Cooperative Learning Strategies Research Articles

COOPERATIVE LEARNING: ITS EFFICACY IN IMPROVING TECHNOLOGY AND LIVELIHOOD EDUCATION PERFORMANCE

This study investigated the efficacy of an 8-week cooperative learning strategy as an intervention to improve the performance of technology and livelihood education among the Grade 7 students at Sagayen National High School. To gather data, a quantitative research design, specifically an experimental design, was employed. The results of the experiment indicated a positive result in the performance of the subjects after they participated in the intervention. These findings suggested that implementing a cooperative learning strategy could be an effective strategy to provide additional support and address the learning deficiencies of students. Moreover, this study contributed valuable insights to the field of education by expanding the knowledge base through an exploration of cooperative learning strategies and their potential to enhance student achievement. KEYWORDS: cooperative learning, student performance, experimental research design, quantitative research, Philippines

Utilizing the Power of Cooperative Learning to Teach Controversial Topics such as Genetically Modified Organisms

Some topics are controversial and, as a consequence, difficult to teach. I describe a cooperative teaching and learning strategy that combines the “Jigsaw method” with the “Six thinking hats” of de Bono. This allows students to work together in expert groups while investigating the topic from different perspectives. Students then provide feedback to each other, where all perspectives are shared in the home group.

A Hybrid Multi-Agent Reinforcement Learning Approach for Spectrum Sharing in Vehicular Networks

Efficient spectrum sharing is essential for maximizing data communication performance in Vehicular Networks (VNs). In this article, we propose a novel hybrid framework that leverages Multi-Agent Reinforcement Learning (MARL), thereby combining both centralized and decentralized learning approaches. This framework addresses scenarios where multiple vehicle-to-vehicle (V2V) links reuse the frequency spectrum preoccupied by vehicle-to-infrastructure (V2I) links. We introduce the QMIX technique with the Deep Q Networks (DQNs) algorithm to facilitate collaborative learning and efficient spectrum management. The DQN technique uses a neural network to approximate the Q value function in high-dimensional state spaces, thus mapping input states to (action, Q value) tables that facilitate self-learning across diverse scenarios. Similarly, the QMIX is a value-based technique for multi-agent environments. In the proposed model, each V2V agent having its own DQN observes the environment, receives observation, and obtains a common reward. The QMIX network receives Q values from all agents considering individual benefits and collective objectives. This mechanism leads to collective learning while V2V agents dynamically adapt to real-time conditions, thus improving VNs performance. Our research finding highlights the potential of hybrid MARL models for dynamic spectrum sharing in VNs and paves the way for advanced cooperative learning strategies in vehicular communication environments. Furthermore, we conducted an in-depth exploration of the simulation environment and performance evaluation criteria, thus concluding in a comprehensive comparative analysis with cutting-edge solutions in the field. Simulation results show that the proposed framework efficiently performs against the benchmark architecture in terms of V2V transmission probability and V2I peak data transfer.

Examining the Shift in Orderly Cultural Behavior and Cultural Cooperative Learning Behavior among Students: A Pre- and Post-Experiment Perception Analysis

Objective: This study conducted a pre- and post-experiment perception analysis to examine the changes in orderly cultural behavior and cultural cooperative learning behavior among students. Method: The research involved 89 participants and utilized self-report questionnaires to collect data on various aspects of cultural behavior. The results showed significant improvements in both orderly cultural behavior and cultural cooperative learning behavior after the intervention. Results and Discussion: The percentage of students exhibiting good levels of orderly cultural behavior increased from 14.6% to 32.6%, while the proportion of students demonstrating good levels of cooperative learning behavior increased from 9% to 21.3%. The study also found a strong positive correlation between orderly cultural behavior and academic performance. These findings emphasize the importance of fostering cultural behavior and incorporating cooperative learning strategies in educational settings. Research Implications: The study suggests the need for interventions that promote cultural understanding and cooperation among students. However, the study has limitations in terms of sample size and generalizability. Future research should involve larger and more diverse samples to validate the findings. Originality/Value: In conclusion, this study highlights the positive shifts in cultural behavior and learning outcomes among students and emphasizes the significance of creating inclusive and culturally sensitive learning environments.

School environment, cooperative learning and English language deep learning strategy among Chinese college students

School environment, cooperative learning and English language deep learning strategy among Chinese college students

How does cooperative learning work with students? Literature review in physical education

Cooperative learning stands as a recognized educational approach with potential to facilitate desired learning outcomes. This literature review aims to examine the existing body of scientific literature concerning the effects of cooperative learning on students within the realm of physical education. While a systematic review encompassing the years 2014 to 2019 was previously undertaken (Bores-García et al., 2021), this study provides a more recent overview spanning from 2019 to 2024. Utilizing three prominent databases (ScienceDirect, PubMed, and Scopus), articles pertaining to cooperative learning in physical education were selected in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Following the application of exclusion criteria, a total of 11 articles were identified and categorized. Overall, the findings indicate that cooperative learning proves effective in enhancing students' motivation, participation, social skills, and learning achievements within the domain of physical education. Tailoring cooperative learning strategies to align with specific learning objectives and student characteristics emerges as pivotal in enriching students' educational experiences and accomplishments in this field. Despite the insights gained, limitations inherent in the review are acknowledged, warranting further global exploration through additional literature reviews or mapping studies (including bibliometric and scientometric analyses). Moreover, continued research on the application and impact of cooperative learning is deemed imperative in light of contemporary societal values emphasizing social interaction, dialogue, respect, as well as the significance of physical activity and sports. Keywoard: Learning model, cooperative learning, physical education, students

Guided Inquiry Learning Model in Chemistry Education: A Systematic Review

The abstractness of chemical concepts can be understood easily through learning chemistry using guided inquiry. This article uses the Systematic Literature Review (SLR) method to review eleven articles published from 2018 to 2023. Articles were systematically obtained from the online article databases ERIC, Scopus, and Google Schloar. The purpose of the review is to provide information to teachers and researchers in the field of chemistry education about the definition of guided inquiry models, the effect of guided inquiry models on chemistry learning outcomes, and how to apply guided inquiry models/strategies in chemistry learning. The review results show that the definition of various guided inquiry models involves students into a problem and confronts students with an investigation, and directs students to solve the problem of the problem. The effects of guided inquiry models on chemistry learning outcomes include improving metacognition, concept understanding, critical thinking skills, science process skills, learning outcomes, and creative thinking skills. Various chemistry learning models have also been applied in several learning models or strategies such as Guided Inquiry, Guided Inquiry-Based on Blended Learning, Flipped Classroom Based on Guided Inquiry Learning, Guided Inquiry Model Integrated with STEM, Guided Inquiry and Task Hierarchy Analysis Model in Cooperative Learning Strategy

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics

Teaching Strategies and Their Effects on Reading Comprehension Performance of Junior High School Students in Inclusive Classroom Setting

Comprehension is the basic condition for meaningful reading. The current quantitative study conducted in the English language context explored the effect of teaching reading strategies on the reading comprehension of junior high school students with a sample size of 30 in an inclusive classroom setting. The findings revealed that majority of the students were at the ages 14 to 17 years old, females, parents’ income ranging from ₱9,520 - ₱19,040 with an educational background at the high school level. The Effective Instructional Methods were more highly utilized than the cooperative learning strategies. Both reading comprehension levels during the pre-test and post-test belonged to the proficient level. There is a significant difference between the pre-test and post-test scores (t = 7.417; p>0.05) of the reading comprehension performance of the respondents. On the other hand, there is no significant relationship (r = 0.158; p>0.05) between the post-intervention and the extent of varying teaching strategies. Findings indicate that teaching reading strategies have a positive impact on the reading comprehension of students at the junior high secondary level. The study has important implications for teachers, students, curriculum planners, policymakers in the field of education, and school heads.

Task Specialization and Group Study on Students’ Achievement and Attitude in Physics

This study investigates the impact of cooperative learning strategies, particularly task specialization and group study, on student achievement and attitude in Physics among Grade 12 Science, Technology, Engineering, and Mathematics (STEM) students. Motivated by diffusion of responsibility, the research employed a One-Shot Pre-test Post-Test Research Design over three weeks. Students were divided into groups and assigned roles as managers, investigators, or recorder-reporters. The effectiveness of these roles was evaluated using the Student Physics Test and the Physics Attitude Inventory. Results indicated a significant improvement in student achievement (t-test = 14.65) but no substantial change in attitudes towards Physics (t-test = -0.47), suggesting pre-existing favorable attitudes in STEM students. The study concludes that while task specialization and group study effectively enhance achievement by reducing the diffusion of responsibility and promoting active participation, they do not significantly alter students’ attitudes toward Physics. The findings recommend implementing these strategies across various subjects and educational strands to increase student achievement. Further research is suggested to explore the broader implications of these strategies on student attitudes, validate results over extended periods, and examine the effects of varying roles and group cooperation. Keywords: action research, cooperative learning, task specialization and group study, achievement, attitude, Sto. Nino National High School, Iriga City, Philippines

THE EFFECTIVENESS OF JIGSAW COOPERATIVE LEARNING STRATEGY AMONG BACHELOR NURSING STUDENTS AT ZIAUDDIN UNIVERSITY, KARACHI

Objective: This study aimed to determine the effectiveness of the jigsaw cooperative learning strategy among Bachelor nursing students. Material and Methods: The quasi-experimental study was conducted from July to December 2021 at Ziauddin University Faculty of Nursing and Midwifery, Karachi, among 60 students of 4th year BSN, approached by non-probability consecutive sampling method. The willing students of BSN year VI were included. The participants were divided into A and B groups. Group A was interventional, and group B was non-interventional. Independent t-test, Mann-Whitney U test, and Fisher exact test were applied for inferential statistics. Results: The majority, 80% of the participants, were female, and almost half, 31 (51.67%) study participants were between 23-26 years. The average score of the participants through jigsaw cooperative learning and lecture method was18.73±3.5 and 14.13±2.42, respectively. Moreover, it was also found to be statistically significant (p-value<0.001). Conclusion: It is concluded that the jigsaw cooperative learning strategy was found effective as compared to the traditional teaching style. To increase the quality of education in the health sectors, the educational system must accept and apply modern interactive technologies. Keywords: Jigsaw method, lecture method, nursing students

Unveiling Multifaceted Benefits and Pedagogical Insights from Drama and Cooperative Learning in English Language Education

This collection of research papers investigates the various uses of drama and cooperative learning strategies in teaching English. These studies highlight these pedagogical approaches’ many advantages and difficulties, ranging from qualitative analyses of drama’s effect on preservice teachers to examining the benefits of cooperative learning in EFL classrooms. The results point to gains in speaking proficiency, capacity for group work, and general language proficiency. The studies also stress the significance of providing teachers with systematic training and integrating these techniques into instructional practices to improve the quality of the learning process.

Effectiveness of the Teams Games Tournament (TGT) Cooperative Learning Method towards the Arabic Language Learning Achievement of Students at SMP Muhammadiyah 2 Kalasan

This study utilizes the cooperative learning strategy known as Teams Games Tournament (TGT) along with crossword puzzle games to enhance Arabic language acquisition at SMP Muhammadiyah 2 Kalasan. This study aimed to assess the efficacy of implementing the cooperative teams games tournament approach in enhancing students' academic performance. The research methodology employed is quantitative with a nonequivalent control group design. The study sampled two classes: experimental class 8e and control class 8d. The study employed a census sample, encompassing all pupils in each class, totaling 35 students. Data were gathered using observation techniques, interviews, and Pre Post Test assessments. The data collected using SPSS version 25 indicates that the independent sample t-test yielded a two-tailed significance value of 0.000, which is less than 0.05. Therefore, the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. There is a considerable difference in average student learning achievement between using Teams Games Tournament cooperative learning and not using it. This method of learning facilitates quicker comprehension for pupils by engaging them in educational games relevant to the study topic.

Enhancing Arabic Speaking Skills: A Societal Approach at an Indonesian Islamic Boarding School University - Implementation Challenges and Remedies

The research explores the implementation of teaching speaking skills to first-semester Arabic language students at the University of Islamic Boarding School in Indonesia, using a social approach. It aims to comprehensively describe the process, covering objectives, the roles of lecturers and students, discussion themes, teaching methods, media, and evaluation. The study employs a descriptive qualitative method with data collected through observation, interviews, and documentation. Insights from the findings highlight the sociological perspective of learning objectives, emphasizing the lecturer's role in fostering social interactions through discussions. Both the lecturer and students' roles are examined in a societal context, underlining the lecturer's societal responsibilities and students' readiness for societal engagement. Discussion themes include social elements such as good behavior, Islamic education, and youth. The teaching method involves a conversational approach with cooperative learning strategies. Classroom media is limited to books and boards, while dormitories are equipped with LED TVs broadcasting Arabic-language religious speeches. Challenges faced by students are categorized into internal (lack of personal motivation) and external problems (shortage of classrooms and inadequate bathroom facilities). The study provides insights into the practical and sociological aspects of teaching speaking skills in an Islamic educational environment.

Cooperative learning as a strategy of improving mathematics performance and attitudes

There has been an increasing concerns that the traditional instructional methods militate against students’ performance and positive attitudes towards school mathematics. This study employs cooperative learning strategy to provide an innovation as a way of ameliorating the canker. We utilised the quasi-expermental (prepost non-equivalent) design. In this design, two senior high schools selected. One school was the experimental (SHS A) and the other was the control (SHS B). A sample of 224 students were assigned to the experimental (110) and control (114) groups. After treatments, mathematics achievement tests were used to gather the data. The data was analysed with means, standard deviations, percentages, p-values and t-statistics. The outcomes revealed that students who had tutorials in the cooperative strategy performed better than those who had tuition through the traditional. Even within the experimental group, there was no statistically significance differences between boys and girls. It was concluded that students’ performance and attitudes toward learning mathematics were positively enhanced by cooperative learning. It was therefore recommended that stakeholders make conscious efforts to inspire teachers to model more cooperative learning techniques in mathematics instruction.

PKDGAN: Private Knowledge Distillation With Generative Adversarial Networks

The deployment of deep learning applications has to address the increasing privacy concerns when using private and sensitive data for training. A conventional deep learning model is prone to privacy attacks that can recover the sensitive information from either model parameters or accesses to the inference model. Recently, differential privacy (DP) has been proposed to offer provable privacy guarantees by randomizing the training process of neural networks. However, many approaches tend to provide the worst case privacy protection for model publishing, inevitably impairing the accuracy of the trained models. Thus, we present a novel private knowledge transfer strategy, where the private teacher trained on sensitive data is not publicly accessible but the student models can be released with privacy guarantees. In this paper, a three-player (teacher-student-discriminator) learning framework, Private Knowledge Distillation with Generative Adversarial Networks (PKDGAN), is proposed, where the student acquires the distilled knowledge from the teacher and is trained with the discriminator to generate similar outputs as the teacher. Moreover, a cooperative learning strategy is also suggested to support the collective training of multiple students against the discriminator when each student is with insufficient unlabelled training data. To enforce rigorous privacy guarantees, PKDGAN applies a Rényi differential privacy mechanism throughout the training process, and use it with a moment accountant technique to track the privacy cost. PKDGAN allows students to be trained with unlabelled public data and very few epochs, which avoids the exposure of training data while ensuring model performance. In the experiments, PKDGAN is found to have consistently good performance on various datasets (MNIST, SVHN, CIFAR-10, and Market-1501). When compared to prior works [1], [2], PKDGAN exhibits 5-82% accuracy loss improvement without compromising any privacy guarantee.

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.

Overview of Cooperative Learning Strategies in Mathematics Teaching and Learning

This conference paper aims to provide an overview of the potential benefits and challenges associated with implementing cooperative learning strategies in mathematics education. By examining various cooperative learning models and their impact on students' learning outcomes, the paper highlights the importance of collaboration and group work in promoting deeper understanding, higher achievement, and improved attitudes toward mathematics. Traditional instructional methods often rely on individual work and teacher-centered approaches, which may limit students' engagement and development of mathematical reasoning abilities. Cooperative learning, however, emphasizes collaboration, active participation, and peer interaction, creating a supportive and interactive learning environment. This paper reviews the literature on cooperative learning in mathematics education, discusses its benefits, and provides practical recommendations for implementing cooperative learning strategies in mathematics classrooms.

Peningkatan Kemampuan Membaca Melalui Pembelajaran Kooperatif Learningtype Jigsaw Pada Murid Kelas VI SD Inpres Bertingkat Sungguminasa Kabupaten Gowa

This classroom action research aims to improve reading skills through Jigsaw type cooperative learning for class VI students at SD Inpres, Sungguminasa, Gowa Regency. The subjects of this research were 40 grade VI students at SD Inpres Multilevel Sungguminasa, Gowa Regency. Academic Year 2023/2024. This PTK consists of 2 cycles, each consisting of 3 meetings. Data collection was carried out using the results of students' work when carrying out actions and observation sheets. The collected data was analyzed using quantitative analysis and qualitative analysis. The results achieved were: (1) students' reading ability before the action was held was in the low category with an average score of 4.88 from the highest possible score of 10. (2) Students' reading ability after taking action in the form of Jigsaw type cooperative learning in Cycle I was in the high category with an average score of 8.04 from the highest possible score of 10. (3) Students' reading ability after taking action, in the form of learning by applying models Jigsaw type cooperative learning in Cycle II was in the very high category with an average score of 8.84 from the highest possible score of 10. (4) There was an increase in the percentage of student attendance. (5) Students' interest, attention and motivation in participating in the learning process using the Jigsaw cooperative model has also increased, this can be seen from the increase in student activity in the learning process. The results of this research also show changes on the teacher's side, initially teachers were less creative in using various Jigsaw type cooperative learning strategies, which had a good impact, apparently being able to motivate and increase teacher interest in developing effective learning.
 

Cooperative learning strategy type STAD for economic business in SMK Bhakti Bangsa

Cooperative learning strategy type STAD for economic business in SMK Bhakti Bangsa