Cooperative Learning Groups Research Articles

Brief Analysis on the Application of Group Cooperative Learning Model to Improve the Effectiveness of Senior High School Mathematics Teaching

Brief Analysis on the Application of Group Cooperative Learning Model to Improve the Effectiveness of Senior High School Mathematics Teaching

THE EFFECT GROUP INVESTIGATION METHOD ON LANGUAGE LEARNING OUTCOMES

The purpose of this study was to determine the effect of using group investigation method on second language learning outcomes (L2) in third grade students of SD Muhammadiyah 4 Tangerang City. The method used in this study was a quasi-experimental method by conducting pretest and posttest in two groups. This type of experimental research method uses a nonequivalent control group design, where the experimental class is treated and the control class is not treated. This nonequivalent control group design is almost the same as the pretest and posttest control group designs, only in this design the experimental and control groups are not chosen randomly. Data collection techniques using tests. The data analysis technique was started from normality test, homogeneity test, and continued with hypothesis testing. research data, calculations to test the hypothesis can be that t count is 13.31 and t table with dk = 58. Therefore, the price of t count 13.31 1.67 = t table means the null hypothesis (H0) is rejected and the hypothesis alternative (H1) is accepted. Based on the research above, it can be concluded that: there is a significant effect on the second language learning outcomes (L2) of students who use cooperative learning group investigation type compared to conventional methods. Second language learning outcomes (L2) of students who use cooperative learning group investigation type are higher compared to the conventional method, it can be said that the cooperative learning type group investigation method has an effect on students' second language (L2) learning outcomes.

Using Group Cooperative Learning Model to Improve the Effectiveness of Vocational Mathematics Teaching

Using Group Cooperative Learning Model to Improve the Effectiveness of Vocational Mathematics Teaching

A video-based study of student teachers' participation and content processing in cooperative group work

In the present study, video data was used to examine the effects of structuring procedures in cooperative learning on student teachers' interactions during group work. Using quantitative content analyses, we analyzed videos of students working on complex case-based tasks with regard to their active participation in the group discussions, use of conceptual knowledge and transactive communication during concept-based talk. In addition, we assessed students' individual case knowledge after they finished the group work. Two-level analyses revealed that student teachers in high-structure cooperative learning groups used more concept-driven ideas to solve the case than students in low-structure cooperative learning groups. They also referred to the ideas of other group members more often and externalized their ideas more without referring to each other. Students in high-structure cooperative learning groups gained more case-related knowledge than those in low-structure cooperative learning groups. No difference between conditions was detected for students' active participation in the group work. These findings indicate that emphasizing interdependence and accountability in cooperative groups might not increase the intensity of students' case discussion but does improve its quality.

COLLABORATIVE STRATEGIC READING ON STUDENTS’ COMPREHENSION AND MOTIVATION

Collaborative Strategic Reading (CSR) is a comprehension approach developed by Janette Klingner and Sharon Vaughn in 1996 and 1998, which uses a mix of whole class instruction and small cooperative peer learning groups. It begins with teacher modeling, role-playing, and teacher think-aloud and then, followed by the formation of heterogeneous cooperative learning groups in which students employ four comprehension strategies: Preview, Click and Clunk, Get the Gist, and Wrap Up. This study investigated the effects of Collaborative Strategic Reading on students’ comprehension and motivation. Specifically, it sought to determine the reading comprehension level of the students in the CSR and non- CSR group in the pretest and posttest; identify the motivation level of the students in the CSR and non- CSR group in the pretest and posttest; find out if there is a significant difference in the reading comprehension level of the students in the CSR and non-CSR groups, and assess if there is a significant difference in the motivation level of the students in the CSR and non-CSR groups. The study used a quasi-experimental design method. It utilized a random sampling among 70 Grade 9 participants. The reading comprehension levels of students were identified through a teacher-made comprehension test which was interpreted using Phil-IRI Silent Reading Program. Students’ motivation was determined through a reading motivation questionnaire adapted from Wigfield and Guthrie (1997). Results showed that the CSR group outscored the non-CSR group on their reading comprehension. Also, students in both groups were moderately motivated towards reading, however, the CSR group has higher motivation compared to non-CSR group. Moreover, there was a significant difference in the reading comprehension of students exposed to CSR and non-CSR groups. On the other hand, the reading motivation of students exposed to CSR and non-CSR groups was statistically significant. Therefore, CSR was effective in improving the reading comprehension of students as well as enhancing their reading motivation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

Exploration on the Countermeasures of Applying Group Cooperative Learning in Junior High School Mathematics Teaching

Exploration on the Countermeasures of Applying Group Cooperative Learning in Junior High School Mathematics Teaching

Analysis on the Implementation Strategies of Group Cooperative Learning in Junior High School English Class

Analysis on the Implementation Strategies of Group Cooperative Learning in Junior High School English Class

The Study on Applying Cooperative Learning Approach to Analyze the Effectiveness of a Labor Education Course in Higher Education

The study aims to explore the learning effectiveness of labor education courses affected by cooperative learning teaching method in higher education. The target population was students at a university in Taiwan who were enrolled in a course on “Industrial Relations and Workplace Ethics”. The study incorporated a cooperative group learning model, collected data on teaching and learning experiences, and conducted a study on teaching and learning in order to construct a labor education program with good teaching quality and learning effectiveness. The results of the study showed that students’ learning engagement, motivation and attitude, cooperative skills and peer interaction, teacher-student relationship, and labor knowledge improved significantly after the adoption of cooperative group learning. Therefore, cooperative group learning is a good teaching method for university courses. At the end of this study, we propose specific recommendations based on the study results for teachers, schools, and future research.

A Case Study of Children’s Utterances During Different Types of Group Cooperative Learning in Mathematics Lessons

A Case Study of Children’s Utterances During Different Types of Group Cooperative Learning in Mathematics Lessons

Moderating Effect of Interaction on the Relationship between Perceived Presence and Course Satisfaction according to the level of Communication Apprehension of Students who completed Teaching Profession: Focusing on Online Small Group Cooperative Learning

목적 이 연구는 온라인 소그룹 협동학습 환경에서 의사소통불안 수준에 따른 지각된 사회적실재감⋅교수실재감과 수업만족도의 관계에서 상호작용 수준의 조절효과를 비교, 분석함으로써 의사소통불안을 겪는 교직이수 대학생들을 위한 효과적인 온라인수업설계 방향을 제언하는데 연구의 목적을 두고 있다. 방법 21-1학기 교직이론과목을 수강하고 있는 교직이수 학생 64명을 대상으로 하고 있으며, SPSS통계분석을 통해 집단 간 차이를 분석하기 위한 t-검증을 실시하였고, 조절효과를 분석하기 위하여 위계적 회귀분석을 실시하고 각 수준별 t값 유의수준을 통해 조절효과의 유의성검증을 실시하였다. 결과 첫째, 사회적 실재감과 수업만족도의 관계에서 의사소통불안 ‘상’ 수준 학생들의 경우, 모든 상호작용 수준(상, 중, 하)에서 수업만족도를 강화하는 조절효과를 나타냈다. 그리고 의사소통불안 ‘중’ 수준의 경우에는 상호작용 ‘중’, ‘하’ 수준에서 수업만족도를 강화하는 조절효과를 나타냈다. 둘째, 교수실재감과 수업만족도의 관계에서 의사소통불안 ‘상’ 수준의 경우, 모든 상호작용 수준에서 조절효과를 나타내지 않았다. 그러나 의사소통불안 ‘중’ 수준의 경우 상호작용 수준 ‘중’, ‘하’ 수준에서 수업만족도를 강화하는 조절효과를 나타냈다. 그리고 교수실재감과 상호작용 수준이 높아질수록 수업만족도는 낮아지는 역전현상을 나타내었다. 결론 의사소통불안이 높은 학생들을 대상으로 하는 온라인수업의 경우 보다 효과적인 수업을 위하여 텍스트기반의 상호작용매체와 소그룹 협동학습의 중요성, 그리고 의사소통불안 수준에 따른 실재감의 차별적인 효과성이 있음을 보고하였다.

Virtual Mathematics Education during COVID-19: An Exploratory Study of Teaching Practices for Teachers in Simultaneous Virtual Classes

The current study has aimed to identify the status of teaching mathematics in simultaneous virtual classes, in the light of the Covid 19 pandemic, by uncovering the teaching practices in the fields of lesson planning, teaching the new mathematical knowledge, classroom management, and raising the level of interaction, and that of evaluation. The descriptive approach was used in this study, and a random sample, which consisted of 385 mathematics teachers in the Qassim Education Department, was chosen during the first semester of the academic year 2020/21. The questionnaire was the tool used to collect the data after confirming the validity and the reliability thereof. The results of the study showed that the status of teaching mathematics in simultaneous virtual classes in the light of the Covid 19 pandemic was at a high level (3.80/5), according to the respondents' point of view. The results were respectively as follows: planning "high" 3.87; teaching new mathematical knowledge high "3.81"; the evaluation at a high degree of 3.80; and class management, as well as raising the level of interaction at a high degree of 3.67. The results of the study have revealed that there is a discrepancy in some practices, a matter which requires the identification of the training needs of mathematics male and female teachers in the field of e-learning in virtual classes, such as diversifying the methods of receiving students' responses to activities (chatting - WhatsApp --... etc.); the use of electronic participatory learning strategies in building and organizing the work of cooperative learning groups, employing electronic communication applications in providing reinforcement and feedback to students, employing electronic sports activities in presenting the lesson, and by using virtual engineering tools, while solving mathematical problems.

PEMBELAJARAN KOOPERATIF BERBANTUAN MEDIA AUDIO VISUAL PADA MATA KULIAH PENDIDIKAN ILMU PENGETAHUAN SOSIAL

The purpose of this study is to analyze how students apply cooperative learning techniques in the classroom to find out case studies of the application of these techniques in student social studies education learning.The research method used is qualitative. The main data collection techniques of this study used classroom observation, group interviews and lecturer interviews to help us gain insight into how cooperative learning is applied by lecturers, oral expressions and student attitudes towards small group learning.The results showed that cooperative learning in small groups can improve student socialstudies education learning and ensure the application of cooperative learning techniqueshas negative aspects such as creating noise in the classroom and group conflict if themanagement and planning of the lecturer's learning is not optimal. Based on the resultsobtained, we recommend that colleagues, both lecturers and students, can reduce theproblems that hinder the successful implementation of cooperative learning in theclassroom.

Application Of The Investigation Group Cooperative Learning Model To Improve Reading Ability Of Tuban 1 State Mts Students

This study aims to describe: (1) the application of the investigative group cooperative learning model can increase student activeness in understanding fictional texts in class IX H MTs Negeri 1 Tuban and (2) the application of the investigative group cooperative learning model can improve students' ability to understand fictional texts. class IX H MTs Negeri 1Tuban. This research is a Classroom Action Research (PTK) which was conducted at MTs Negeri 1 Tuban with the subjects of class IX H students totaling 30 students. Based on the results of the study, it was proven that there was an increase in the quality of learning, namely an increase in student activity and the ability to understand students' fictional texts. The increase in the activity of the learning process was marked by the increase in the activeness of students in the first cycle with a mean value of 85.62 and the mean value in the second cycle of 92.50 compared to the average value before the cycle 66.37. The increase in the ability to read fictional texts was marked by the increase in student learning completeness, namely the mean value in cycle I was 63.1 and the mean value in cycle II was 73.5. The conclusion of this study is that the investigative group cooperative learning model is effectively applied in learning to read fiction texts.

Efforts To Increase The Learning Outcomes Of Biology Through The Methods Of Cooperative Learning Type Group Investigation

This study aims to improve student learning outcomes through the implementation of cooperative learning Group Investigation. This research is a classroom action research (Classroom Action Research) conducted in two cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection. The subject of the research is all students as much as 352 students of VII-1 to VII-10 SMP Negeri 1 Rantau Utara, while its object is the students of class VII-1 as many as 34 students. The research Data is obtained through the provision of test, questionnaire, observation, and interview. The technique of data analysis is the technique of cooperative. The results showed increase in the percentage of student learning outcomes based on the test in the classical style for the initial test of 00,00% (category have not yet succeeded), the first cycle of 52,94% (category have not yet managed) and cycle II 91,18% (the category of work), which indicates an increase. The conclusion from this research is that the implementation of cooperative learning Group Investigation can improve the ability of learning outcomes biology class VII-1 SMP Negeri 1 Rantau Utara

Pengaruh Implementasi Model Pembelajaran Group Investigation Dan Learning Cycle 5E Terhadap Prestasi Belajar Agama Hindu Dan Kreativitas Bermain Mind Mapping Siswa Kelas V Sekolah Dasar Negeri 17 Dauh Puri

Education in Indonesia theoretically emphasized on the success achieved by learners during a learning process. The purpose of education in Indonesia is to create a quality person and character, this research is a research experiment by applying two different models of cooperative learning in students of class V State primary school 17 Dauh Puri in 2016/2017 lesson to find out the difference of achievement study Hinduism and the creativity of students in play mind mapping. The data obtained will be analysed using two methods of data analysis. Anava and manova one way. Anava a road used to measure learning achievement differences of Hindu religion and creativity play mind mapping model of learning the second whereas one way manova is used to analyze the difference of achievement study Hinduism and creativity play mind mapping students simultaneously. The results of testing hypotheses in mind that learning methods are applied affect the learning achievements of the Hindu religion. It proved ultimately based on the acquisition value of the average Hindu learning accomplishments of students who follow the model of cooperative learning group-type investigation is lower than 5E learning cycle model of learning. Simultaneously it is known that the model of cooperative learning group-type investigation and larning cycle 5E influence on hindu learning achievements of students but less effect on students ' creativity in playing mind mapping. Based on the results of the analysis of the effectiveness of the size it is known that learning learning cycle model 5E instructional model and type of group cooperative investigation learning achievements influence on Hindu students learning learning cycle model 5E more influence of Hindu learning achievement grade V. Based on results of testing the effectiveness of learning model is known then the full-size learning cycle 5E more effectively applied at the level of primary school.

Skills2Care: An innovative, cooperative learning programme for community health workers in South Africa.

BackgroundCommunity health workers (CHWs) hold potential to support universal health coverage and better health for vulnerable communities. They are integral to the re-engineered Primary Health Care (PHC) strategy, introduced in South Africa in 2011. This study focussed on how to train CHWs in large numbers, especially in resource-limited, rural settings. Skills2Care, a method of cooperative learning for CHWS, has been pioneered in the Eastern Cape of South Africa.AimTo determine whether Skills2Care could improve the cognitive knowledge of CHWs; to understand their response and attitude to the programme; to explore factors that enabled and inhibited learning and to consider its viability as a training method.SettingResearch was conducted in 2019 in the Ngqeleni subdistrict of the O.R. Tambo district, in rural Eastern Cape.MethodsA group-learning model using specifically tailored study modules in booklet format, addressing mother and baby care, was used. A facilitator promoted learning. Knowledge assessment was conducted by pre- and post-study testing using multiple choice questions. Focus group discussions and interviews explored the appropriateness and acceptability of this method, and factors enabling and inhibiting the learning.ResultsThis method of peer group cooperative learning can significantly increase the cognitive knowledge of CHWs. Test scores indicated a significant (13%) improvement. Focus group discussions indicated that participants valued this method as it increased knowledge and boosted their confidence.ConclusionThis innovative approach to district-based, continuing education suggests that CHWs could be trained in large numbers without the need for additional resources.

Competency Level of MAPEH Teachers in Teaching Performing Arts Based on K to 12 Curriculum in Secondary Public Schools

The quality of education depends on the teacher as well as to the curriculum. As the prime movers to attain the addressed goals in the curriculum, teachers must have the desire to grow and improve through professional development and constant learning towards students ‘academic achievement. The descriptive method of research was utilized in this study to assess the competency level of the MAPEH teachers in teaching performing arts based on the K to 12 Curriculum. Results of the study revealed that majority of the respondents were females, married and 40 years old and below. They earned units/finished their master’s degree, held a teacher position, and had 10 years and below teaching experience. With regard to artistic inclinations particularly in terms of dancing, majority of them have potential in folk dance and modern dance. In terms of music, some teachers could play musical instruments skillfully such as guitar and piano/organ. They were highly competent in using assessment data, monitoring students’ data and achievement, using ICT resources for the teaching-learning process, giving feedbacks, making good use of allotted time and employing design. Individual or group experiential learning, cooperative learning, project method and collaborative activities were most commonly used strategies in teaching performing arts. Meanwhile, lack of facilities and equipment and limited seminars, workshops, and trainings attended were the common problems encountered.

Using flexible grouping instruction to create culturally relevant PK-12 learning communities for culturally and linguistically diverse learners with exceptionalities

Abstract In this article, two instructional practices, Numbered Heads Together (NHT) and Carousel Brainstorming (CB), are discussed to guide instructors through the intentional practice of incorporating flexible groupings (CEC, HLP 17) in their daily instruction for the purpose of creating Culturally Relevant PK-12 Learning Communities for CLD Learners with Exceptionalities. Although NHT and CB are not the only approaches for implementing cooperative learning groups as an effective instructional tool, it is the authors’ premise that both practices successfully promote academic achievement and provide a positive, culturally relevant design for diverse learners, as well as a practitioner-friendly framework that is easily implemented. NHT and CB also serve as a means to provide students with a voice for their learning and to promote positive student behaviors. Regardless of the setting or identified disability, when facilitated with foresight and careful planning, evidence-based instructional best practices are supported, and inclusive course content is attained through the use of NHT and CB. Example lesson plans to intentionally incorporate both strategies are included within the article.

Primary school teachers’ experiences of teaching strategies that promote pupils’ critical thinking

ABSTRACT No higher-order skill will be more important for pupils to develop in the twenty-first century than critical thinking. Schools should integrate it into their curricula, thereby allowing students to acquire new skills in preparation for a dynamic and rapidly changing labour market. Educators, psychologists, and philosophers agree on the importance of critical thinking, but there is a lack of agreement on what the concept entails and on how it should be taught. It is against this background that the present study examines primary-school teachers’ perceptions of teaching strategies aimed at stimulating pupils’ core critical-thinking skills. Twenty-one teachers working in European Schools in Brussels were questioned by means of semi-structured interviews, and the results showed the importance of group discussion, cooperative learning, brainstorming, and debate to teaching practice aimed at promoting critical thinking. This research contributes to defining a framework in innovative teaching methods for promoting critical thinking.

The Perceived Efficacy of Cooperative Group Learning in a Graduate Program

This paper addresses a gap in the literature about the study of the implementation of cooperative/collaborative group learning, and the assessment of its efficacy in facilitating transformative learning in the context of graduate studies. These topics have been widely discussed in the scholarly literature at the K-12 and post-secondary (college and undergraduate) level for many years, and cooperative group learning has generally been found to facilitate student learning. What has not been addressed is the use of this form of group learning in graduate studies. This paper reports on an intentional model of cooperative group-learning used in a Master of Education in Higher Education program at the Ontario Institute for Studies in Higher Education (OISE) at the University of Toronto. A brief review of the literature that grounds this praxis, the elements of the model used, and a post-hoc analysis of the perceptions of 77 graduate students (90% response rate) surveyed in a case study regarding its efficacy in facilitating their learning are presented. The findings suggest that this model of group-based learning has the potential to enhance the process for transformative learning at the graduate level of education.