Cooperative Learning Groups Research Articles

Cognitive health outcomes of fundamental motor skill applications in children through cooperative learning method

BackgroundPrevious research has suggests that cooperative learning methods and the development of fundamental motor skills support children's cognitive development, and further studies covering various aspects are recommended. In this study, as an alternative to traditional physical education classes including fundamental motor skill activities, we investigated the impact of cooperative learning methods incorporating these skills on children's visual-motor integration and selective attention.MethodsA total of 60 boy children in the 10–11 age range were included in the study. Groups; classical method (10.95 ± 0.58age), and cooperative learning group (10.91 ± 0.42age). The study spanned a total of 24 physical education class hours. While the classical method group continued to attend physical education lessons with an FMS-based prepared program for 8 weeks, cooperative learning group participated in an FMS-based program prepared according to the cooperative learning method (40min/3days/8weeks).At the beginning and end of the study, children underwent the Bender-Gestalt test and the d2 test of attention.ResultsWithin-group pre-post test comparisons revealed improvement in visual-motor integration and selective attention for both the classical method and cooperative learning groups. In between-group post-test comparisons, the cooperative learning group demonstrated greater improvement in visual-motor integration and selective attention parameters compared to the classical method.ConclusionThe results support increasing the inclusion of fundamental motor skill activities in physical education classes and advocating for the use of cooperative learning methods in these classes. Enhancements in visual-motor integration and selective attention may contribute to children forming quality relationships, enjoying activities, learning stress management, and developing as a group.

Factors that promote cooperation, learning, and engagement with geoscience concepts when playing educational board games in an entry-level college paleontology lab

Interactive games can invigorate undergraduate curricula, promote collaboration, and engage students, but few studies evaluate which conditions facilitate learning and collaboration during game-based geoscience activities. This study examines educational gains, cooperative learning elements, and enjoyment during two educational board games, “Taphonomy: Dead and Fossilized” and “Reef Survivor,” deployed in two-hour geoscience labs (n = 136 students). Varying conditions (in-person versus online labs, team versus solo play, and an introduction to counter stereotype threat versus a neutral introduction) were assessed to understand effects of playing in teams, use of priming conditions, and class modality. We used pre- and post-lab low-stakes assessments to test knowledge, student perception surveys following gameplay (both described in Martindale et al., 2024; Martindale & Weiss, 2020), and the Kern et al. (2007) cooperative learning observation protocol during lab to document and quantify student behaviors. Although gameplay conditions did not result in significantly different learning gains (no significant differences between student demographic groups), team play was typically related to cooperative learning advantages, including strategizing, group processing, and positive interdependence. Overall, individual accountability was high, and conflict was low no matter the conditions, but cooperative learning was less common during online labs than in-person. Working together may support connections to the material and other students, as well as encourage engaged learning; moreover, students preferred playing in teams. Therefore, when using games or game-based learning, we recommend playing in-person with teams; together, these conditions can support student engagement and cooperative learning during gameplay.

The Effectiveness of Group Cooperative Learning Method in Badminton Teaching in Colleges and Universities

In college badminton teaching, teachers utilize the group cooperative learning method, which not only helps to improve students’ badminton skill level but also cultivates their teamwork spirit, communication skills, and self-management ability unconsciously. In view of this, this paper mainly describes the significance of applying the group cooperative learning method in college badminton teaching, analyzes the current problems in college badminton teaching, and aims to discover effective development strategies for group cooperative learning method in college badminton teaching in order to improve the effectiveness of college badminton teaching.

A Study on the Influence of Learning Motivation on English Learning ---Taking Different Age Groups as an Example

In today's society, English has become the official language of the world and is spoken by an increasing number of people. China, which is the world's most populous country, has made English a requirement for both compulsory education and college entrance exams. Having a good grasp of English is a crucial skill for study, further education, work, and life. Studying how to learn English effectively is crucial, and motivation is a significant factor that influences whether English can be learned effectively. Therefore, this study will explore the influence of motivation on English learning based on three empirical studies investigating the motivation of different age groups to learn English. The findings indicate that students' motivations for learning English vary depending on their age group. For example, lower-grade students are primarily motivated to learn English by intrinsic motivation, which is easily influenced and controlled by their parents. As a result, teachers can encourage this intrinsic motivation in their students by using cartoon illustrations in their lessons or meta-linguistic strategies. Middle school students' English learning comes mainly from extrinsic motivation rather than spontaneous formation, which requires teachers to improve students' intrinsic motivation to enhance their confidence and help them understand their position in their future career development. For elderly people, teachers need to create a comfortable classroom atmosphere and organize diverse cooperative group learning activities to motivate them to learn English from intrinsic motivation.

A Model Study of Strategies for Optimizing the Educational Environment and Enhancing Student Engagement in Civics and Political Science Courses

Abstract This paper briefly outlines the direction of optimization of the civic education environment, proposes a civic education resource sharing model and an incentive model for educational resource sharing using the resource sharing approach, defines the main body of resource sharing, and establishes a model of the incentive system with students as the main body. Analyze the symbolic meaning of the model and propose the assumption of an educational resource incentive. Combine the revenue maximization function, participation constraints, and incentive constraints to form the incentive model. Using the decision tree algorithm of data mining technology for student participation behavior mining, we get the overall participation average score of undergraduate group cooperative learning, which is 3.576, the overall level of involvement is moderately high. The grade level trend of undergraduate group cooperative learning participation is freshman>fourth year>three years>sophomore years. Combined with the simulation results of the incentive model to analyze the role of the incentive model on the behavioral input of student engagement, the standard error of regression of the teaching incentive of the educational environment of the Civics class on student engagement behavior is 0.473, and the overall mean of the teaching incentive perceived by the students is 3.77, which indicates that the incentive strategy implemented in the educational environment of the Civics class is more satisfactory to the students.

Research and Application of PBL Teaching Approach in College English Teaching

With the rapid development of technology and economy, cultivating high-quality international talents is a reform trend in college English education. At present, the main problem in college English teaching is that the teaching efficiency needs to be improved, which is mainly caused by the traditional teaching model of teacher-centered and simple teaching of language knowledge. PBL (problem-based learning) is a learner centered teaching approach. This article presents the characteristics of PBL teaching approach and how it can be applied in college English teaching. PBL emphasizes setting learning within relevant and meaningful problem contexts, encouraging learners to organize teams and collaborate to solve real-life problems, promoting critical thinking, acquiring skills in autonomous and collaborative learning, and efficiently solving problems. Through the practice of PBL in college English teaching, the application path of PBL in college English teaching is obtained, which includes setting up scientific problem scenarios, conducting group cooperative learning, creating a good teaching atmosphere, and actively carrying out after-school practice work.

Integration of Block-Based Coding Activities Prepared for Preschool Children into Teaching: Focused on Activity Plans

This research aims to examine the activity plans prepared by pre-school teacher candidates for block-based Scratch applications in terms of their general characteristics and educational qualities. For this purpose, the research was carried out based on document review. The research group, consisting of 29 pre-school teacher candidates, participated in a 10-week block-based Scratch training. During this training process, prospective teachers were asked to prepare projects and activity plans for science and mathematics education achievements in the Scratch program. The data of the research were collected through the activity plans prepared by the teacher candidates. Descriptive and content analysis methods were used to analyze the 29 data collected. In this context, it is seen that among the activity plans prepared by prospective teachers regarding their success in science and mathematics education, the most relevant activity types belong to the 48-72 months and the most are science activities. In activity plans, Scratch applications are mostly included in the measurement/evaluation section. As a result of the content analysis conducted to examine the activity plans in terms of educational qualities, 5 themes were reached. Within the scope of the theme based on child-centered approach, it is seen that they mostly support student-centered teaching strategies and teachers take on roles appropriate to child-centered teaching strategies. It was concluded that within the scope of science theme, it most often requires learning, understanding and using basic science concepts and/or big science ideas and the use of process skills. Within the scope of the mathematics theme, it is stated that it requires learning, understanding and using basic mathematical concepts at most. In the theme of supporting collaborative learning, it was concluded that teamwork was not supported most often and that the majority of cooperative learning groups did not have individual responsibility. Among the themes of supporting scientific communication, it was concluded that students should mostly convey science concepts. Within the scope of the theme of supporting scientific communication, it includes the most discussion strategy requirements and the most small group/individual work. It seems that the most common teaching method is interactive games.

IMPLEMENTASI PEMBELAJARAN BERBASIS PORTOFOLIO PADA PEMBELAJARAN IPS DI KELAS V SDI WOOWONA 2

This research aims to find out how portfolio-based learning is implemented in social studies learning in class V of SDI Woowona 2, Rewarangga Village, East Ende District. This research is a qualitative research. Research subjects were class V students and class V teachers at SDI Woowona 2. Data collection techniques used observation, interviews and documentation methods. Data analysis techniques include data reduction, data display (data presentation), and conclusion drawing/verification (drawing conclusions). Meanwhile, checking the validity of the data was carried out using triangulation techniques, namely source triangulation and technical triangulation. The results of the research show that the implementation of portfolio-based learning in social studies learning in class V SDI Woowona 2 uses the method of creating an active student learning atmosphere, participatory learning, cooperative learning groups, reactive learning and fun learning. The obstacles faced in implementing portfolio-based learning in social studies learning in class V SDI Woowona 2 are that the use of time in portfolio-based learning in social studies learning takes a long time, costs money to create work, teachers are not diligent and patient in assessing students' work, teachers have not able to provide students with an understanding of the importance of responsibility.

Research and Practice on Integrated Online and Offline Deep Group Cooperative Learning Mode Oriented Towards the Learning Process of Students

Research and Practice on Integrated Online and Offline Deep Group Cooperative Learning Mode Oriented Towards the Learning Process of Students

基于建构主义的专业英语写作混合式教学模式探究

Abstract: The application of constructivist ideas in professional English writing teaching can help students construct meaningful understanding of course content while learning English, thereby improving their English writing and comprehension abilities. It enables students to explore course knowledge more deeply and ensures comprehensive improvement of students' professional English literacy under the influence of blended learning. Therefore, in the process of reforming and innovating professional English writing teaching activities, teachers should reexamine the guidance of constructivist ideas and choose constructivist theory, zone of proximal development theory, and input-output theory as guiding principles. They should explore group cooperative blended learning models, blended learning models in segmented classrooms, and blended learning models supported by communicative context creation. This approach effectively highlights the scientific and rational nature of educational reform and promotes high-quality advancement of professional English writing teaching.

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.

The Practice of Reading Teaching in Secondary English based on the Concept of Cooperative Learning

Reading is an important part of Secondary English Teaching, in order to change the current status quo of Secondary English Teaching, this paper introduces a cooperative learning teaching mode in the intermediate English reading classroom, taking the textbook UNIT6 Craftsmanship as an example, exploring how to integrate intermediate English teaching with cooperative learning, and reflecting on and summarizing it, so that the students can complete the classroom learning activities by means of this kind of cooperative learning in groups.

Investigation and Research on Group Cooperative Learning in Junior High School Mathematics Teaching

Mathematics classroom under the concept of Curriculum Standard is one of the effective ways to cultivate students' autonomy, cooperation and inquiry. Cooperative learning is used to improve the efficiency of mathematics classroom. However, there are still some problems in the process of using it. One of the manifestations of some students in many schools is that they don't actively participate in group discussions in class, and the learning effect is obviously not high. Therefore, students in the mathematics classroom are analyzing the learning problems involved in the junior high school mathematics classroom at this stage, aiming at the existing effective methods and strategies, combining the characteristics of junior high school mathematics, and can use them to improve the efficiency of practical classroom teaching practice, so that group collaborative learning and junior high school mathematics classroom can be effectively integrated.

Cooperative Learning Groups: A New Approach Based on Students’ Performance Prediction

Cooperative learning is a pedagogical approach in which students collaborate in small groups to attain a shared academic objective. In the classroom, cooperative learning aims to enhance learning outcomes by promoting the exchange of information, social, and personal resources among students. Group formation is a critical and complex step that significantly impacts the effectiveness of cooperative learning. In this article, we propose a novel approach for constructing cooperative learning groups that employs machine learning to predict student performance and incorporates the most common grouping strategies to recommend optimal group formation.

능력별 소집단 협동학습이 수학 학업성취도와 흥미도 및 수학적 태도에 미치는 효과

Objectives The purpose of this study was to find ways for students to improve their overall mathematics achievement, interest, and mathematical attitude toward math learning through small group cooperative learning by ability. Methods The study was conducted on 58 students in 2 classes in the 2nd grade of 00 Humanities High School. OO High School is located in OO Metropolitan City. Two classes were selected based on the results of the midterm exam in the first semester of the first grade. Class 1 was divided into an experimental group and another class 1 was divided into a comparative group. From April 29 to July 9, 2022, 13 classes were conducted for about 2 months. The experimental group (33 students) was a class that was taught by cooperative learning of small groups by ability, and the comparative group (33 students) was a class that was taught based on traditional textbooks centered on explanatory expressions. Results Through this study, the following results were obtained. First, in this study, learning contents for each unit were set and activity papers were used for small group cooperative learning by ability. By applying this to the class, it was possible to improve mathematics achievement, interest, and mathematical attitude. Second, classes using small group cooperative learning by ability were more effective in mathematics achievement, interest, and mathematical attitude compared to traditional textbook-oriented classes centered on narrative for top, middle, and bottom students. Third, in classes using small group cooperative learning by ability, they were also interested in lower-level students excluded from general mathematics classes, and actively participated and improved the level of mathematics achievement. Conclusions In conclusion, the experimental group that used small group cooperative learning by ability had significant differences in mathematics achievement, interest, and mathematical attitude than the comparative group.

Fostering Critical and Creative Thinking through the Cooperative Learning Jigsaw and Group Investigation

Fostering Critical and Creative Thinking through the Cooperative Learning Jigsaw and Group Investigation

The Effect of Using the Cooperative Learning Group Strategy ( Learning Circles ) A Study of Fifth Primary Pupils' Vocabulary Acquisition in English

This study examines the effect of the Learning Circles strategy on vocabulary acquisition of the English language as a second language. In addition, it examined the level of vocabulary knowledge required to communicate effectively in a foreign language. Based on the researcher's personal experience in the classroom, the researcher found that pupils had weak linguistic expressions, which inspired him to employ the Learning Circles strategy, which involves exposure to the foreign language as well as ample opportunities for using it. An experimental design divided into two groups was used by the researcher. A random group was selected by the researcher. A total of (60) male 5th graders are divided into two groups for a period of 12 weeks. In order to control the experiment, the researcher taught both groups directly. As a result of the statistical analysis and data analysis (SPSS), it was determined that there were statistically significant differences between vocabulary acquisition tests in the post-test for both groups, and the experimental group scored higher on the post-test.

Five practical strategies to get a grip on large group cooperative virtual learning in medical education.

The COVID-19 pandemic has led to the rapid replacement of in-person classroom learning with virtual large group learning. Done well, virtual large group learning can be an effective tool that provides flexibility, accessibility, and collaboration between learners. However, despite its potential benefits, human and technological challenges limit engagement and overall efficacy of large group virtual learning. The following account provides an evidence-based framework to maximize cooperative learning, learner engagement and retention of medical education in the virtual setting.

STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM PEMBENTUKAN KARAKTER RELIGIUS PADA ANAK REMAJA AWAL TUNARUNGU

The purpose of this study was to find out how the strategies, processes, and methods of learning Islamic religious education in the formation of religious character in early deaf adolescents at the Karya Dharma Wanita Foundation Special School 02 Tangerang City. This research uses descriptive qualitative analysis with case study method. The technique of collecting data in this research is through observation, interviews, documentation and triangulation. The results showed that the learning strategies of deaf children at Karya Dharma Wanita Foundation 02 Tangerang City were through cooperative learning (group learning), direct introduction (a direct approach step by step in the concept of material) and based learning (learning mentoring), as well as coaching and exemplary in religious character formation.