic and Extrinsic Motivation in Cooperative Learning Environment

Enhancing Problem-Solving Skills And Motivation Through Cooperative Learning

In the present paper, the goal set to assist learners in the process of strategically seeking as well as applying information is given a major consideration in the realm of education. the advantage of raising awareness of problem solving skills and encouraging learners to apply them are two main requirements which go hand in hand to increase performance throughout learning, for we noticed that being informed about some pieces of information does not inevitably necessitate its application but an active involvement into cooperative problem-solving activities fosters higher-order thinking skills namely deductive and inductive types of thinking within cooperative learning environment. Cooperative learning and teaching approach is adopted to increase learners’ academic performance in terms of the space left for them to benefit from the positive interdependence which highlights the mutual exchange of learning experiences skills and leads to meaningful and long-term learning. This research reports the importance of taking recourse to cooperative learning as learning and teaching approach which has a generously positive influence on the enhancement of both thinking skills motivation social and collaborative skills.

A Path Model of Students’ Physics Performance in Cooperative Learning Environment

Cooperative learning is an effective method of improving students’ academic performance. There is, therefore, a need to maximize the use of this method in promoting learning outcomes. The study investigated how cooperative learning conditions, ability levels and interpersonal attraction affect performance and how the effects of cooperative learning conditions on performance can be mediated by peer interaction and attitude towards Physics. The study utilized the causal research design using 90 students with different ability levels. Path analysis procedure was used to estimate the coefficients of the structural equations of the proposed causal model. Results revealed that cooperative learning condition significantly influences peer verbal interaction. It has no significant direct effect but has a significant indirect effect (through peer verbal interaction) on Physics Learning. Students’ ability level and interpersonal attraction do not significantly influence peer verbal interaction. Peer verbal interaction significantly influences attitude towards Physics. Peer verbal interaction in combination with the attitude towards Physics significantly influences Physics learning. Since the hypothesized model is not entirely acceptable, a re-conceptualized model was constructed. This new model indicates that the use of cooperative learning with positive reward interdependence results in the high peer verbal interaction that resulted in a more positive attitude and consequently enhances Physics learning.

Impact of Cooperative Learning in Developing Students' Cognitive Abilities for Academic Achievement

This study used an Action Research Method to investigate ways to improve the thinking and reasoning skills of grade eight science students in an under-resourced school in Karachi. The students’ rote learning patterns were challenged using the schema provided by Blooms’ taxonomy of learning domains. A cooperative learning environment was generated with a renewed investment plan, a restructured lesson plan and an intensive workshop with the group leaders. These interventions were done with the help of the preliminary data that was collected through questionnaires. The outcomes of the action research method showed a positive correlation between cooperative learning approach and academic achievement of the students.

Learning to Live in a Global World: Project-Based Learning in Multicultural Student Groups as a Pedagogy of Tolerance Strategy

Reforming in the 21 century education has increased: both in its organization and contents. The role of a teacher has shifted from an expert to a designer of reflective and collaborative projects as means of providing students with effective learning contexts. In cultural diversity and assimilation educators are universally concerned with implementation of pedagogy of tolerance principles to grow up a new generation, prepared to communicate successfully in the globalization world. The problem is how we can facilitate tolerant thinking among students. The authors of the present paper generalize their experience of providing cooperative learning environments to MA course students at Zabaikalsky State University, which is in Transbaikal Siberia (Russia). The region borders on Mongolia and China, offering a perfect experimental platform to implement pedagogy of tolerance strategies through creative educational programs. The programs are developed in accordance with the recently adopted international and federal laws and conceptions, to which the authors of the present paper refer. Professor Tatyana Voronchenko, designed multicultural programs for MA and PhD students in World Literature Studies. They are aimed to increase all possible contacts among culturally diverse students. Russian and Chinese, Buryat and Mongolian student groups, involved in project-based studies, are an example to illustrate an effective way of learning to live in globalization word. The authors analyze and describe the students’ experience during project-based studies. They conclude that the students who participated in such projects showed higher tolerance to their neighbors. Project-based learning helps to master professional communication culture, overcoming communication barriers and becoming specialists with higher tolerance, ready to live and work in multicultural society.

MTF database: A repository of students' academic performance measurements for the development of techniques for evaluating team functioning

AbstractThe Measurements for Team Functioning (MTF) database contains a series of student academic performance measurements obtained at a national university in Taiwan. The measurements are acquired from unit tests and homework tests performed during a core mechanical engineering course, and provide an objective means of assessing the functioning of cooperative learning teams and the fit of each member within the team. The database currently includes three datasets, where each dataset contains the performance measurements obtained over an 18‐week semester. The performance measurements within the database provide valuable insights into the team dynamics within a cooperative learning environment. The features, results, limitations and future development of the database are discussed.

A new fuzzy peer assessment methodology for cooperative learning of students

In this paper, a new fuzzy peer assessment methodology that considers vagueness and imprecision of words used throughout the evaluation process in a cooperative learning environment is proposed. Instead of numerals, words are used in the evaluation process, in order to provide greater flexibility. The proposed methodology is a synthesis of perceptual computing (Per-C) and a fuzzy ranking algorithm. Per-C is adopted because it allows uncertainties of words to be considered in the evaluation process. Meanwhile, the fuzzy ranking algorithm is deployed to obtain appropriate performance indices that reflect a student's contribution in a group, and subsequently rank the student accordingly. A case study to demonstrate the effectiveness of the proposed methodology is described. Implications of the results are analyzed and discussed. The outcomes clearly demonstrate that the proposed fuzzy peer assessment methodology can be deployed as an effective evaluation tool for cooperative learning of students.

English

The purpose of this study is to investigate the influence of the web-aided cooperative learning environment on biology preservice teachers’ motivation and on their self-efficacy beliefs in biology teaching. The study was carried out with 30 biology preservice teachers attending a state university in Turkey. In the study, the pretest-posttest research design without any control group was used. As the data collection tools, a motivation scale and a self-efficacy belief scale for biology teaching were used. The data collection tools were applied as pretest and posttest on group. During the analysis of the obtained data, paired simples t-test was used. The findings obtained demonstrated that the motivation levels of the biology preservice teachers trained in the Web-Aided Cooperative Learning Environment (WACLE) increased and that there was no significant difference regarding their self-efficacy beliefs in biology teaching. The results were discussed in the light of the literature, and related suggestions were put forward accordingly. Key words: Biology teaching, cooperative learning, web-aided learning environment, self-efficacy belief.

An Empirical Study on the Application of Cooperative Learning to English Listening Classes

Cooperative learning is a strategic instructional system applied by many educators the world over. Researchers of cooperative learning have carried out the study in this field and proved that cooperative learning can create a more interesting and relaxed learning atmosphere. It is generally acknowledged that cooperative learning can reduce learners’ anxiety, promote teacher-students and students-students relationships, stimulate learners’ motivation and increase their self-confidence. In cooperative learning environments, the learners cooperate and communicate with each other to achieve their mutual goals. Listening, as one of the most important language inputs, its importance for English learning is self-evident. This paper researches on the feasibility and effectiveness of the application of cooperative learning to college English listening classes. An empirical study for a whole semester was carried out in the forms of questionnaire, pretest, posttest and interviews. All the results from the findings demonstrate that cooperative learning can improve learners’ communicative competence significantly and cooperative learning is very effective in English listening classes in this study.

Developing Critical Thinking through Activity –Based and Cooperative Learning Approach in Teaching High School Chemistry

 Abstract—The study aimed to develop critical thinking in chemistry using the Third International Mathematics and Science Survey Questionnaire (TIMSS-Like Test Items) and to lessen or eradicate misconception of students in the scientific concepts. A total of 99 third year Muslim students were selected and grouped into experimental and control group based on their respective section assignment. The experimental group underwent treatment using activity-based learning in a cooperative learning environment, while the control group used only the chalk and board discussions without hands-on. Three instruments were used namely: activities lifted from the TIMSS-R manual, the TIMSS-Like test items, and the self- assessment questionnaire. Both groups are exposed to pre- test and post-test after the conduct of the study. Findings revealed that the experimental group performed better than the control group. Majority of the students in the experimental group realized that the treatment motivated them to think critically. Through hands-on their misconceptions was corrected and lessened. Moreover, they also realized that the activity - based technique in the teaching - learning process is interesting, more fun and encouraging.

스마트기기를 이용한 협동학습이 학업 성취도와 학습태도에 미치는 영향

스마트기기를 이용한 협동학습이 학업 성취도와 학습태도에 미치는 영향

Addressing school bullying: Insights from theories of group processes

In order to enhance efforts to address bullying in schools, and in response to the limited success of school-based anti-bullying programs to date, this paper considers bullying as a group phenomenon and explores theories of group processing that can inform future prevention and intervention efforts. Moving beyond efforts to reduce bullying by enhancing bystander responses, we consider research and theory addressing peer group socialization processes, the role of teachers as an “invisible hand” in structuring peer groups, social interdependence as applied to the design of cooperative learning environments, and collective efficacy. Although these theories are not in themselves developmental, and address group processes that operate across ages, they can inform both future prevention and intervention efforts and applied developmental research that explores the age-related contextual and individual factors that contribute to school bullying.

How is peer-teaching perceived by first year paramedic students? Results from three years

Background: Peer Assisted Learning (PAL) can create a cooperative learning environment, providing benefits to all students involved. While there is a large pool of research exploring PAL amongst medical students it is worth considering the use of PAL amongst students of different health disciplines. The objective of this study was to examine the perceptions of first year paramedic peer learners being taught by peer teachers over a three-year period. Methods: A cross-sectional study using the modified Clinical Teaching Preference Questionnaire (CTPQ) was administered to first year paramedic peer learners at a large Australian university during October 2011-2013. Results: Over a three year period, 361 peer learners participated in this study. The mean item-level result for each item was highest in the 2013 cohort compared to the earlier two years. Item 1 “Teaching is an important role for paramedics” reflected the highest mean score of the eleven items (4.46 in 2011; 4.52 in 2012; 4.60 in 2013) while item 2 “I feel freer to approach my instructor for help than I do my peers” reflected the lowest mean score (2011: 3.61; 2012: 2.99; 2013: 3.72). Conclusions: First year paramedic students over a three year period reported item-level results on the modified CTPQ which indicate that PAL is a valuable teaching method. This is consistent with previous research on PAL using students from other health disciplines. Results suggest peer learners believe teaching is an important role for paramedics, and communication between peer learners and teachers was slightly better compared with their tutors. Further mixed methodology work is required to explore other facets of paramedic PAL.

The effects of trust and constructive controversy on student achievement and attitude in online cooperative learning environments

This study investigated the effects of trust and constructive controversy on student achievement and attitude in online cooperative learning environments. Students in one university course were randomly assigned to one of the two treatment groups after they took part in a common initial workshop on general cooperative learning skills. The “trust” and the “constructive controversy” groups received subsequent associated skills training. The overall results indicated that after each group received the treatment during online cooperative group activities, the “trust” groups had significantly higher achievement than the “constructive controversy” groups. In addition, the “trust” groups had significantly more positive attitudes toward online cooperative learning than the “constructive controversy” groups. Specifically, using “trust” building strategies was significantly more effective than using “constructive controversy” strategies for improving the ‘openness and sharing’ and ‘acceptance and support’ components of student attitudes in online cooperative learning environments.

The Effect of Cooperative Learning Activities on Writing Skills of Iranian EFL Learners

Recent trends in second and foreign language pedagogy reflect a shift of focus from traditional teacher-dominated classes to more learner-centered contexts. Cooperative learning as opposed to individualistic and competitive learning, has been proclaimed as an effective and fruitful teaching method to improve the learner’s linguistic, social and communicative competence. Cooperative learning requires learners to work together in groups to achieve a common goal and have the same measure of success. Maximizing the opportunities for student-student interaction with meaningful input and output in a supportive environment, cooperative learning has been confirmed as a desirable method for teaching all language elements. This study has investigated the impact of cooperative learning through Learning Together Model, proposed by Johnson and Johnson in 1987, on the writing skills of Iranian EFL learners. Thirty learners who were selected based on their English proficiency scores participated in this study. They were divided into two groups of experimental and control that took a pre-test and post-test in writing. The results of comparing their pre-test with their post-test scores indicated statistically significant differences between the control and experimental groups on the dependent variable and lent empirical support to the language teachers using cooperative learning as their teaching system. Some pedagogical implications can be offered as the results of the study. Language teachers by using cooperative learning techniques can create an enjoyable class of maximized participation and outcome. EFL learners in a cooperative learning environment, explore the language knowledge that they want to master.

Building Active and Cooperative Learning Environment in Introductory Physics Course of Faculty of Technology Education

Model of active and collaborative learning applied in training specific subject makes clear advantage due to the goals of knowledge, enhanced activeness, skills that students got to develop successful future job. Studying and applying the model to build a learning environment in the Introductory Physics course with the support of ICT, especially social network and eLearning system of HNUE.

The Impact of Cooperative Learning in Comparison to Traditional Learning (Small Groups) on EFL Learners’ Outcomes When Learning English as a Foreign Language

To identify the effect of cooperative learning (CL) on the achievement’s of EFL learners, a 12-week study was conducted in four secondary schools in Saudi Arabia. This study aims to examine the effectiveness of cooperative learning (CL) in developing English as a Foreign Language (EFL) students’ grammatical competence in a relatively under-researched context (i.e., Arabia). In particular, this this study aims to investigate the impact of cooperative learning in comparison to traditional instruction in learning English grammar on the achievement of students. This study contributed to the knowledge about how students learn English grammar as a foreign language when they work cooperatively together in cooperative learning groups in comparison to peers who work in traditional classrooms (small groups). The participants in this study were 139 tenth grade male students, aged 14-15 years, in four boys’ secondary schools in Al-Baha city.The results showed that there are statistically significant differences between the mean scores of the students who were taught English in the cooperative learning environment (the experimental group), and those who were taught the English by using the traditional small group method (the control group) in the post-test. This difference was in favour of the experimental group. However, the results showed that are not statistically significant differences between the students in the experimental classes and the students in the control groups in their English achievement test score at the pre-test.

Group in‐course assessment promotes cooperative learning and increases performance

The authors describe and evaluate a method to motivate medical students to maximize the effectiveness of dissection opportunities by using In-Course-Assessments (ICAs) to encourage teamwork. A student's final mark was derived by combining the group dissection mark, group mark for questions, and their individual question mark. An analysis of the impact of the ICA was performed by comparing end of module practical summative marks in student cohorts who had, or had not, participated in the ICAs. Summative marks were compared by two-way ANOVA followed by Dunnets test, or by repeated measures ANOVA, as appropriate. A cohort of medical students was selected that had experienced both practical classes without (year one) and with the new ICA structure (year two). Comparison of summative year one and year two marks illustrated an increased improvement in year two performance in this cohort. A significant increase was also noted when comparing this cohort with five preceding year two cohorts who had not experienced the ICAs (P <0.0001). To ensure that variation in the practical summative examination was not impacting on the data, a comparison was made between three cohorts who had performed the same summative examination. Results show that students who had undertook weekly ICAs showed significantly improved summative marks, compared with those who did not (P <0.0001). This approach to ICA promotes engagement with learning resources in an active, team-based, cooperative learning environment.

Factors Influencing Students Motivation to Learn in Bahauddin Zakariya University, Multan (Pakistan)

Motivation is the paramount medium and obligatory precondition that provoke critical thinking among the students. The major premise of this research is to reveal diverse factors that can lower the motivation of the students to acquire good academic grades. Cross sectional survey research design was used by the researcher to accumulate the data from N=300 respondents through multistage sampling technique. Questionnaire was used as a tool for the rationale of data collection from Social Science departments of Bahauddin Zakariya University, Multan (Pakistan). Descriptive Statistics, Correlation method, Analysis of Variance and Reliability Coefficients were used by the researcher to appraise the relationship among the study variables. From the analysis it was found that usage of effectual teaching methodologies, adequate learning environment in the classroom and self-motivated involvement of the students to slot in knowledge acquisition are the foremost determinants that can increase the students motivation for learning process. From the analysis the researcher concluded that encouraging the constructive classroom environment by inducing discussion, establishment of cooperative learning environment and small group work can amplify the students motivational level for the purpose of engaging in the learning process. In addition to this inconsistent workload on the students, usage of obsolete teaching methodologies, large class size, peer pressure to resist the learning process and teachers biased behavior with the students are the foremost factors that can diminish the students interest in their studies. Usage of modern instructional practices, provision of adequate classroom environment and encouragement of analytical feedback from the students are the foremost remedies that can increase the motivational level among the students to acquire premium academic grades.

‘They are like us’ – teaching about Europe through the eyes of children

For some time the theme of the ‘European dimension’ in education has had a prominent place in school curricula across Europe. In practice the implementation of a European dimension in primary-school education still shows significant shortcomings. In some school systems Europe is not taken into consideration at all, while other school systems focus rather on formal aspects concerning Europe such as facts, names and figures. Compared to this, the ideas, preconceptions and experiences of children concerning Europe or other European countries are rarely taken into account. This paper, therefore, aims to provide an up-to-date contribution to European education taking into account the voices of children. Based on research results about children's perceptions of the world and of European countries, the paper offers perspectives on and suggestions about the implementation of a ‘European dimension’ in education, with special attention given to peer-learning. Methods of intercultural group learning and peer assessment are thereby used to underpin the co-operative learning environment for children.