Cooperative Learning In Small Groups Research Articles

Analytical Study of Cooperative Learning in Mathematics

This exhaustive study delves into the application and impact of cooperative learning in mathematics education, specifically focusing on the context of Nepal. The primary aim is to assess the effectiveness and prevalence of cooperative learning strategies employed by mathematics teachers at both school and college levels. The investigation centers on small-group cooperative learning as an alternative pedagogical approach, contrasting it with traditional whole-class expository instruction and individual instruction systems. The study outlines practical and realistic strategies for utilizing small groups in mathematics teaching, emphasizing their applicability across different age groups and curricula. Furthermore, the study encompasses three computer-based cooperative learning strategies designed for classroom implementation, various learning activities aimed at establishing a cooperative classroom setting, and procedures for group problem-solving and inquiry specifically in algebra, geometry, and trigonometry. The implications of this finding underscore the need for further efforts to enhance the adoption of cooperative learning among mathematics teachers in Nepal.

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.

IMPACT OF JIGSAW TECHNIQUE ON KNOWLEDGE REGARDING FIVE YEAR PLANS AMONG NURSING STUDENTS

Background: Learning process has to generate interest in the students and motivate them to set goals with the optimistic approach. Learning should become enjoyable experience rather than strenuous regress task. The Jigsaw technique is designed for cooperative learning in small groups. Students are provided the opportunity to become "experts" in a particular subject, and share that knowledge with their peers. This technique promotes both self and peer teaching which requires students to understand the material at a deeper level and engage in discussion, problem solving, and learning. The Jigsaw technique can help students to Develop expertis Aim/objective: e in a concept, topic or principle, Practice self and peer teaching. Descriptive Study. Majority of the students (52% ) opined that Method: Results: Jigsaw method was excellent, (30%) polled for Good, (13%) polled for Very Good and (4%) for Average score on Mentimeter Refection scale.

블렌디드 협동학습에서 교직이수 대학생들의 교직선택동기수준과 수업만족도 간 교수실재감과 사회적 실재감의 매개효과

Objectives The purpose of this study is to suggest a more effective online course design direction by analyzing whether a sense of teaching presence and social presence have a mediating effect in the relationship between teaching job selection motivation and course satisfaction in online small group cooperative learning environment. Methods The subjects were 51 students in the teaching profession course in Semester 21-2. To analyze the mediating effect, a multiple regression analysis was performed. Results First, According to the level of altruistic motivation, significant differences were found in teaching presence, social presence, and course satisfaction. According to the level of intrinsic motivation, there was a significant difference in social presence and course satisfaction, and extrinsic motivation showed significant differences in teaching presence and social presence. Second, The significant influence of the teaching presence and social presence on the class satisfaction was confirmed. Third, Intrinsic and altruistic motivation have a significant effect on teaching presence and social presence, and extrinsic motivation has a significant effect on social presence. Fourth, Teaching presence showed a partial mediating effect on intrinsic motivation and a fully mediating effect on altruistic motivation. Fifth, The social presence showed a fully mediating effect on intrinsic and altruistic motives. Conclusions In the online class environment, learners' motivation and sense of presence are very important factors for course satisfaction. In particular, in the case of learners with intrinsic and altruistic motives for choosing a teaching profession, class satisfaction can be increased when the level of presence is increased. Therefore, it is necessary to design an online class that considers the learner's motivational type and level of presence.

A Study on the Development of Learners in Hairdressing Using Vygotsky's Zone of Proximal Development

Among the hair and beauty subjects, “Upstyle practice” education is not a regular curriculum but a “separate subject” that is “opened separately by researchers” and is a subject that is not included in the national technical qualification (beautician) exam, but is cooperative learning for learners. This is because it is possible to show artistry through this, and it is judged that it is appropriate to present the development of learners because of its easy participation and high utilization, and it can be selected as a subject for research and experimental research. The purpose of this study is to promote learner development and suggest educational effects by setting scaffolding and measuring interest and learning attitudes in small-group cooperative learning of Vygotsky's Zone of Proximal Development Theory. In the theoretical study, as a literature review on Vygotsky's educational theory, the researcher used Vygotsky's Zone of Proximal Development (ZPD). was designed. Classes using Vygotsky's Zone of Proximal Development showed relatively high interest and learning attitudes compared to traditional classes. can see. In the future, it is expected that continued research will be conducted on the content of hair and beauty practice courses that can be incorporated into daily life naturally.

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.

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.

The Effect of College-Language Small Group Cooperative Learning on English Reading Comprehension, English Reading Motivation and Cooperative Learning Awareness

지능정보기술로 인해 나타날 경제·사회의 혁신적 변화에 대응하기 위해 전 세계가 범국가적으로 다양한 노력을 기울이고 있다. 이에 본 연구는 지능정보사회에서 국가 공무원에게 요구되는 지능정보화 역량을 정의하고, 지능정보화 역량을 구성하는 요소들을 파악하여 역량군과 그에 따른 세부역량을 도출하고자 하였다. 이를 위해 우선 블룸의 디지털 텍사노미에 관한 선행연구, 정보화 역량 및 국가 ICT 관련 정책에 대한 문헌분석을 실시하였고, 블룸의 디지털 텍사노 미 관점을 본 연구에 맞게 수정·보완하여 이를 기준으로 지능정보사회에서 국가 공무원에게 요구되는 지능정보화 역량 을 정의하고, 잠정적 역량 구성요소를 도출하였다. 그리고 5명의 교육(공)학 및 정보화 전문가, 정보화 업무 담당 공무원 을 대상으로 전문가 검토를 실시하였고 그 결과, 7개 역량군에서 22가지 역량이 도출되었다. 본 연구를 통해 도출된 지능정보화 역량은 국가 지능정보화 인적역량개발을 강화하고 활성화하기 위한 기초자료로 유용하게 사용될 것으로 기대한다.

Introduction

Introduction

Face-to-face promotive interaction leading to successful cooperative learning: A review study

The article presents a review of 34 studies conducted from 1995 to 2017 focusing on face-to-face promotive interaction (FtFPI) factors that may lead to successful cooperative learning (CL) in small groups, as guided by the following research question: “Which FtFPI factors lead to successful CL in small groups?“ A manual and citation database search were used to find relevant studies. The findings indicate that students’ interpersonal behavior, their experiences and active participation in the CL process, communication and support to each other, and teachers’ influence on promoting students’ interaction leading to successful CL in small groups. Moreover, these factors may lead to students’ deep learning. However, the review suggests that systematic preparations must be made by both teachers and students if the CL is to be successful. Thus, more empirical research is needed to understand the complexity of students’ FtFPI and to investigate the development of FtFPI based on students’ and teachers’ experiences in small CL groups.

Effects of Collocational Competence and Small Group Cooperative Learning on Korean University Students’ English Presentations

Effects of Collocational Competence and Small Group Cooperative Learning on Korean University Students’ English Presentations

The Effects of Assigning Roles in Small-Group Cooperative Learning on Elementary School Students’ Affective Domain and English Writing Ability

The Effects of Assigning Roles in Small-Group Cooperative Learning on Elementary School Students’ Affective Domain and English Writing Ability

프로그래밍 학습에서 협동학습이 문제해결력에 미치는 효과

프로그래밍 학습은 프로그래밍을 통한 문제 해결과정을 경험함으로써 고차원적인 사고력의 향상을 목적으로 하는 경향이 있다. 프로그래밍 학습은 주로 학습자 개인의 사고와 원리를 바탕으로 자기 주도적으로 이루어져 왔다. 그러나 선행 연구들 중, 논리적 사고력과 창의성을 바탕으로 하는 소집단 협동학습이 효과가 있다는 결과가 보고된 바 있다. 이에 본 논문에서는 프로그래밍 학습에서 문제해결과정에 소집단 협동학습을 수행하는 것이 문제 해결력 향상에 미치는 영향을 검증하였다. 이를 위하여 문제해결 5단계를 기본으로 소집단 협동학습을 포함하는 모형을 개발하여 적용하였다. 그 결과 소집단 협동학습은 프로그래밍 학습에서 문제해결력 향상에 효과가 있으며, 인지양식에 대해서는 유의미한 차이가 나타나지 않았다. Programming learning tend to improve the high thinking ability by experiencing problem solving process through programming recently, There are the previous studies that small group cooperative learning has the effect of the learning that is based logical thinking and creativity, while programming learning has relied on individual learner's thinking and principles traditionally. In this paper, it was verified the effect on improving the problem solving ability to perform by the small cooperative learning group in a problem solving process of programming learning. For this, it was developed and applied a model that include small cooperative learning group based on the problem solving 5 steps. The results of this study showed that the small cooperative learning group has positive effect of the problem solving ability in programming learning and has no relationship with cognitive style.

Biology High School Science Curricula for the 21st Century

High school science curricula of the 21st century have to include science-technology content and pedagogical content knowledge in a continuous interaction in order to be relevant to students’ needs. Learning units, including science, technology and related societal issues written on the Science, Technology and Society (STS), approach have to use teaching/learning strategies, and learning settings, such as cooperative learning in small groups, individual learning and computer episodes, so students will acquire science-technology literacy connected to societal issues. This approach may provide integration and participation in the advance society, so students will be able to look and find a job based on their learning. Dreyfus (1995) emphasized the importance of moral and ethics education. Science knowledge is not only for academic achievement and mastery of cognitive and meta-cognitive skills, but to educate students on the affective domain being active in the community life based on moral and ethical values, and positive attitudes toward societal issues, like social justice. Preservation of the environment and peace, as other values are addressed in the learning units presented.

The Effects of Problem-Oriented Small Group Cooperative Learning in Elementary School on English Learning.

The Effects of Problem-Oriented Small Group Cooperative Learning in Elementary School on English Learning.

Empowering Preservice Music Teachers Through the Dialogue-Centered Methods Class

The front-loaded lecture can be a dangerous thing. It creates passivity among students and disengages them in the teaching learning process. Many teachers believe frontal lecturing to be the most efficient way to deliver content—the path of least resistance. Unfortunately, these teachers do not view course content as an inquiry; rather they see content as an established body of knowledge solely possessed by the teacher. In contrast, arguably some of the greatest educational thinkers of our time view the classroom and course content quite differently. As well, understandings developed through learning theory and best practice related research also are at odds with this traditional model. Through the use of problem-posing, student-led debates, small group cooperative learning projects, journaling, field experiences, peer teachings, and portfolio assessment, a methods class can be transformed into an empowering vehicle for student learning as well as help students foster a greater sense of ownership in their future profession.

Who benefits from cooperative learning with movement activity?

The goal of this study is to identify learners who are most likely to benefit from a small group cooperative learning strategy, which includes tasks involving movement activities. The study comprised 158 learners from five second and third grade classes learning about angles. The research tools included structured observation of each learner and pre- and post-tests. The analysis identified three behavioural clusters: ‘active’, ‘social’ and ‘passive’. The results suggest that students who are physically active while seeking knowledge and/or solutions are more successful than their peers who are more socially active, even if initially they were lower achievers. Passive students demonstrated the lowest academic achievements. This study points to a possible solution for the problems that cooperative group learning, based mainly on verbal interaction, often encounter at the primary education level.

The effects of teaching English through small group cooperative learning on elementary school students’ writing ability

The effects of teaching English through small group cooperative learning on elementary school students’ writing ability

The use of PowerPoint slides in small group cooperative learning

The use of PowerPoint slides in small group cooperative learning

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.