Cooperative Learning Teaching Research Articles

Implementing Cooperative Learning for Sustainable STEM Education in Nigeria: Preservice Science Teachers’ Knowledge and Beliefs

The study investigated preservice science teachers’ (PST) knowledge and beliefs about the implementation of cooperative learning for sustainable science, technology, engineering, and mathematics (STEM) education in Nigeria given that evidence shows that several Nigerian teachers are still unskilled in 21st-century pedagogies. The study sought to determine PSTs’ competencies for implementing cooperative learning in science classrooms, as informed by their knowledge and beliefs about the effectiveness of applying cooperative learning to teach science concepts. Four research questions guided the study. The design of the study is a descriptive survey involving the collection of quantitative data via questionnaires. This research design is appropriate for the present study as it sought to determine the knowledge and beliefs PSTs have about cooperative learning (CL). The study sample was drawn from all the PSTs in the federal tertiary institution (Nnamdi Azikiwe University, Awka) in Anambra State, Nigeria using the convenience sampling technique. The data for this study were collected electronically using an adapted version of Bouas (1993). The scale’s reliability was determined using the Cronbach alpha technique (α=.73). Percentage, weighted mean, and standard deviation, and one sample t-test were used to analyse the data collected in this study. The study’s findings showed that PSTs in Nigeria were both knowledgeable and held positive beliefs about cooperative learning pedagogy. Based on the study’s findings, implications for the study were discussed.

Effectiveness of Team Assisted Individualization as a Teaching Approach

This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one group pretest and post-test was employed. This only concentrated on specific students’ processing speed and working memory and included 67 grade 9 students from a public school in the Philippines. The findings showed that the components of TAI were moderately effective under the placement test, effective under the teams, teaching group, student creative, team study, fact test and team score than whole class and highly effective under team recognition, Furthermore, there is a significant difference between the pre-test and post-test scores in each completed stage, and TAI approach is an effective strategy in improving the mathematical cognition of students. This study argues that TAI approach may be utilized in mathematics classrooms to improve the mathematical cognition of students. The gravity of the lessons or topics may be put into consideration to balance the learning and performances of students.

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.

Decomposing a pre- post-test outcome to measure the effect of cooperative learning on student achievement

Using a quasi-experimental research design, we examine the efficacy of one type of cooperative learning pedagogy (think-pair-share exercises) in the microeconomic principles course. Students in the treatment group engaged in think-pair-share exercises with an assigned partner throughout the semester. Those in the control completed the same exercises but did so individually. All students took the Test of Understanding in College Economics (TUCE) at the beginning and end of the semester to allow us to determine any achievement gains and whether these gains differ by treatment. Following Walstad and Wagner (2016) and Smith and Wagner (2018), we decompose student performance to consider positive learning – adjusting for guessing – on the TUCE. We find no significant effect of cooperative learning on guessing-adjusted positive learning measures.

Upaya Meningkatkan Keterampilan Passing Sepak Bola dengan Gaya Mengajar Cooperative Learning

This study aims to Improve Football Passing Skills with Teaching Style Cooperative Learning in Grade VII A Students of SMP Negeri 1 Sanggau Ledo, Bengkayang Regency. The method used in this research is descriptive method, while the type of research is classroom action research. The research tool used is the Attitude Process, Observation Sheet. Sources of data in this study were teachers and students, research data in the form of findings during observations from the work of students that had been collected. Then processed qualitatively, this data analysis was carried out in a quantitative descriptive manner based on the results of observations of activities and learning outcomes. The results showed that from Pracyclus 34.48%, Cycle I 68.96% and Cycle II 86.20%. The minimum completeness criterion is 75. So it can be interpreted that there is an increase in football passing skills with a cooperative learning teaching style in class VII A students at SMP Negeri 1 Sanggau Ledo, Bengkayang Regency.

Students’ interactive engagement, academic achievement and self concept in chemistry: an evaluation of cooperative learning pedagogy

This study evaluated the effectiveness of interactive engagement pedagogy, specifically, cooperative learning pedagogy in improving students’ academic achievement and academic self-concept in chemistry. A pre-test, post-test, non-equivalent, control group quasi-experimental design was adopted. The study was in senior secondary schools in one of Nigeria's North-central states. The focus was on senior secondary school class two (SS2) students of comparable academic abilities and a mean age of 15.42 years. The sample was 244 students. The chemistry achievement test on water (CATOW) and students’ academic self-concept questionnaire (SASQ) were the instruments used in data collection. The CATOW was validated by experts while the SASQ was an adapted instrument that was already validated. The reliability coefficients were 0.82 determined with Kuder–Richardson's formula 20 for the CATOW and 0.78 determined with Cronbach's alpha for the SASQ. Mixed methods of data analyses were employed in the study, involving mean, standard deviation, analysis of variance, independent sample t-test, analysis of covariance, and Pearson's correlation statistics. The results show that interactive engagement pedagogy (cooperative learning strategy) improved the academic achievement and academic self-concept of the students in chemistry more than the conventional (lecture) method. The study also found a positive linear relationship between academic achievement and the academic self-concept of the students in chemistry. The implication was for the chemistry teachers in developing nations to structure the learning environments to be more learner-centered, and activity-based by creating cooperative and collaborative learning platforms that will help in improving students’ academic achievement and self-concept. The study recommended that chemistry teachers desist from using teacher-centered pedagogies for lack of provisions for students’ active engagement in the teaching–learning process. This study is novel because it evaluated the effectiveness of interactive engagement pedagogy (cooperative learning) in improving students’ academic achievement and self-concept in chemistry in a developing nation and also identified some of the reasons for the lack of implementation of innovative pedagogies and possible remediation in developing nations, especially in Africa.

Implementasi Pendidikan Holistik Islami Pada Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Muhammadiyah Bojong Gede Bogor


 This study aims to examine and analyze the implementation of the Islamic holistic education paradigm in Bojong Gede Muhammadiyah Elementary School Bogor. The research method uses qualitative research based on qualitative paradigms, strategies, and model implementations. Qualitative research aims to gain a general understanding of social reality from the participant's perspective. Sources of data in this study are words, actions, and written sources. Respondents in the study were principals, teachers and students of the Bojong Gede Muhammadiyah Elementary School, Bogor. Data were collected in three ways, namely: in-depth interviews (indept interview), observation (observation), review of documentation. Data analysis was carried out through inductive analysis, then formulating meaning on the basis of the analysis to the next response to find the theme. The results showed that Islamic holistic education in Islamic Religious Education learning at Muhammadiyah Elementary School Bojong Gede Bogor can help students develop: intellectual intelligence, spiritual intelligence, emotional intelligence and physical intelligence. Developing intellectual intelligence includes developing an honest, consistent, and open attitude. Developing intellectual intelligence includes developing rational thinking skills and acting rationally in accordance with the goals to be achieved. Developing emotional intelligence includes developing the ability to recognize one's own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions. Developing physical strength includes developing skills to apply Islamic teachings which require eating and drinking nutritious, thayyib, and halal food. The implementation of Islamic holistic education is carried out by applying cooperative learning teaching methods, presentation methods and simulation methods. Conclusion; implementation of the holistic education paradigm in learning Islamic Religious Education plays a role in developing: intellectual intelligence, spiritual intelligence, and emotional intelligence and physical strength of students through learning interactions.
 Keywords: Learning, Islamic Religious Education, Holistic Education

The Effects of Cooperative Learning Method in Nursing Teaching: A Meta-Analysis

<i>Background </i>Collaborative learning pedagogy has become a widely recognised teaching method both nationally and internationally. There is a large number of studies on its application in nursing teaching, However, evidence for the effectiveness of the method in nursing teaching remains scarce. <i>Objective</i> This meta-analysis was designed to systematically discuss the effect of cooperative learning method in nursing teaching. <i>Methods</i> The following Chinese and English databases were searched for relevant articles: CNKI, Wanfang database, VIP, PubMed, EMbase, Medline, Web Of Science and Cochrane Library. The search encompassed the establishment of these databases up until October 2021. Two reviewers separately entered the data into Review Manager Software 5.3. <i>Results</i> A total of 10 studies were reviewed and included 1126 nursing students. The results showed that cooperative learning method could improve the comprehensive performance score [SMD = 2.05, 95%CI (0.41, 3.68)], <I>P</I> = 0.01], theoretical knowledge score [SMD = 1.00, 95%CI (0.51, 1.48), <I>P </I>< 0.0001], and operational assessment score [SMD = 1.37, 95%CI (0.87, 1.88), <I>P</I> < 0.0001] in nursing students compared with traditional teaching method. In terms of teaching effect, cooperative learning method can improve nursing students' learning interest and initiative, strengthening communication ability and enhancing teamwork consciousness, so as to help promote teacher-student interaction, and maximize learning effect. <i>Conclusions</i> The use of cooperative learning teaching method in nursing teaching can promote the mastery and application of knowledge, cultivate comprehensive ability and improve the overall quality of nursing students, which is worthy of further promotion and application in nursing education.

Effect of interdependence on team effectiveness during design problem-solving in first-year engineering

ABSTRACT This quasi-experimental study presents the integration of cooperative learning pedagogy with the tasks of the engineering design process at a first-year interdisciplinary design course for undergraduate engineering students at a private engineering university in India. With a sample of 118 students, 59 each in the experimental group and control group, the integration presented as four interventions were tested for their effectiveness in two aspects: performance in the three tasks of the engineering design process: problem definition, concept generation and detailed design, and satisfaction with team interpersonal processes and, individual wellbeing and learning. The performance was measured using rubrics-based assessment, and satisfaction was measured using two subscales of a team diagnostic survey after demonstrating its validity and reliability. Results revealed significant differences in performance between the two groups with large to medium effect sizes. While cooperative learning brings members together at a level that increases interdependencies, often leading to arguments and conflicts, the proposed interventions yielded contrary results. Despite increased interdependence, the interventions did not lead to statistically significant between-group differences in team interpersonal processes and individual wellbeing and learning. Thus, this study has important implications for how engineering educators structure interdependencies between students in courses focusing on design problem-solving.

Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions

Cooperative learning pedagogy is beneficial among student hence, its adoption for teaching and learning at all levels of education. The concept of cooperative learning pedagogy appears to immerse students and teachers into classroom activities thereby making them active participants during the teaching and learning process. However, cooperative learning face some challenges that hinders its effective execution in the classroom. These challenges also prevent students and teachers from enjoying the full gains of using cooperative learning pedagogy. This conceptual paper probe into the possible ways of alleviating the challenges faced by cooperative learning pedagogy. We locate the argument within brain-based theoretical framework to discuss the means of executing cooperative learning in the classrooms. Based on this argument, the study propose possible solutions that include fostering peaceful coexistence among students and teachers, encouraging a call to duty among students, maintaining classroom synergy and learning how to learn among students. The investigation conclude that cooperation should be encouraged among students through the maintenance of a threat free classroom environment. The study recommends that science curriculum developers and planners should encourage peaceful coexistence among students and teachers irrespective of their different backgrounds so as to maximize the achievement of classroom goals and objectives enshrined in positive interaction among students and teachers.

공동체 의식, 자아정체성을 위한 인성교육 실천의 장(場)

The spread of COVID-19, a new infectious disease with strong contagious and contagious power, which occurred in a defenseless state without a cure or vaccine at the end of December 2019, drove the world into anxiety and fear. The WHO(World Health Organization) has officially declared COVID-19 a pandemic. In order to reduce the spread of the virus and the risk of group infection, the Korean government had implemented various quarantine policies such as mask recommendations, high-intensity social distancing, group restrictions, diagnostic tests for symptomatic patients, and self-isolation. However, there were difficulties in quarantine activities due to people who did not recognize the seriousness of the infection and acted self-centered. These behaviors can be said to be related to personality. Humanity means the right mind, which is the character of a human being, and the right mind can be cultivated through character education. Ultimately, through character education, one can break free from self-centeredness and form a sense of community with others. In this study, as a new personality education method, a venue for the establishment of self-identity and community consciousness was proposed for college students. Establishing a self-identity is very important for the formation of a holistic personality because it is to maintain self-consciousness and meaning consistently. In addition, I think that the establishment of self-identity will affect the cultivation of a sense of community to live well with others. Therefore, in this study, we tried to propose a method to cultivate self-identity and sense of community by using cooperative learning teaching method.

Teamwork facilitation and conflict resolution training in a HyFlex course during the COVID-19 pandemic.

BackgroundWe evaluated the effect of three teaching strategies to facilitate teamwork in a systems analysis and design course during the COVID‐19 pandemic: (1) offering a HyFlex version of the course, (2) facilitating scheduled online teamwork sessions for all students, and (3) providing conflict resolution training to help teams overcome collaboration challenges.Purpose/HypothesisTo identify the impact of these instructional strategies and answer four research questions, we measured (1) performance, dynamics, and cooperation strategies of teams and (2) students' perceptions of their own and team members' performance along with changes in their perceptions of their conflict management skills.Design/MethodWe used a simultaneous triangulation mixed‐methods design to obtain distinct but complementary qualitative and quantitative data. We compared data from two offerings of the course: Fall 2019 and Fall 2020 semesters. In the Fall 2019 semester, an in‐person active learning strategy was used, while in the Fall 2020 semester, the course followed a HyFlex delivery mode due to the COVID‐19 pandemic.ResultsFindings suggest that the use of cooperative learning pedagogy along with HyFlex accommodations for safety and social distancing requirements for the Fall 2020 semester provided students with a comparable learning experience to a traditional in‐person mode.ConclusionsLearning strategies, pedagogical supports, and teamwork training can enhance social interactions, and consequently, students' social presence in online learning. Conflict resolution training could be a valuable tool for improving teamwork skills and communication among team members.

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.

Study on Assessment and Improvement of Physical Fitness and Health Concept and Satisfaction of College Students with Different Goal Setting by Cooperative Learning: A Case Study of Health and Body Sculpting Course of Feng Chia University

This study was to carried out to explore the effects of different goal setting on physical fitness, health concepts, and satisfaction of college students on cooperative learning with 53 participants (students) in two classes during one year. The improvement in physical fitness was observed in body mass index (BMI), waist and hip circumference, sit-up reach, and 800/1600 meters running. Female students’ muscle endurance improved significantly with one-minute sit-ups but their waist and hip circumferences were longer than those in the weight management group. Students showed the highest scores in the dimension of well-being and the lowest score in the clinical concept of health. The satisfaction survey result showed that teachers' instruction was more effective than self-learning. In conclusion, cooperative learning allowed students to improve learning motivation, thereby improving physical fitness and learning effectiveness. It was verified that cooperative learning had a positive and significant impact on the satisfaction of students. The cooperative learning teaching mode can be applied to other physical education courses. Increasing the number of related physical education courses will improve the opportunities to improve the quality of the courses.

The Efforts to Improve Teachers' Teaching Skills in Implementing Cooperative Learning Through Classroom Supervision

The background of this research is the lack of a class teacher teaching skills improvement program. Therefore, it is necessary to improve teacher teaching skills through classroom supervision at UPT SDN 20 Sitiung, Dharmasraya, West Sumatra Province in the 2020/2021 school year. The purpose of this study was to improve classroom teacher skills through cooperative learning. The method used is "School Action Research", which is divided into two cycles, and each cycle is divided into four stages, planning, action, observation and reflection. Data collection techniques are carried out by observing and evaluating directly the improvement of teacher skills in teaching. The data analysis technique used is quantitative and qualitative analysis. In the first round the proportion of teachers teaching through cooperative learning was 51.39%, still far from the minimum target of ≥70%, therefore it is necessary to carry out the second round. In the second cycle the teacher's teaching skills increased to 84.72% which had exceeded the goals to be achieved. The conclusion that can be drawn is the effort to increase the application of cooperative learning teaching skills of teachers in this learning process can be applied in UPT SDN 20 Sitiung.&#x0D;

Comparing the Effect of Lecture and Cooperative Learning Teaching Strategies in Signals &amp; Systems Course

Cooperative learning teaching strategies structures students into groups which every member has their own role and task for the group to attain. Therefore, this learning strategies involve all the students in the class and can increase students’ engagement during the class. The aim of this study is to investigate the performance of the students by comparing lecture and cooperative learning teaching strategies. The study was conducted from September to December 2018 on 23 students who enrolled in Signals &amp; Systems course. The course has four Course Learning Outcomes (CLO). Lecture was conducted during delivering content of CLO1 whilst Jigsaw and Teams-Games-Tournaments were introduced in delivering content of CLO2-CLO4. The performance of the CLO was measured based on quiz, test and final examination. The result between CLO 1 and CLO2-4 was compared with students in 2017 which were experienced lecture and collaborative learning strategies only. In addition, CLOs performance was compared with other sections in 2018. Overall performance students who had experienced cooperative learning strategy is better compared to lecture learning strategies. In conclusion, cooperative learning strategies can be conducted in delivering theoretical course to improve the self-regulated learning among the students.

On Theoretical Practice of Cooperative Learning Teaching Approach

Cooperative learning is a kind of teaching theory and strategy initiated by new curriculum reform as well as a new learning style proposed by new curriculum standard. In recent years, with the constant deepening of educational reform, cooperative learning teaching approach has aroused more and more attention. This study introduces cooperative learning teaching approach from three aspects: the definition, history and methods, in order to understand the deep meaning of theoretical practice of cooperative learning teaching approach.

Understanding the Pedagogical Dilemma Using the KAP (Knowledge, Attitude and Practice) Approach: “What Will You Use?”

The complex nature of the teaching and learning process implies tremendous diversity of teaching pedagogies. Using the KAP analysis, this study undermined the awareness, attitudes and utilization of the BSED (Bachelor in Secondary Education) educators in the four most commonly perceived teaching pedagogies in the tertiary level namely: lecture method, cooperative learning, inquiry-based learning, and learning with emphasis on communication skills. The respondents were highly aware of the three learner-centered pedagogy but was ironically moderately aware of the traditional lecture method. It was also recognized that BSED educators were highly engaged to the cooperative learning pedagogy, both in attitude and in practice. The KAP analysis was triangulated to come up with a synergistic educational pedagogy that can be used by the BSED educators in the tertiary level.

The effects of informal cooperative learning pedagogy on teaching effectiveness, task orientation, and learning satisfaction in undergraduate classrooms in Ethiopia

ABSTRACT While cooperative learning (CL) has gained considerable attention in the current discourse about undergraduate quality education, it is minimally used in higher education classrooms, particularly in the developing countries context. Using a non-equivalent control groups design and a sample of undergraduate students (n = 340) from Jimma University, Ethiopia. This study examined the effects of informal CL on teaching effectiveness, task orientation, and learning satisfaction, together with the convergence between these latent variables. For these, the authors used t-test, one-way MANOVA, bivariate correlations, and structural equation modeling (SEM). As predicted, t tests and MANOVA results indicated that participation in the informal CL pedagogy does have low to medium effect on each variable measured (.031≤ partial η 2 ≥ .049 or 0.36 ≤ Cohen’s d ≥ 0.45). This suggests that higher perception of teaching effectiveness, more task orientation, and greater learning satisfaction were associated with informal CL rather than traditional lecture instructions. In addition, as predicted, SEM analyses also confirmed the significant positive associations between the teaching effectiveness, task orientation, and learning satisfaction (.79 ≤ r ≥ .85). Beyond this, the process indicators teaching effectiveness and task orientation, together predicted 85% of the variance in learning satisfaction. Implications are discussed.

Examining the Efficacy of Co-operative Learning Strategy on Undergraduate Students’ Achievement in Mathematics

&lt;p&gt;Evidence suggests strong support for innovative teaching approaches in mathematics intervention in universities all over the world and a robust backing has been accorded to co-operative learning pedagogy, which provides strong professional development to teachers on ways of promoting students’ social skills and aiding them to learn in a constructivist way. There is no doubt that co-operative learning is one of the most extensively documented methods to pedagogy in mathematics but little is known about its efficacy in the Nigerian university education setting. This study investigated the effectiveness of co-operative learning strategy on the achievement in mathematics of 220 university students in Nigeria within the blueprint of quasi-experimental research of Solomon four non-equivalent control group design. It also examined the influence of gender on students’ achievement in mathematics. Achievement in mathematics was measured by the differentiation achievement test with KR-20 of 0.86 and data collected for the study were analysed by adopting the independent samples t-test and analysis of variance (ANOVA). The results showed significant main effect of co-operative learning strategy on students’ achievement in mathematics whereas no significant main influence of gender was found on the dependent measure. Also, there was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the positive effect of cooperative learning strategy on university students’ achievement in mathematics in this study, it is paramount to adjust cooperative learning principles to enhance the needs of universities in Nigeria. Integrating technology to enhance enactment of major pedagogical elements of cooperative learning and to differentiate teaching and learning to improve numerous needs of students may provide a leeway to optimize mathematics results for Nigerian students.&lt;/p&gt;