Cooperative Teaching Strategy Research Articles

Senior high school chemistry teachers’ knowledge and use of group work as a teaching strategy

The study investigated the knowledge of chemistry teachers in using group work as a teaching strategy in teaching chemistry at the senior high schools (SHSs) in Ahafo and Bono Regions of Ghana. The sequential explanatory mixed method design was adopted for the study. All 58 chemistry teachers in the 20 purposively sampled SHSs participated in the study. A structured questionnaire, interview guide and an observation checklist were the research instruments. The descriptive techniques used for the analysis of data were percentages, means and standard deviation while Chi-square used for inferential analysis. The results revealed that a statistically significant number of chemistry teachers were knowledgeable in the use of the cooperative teaching strategies but adopted it occasionally based on unavailability of time and resources. The study recommended in-service training and workshops be organized on the impact of group work as a teaching strategy to enhance chemistry teachers understanding and motivation to use group work more frequently in their teachings. This promotes active learning among students through debates, questioning and discussions.

Nurturing, learning, and collaboration in medical education: An exploration of the Jigsaw teaching method

Background: Jigsaw is a cooperative teaching strategy used in education that promotes collaboration and group learning among students. Aims and Objectives: The aim of the study was to assess the knowledge level of students following the Jigsaw teaching method and to analyze the student’s perspective regarding its design and implementation. Materials and Methods: A cross-sectional study was conducted in 100 phase one MBBS students in October 2023. The students were randomly divided into 20 core groups with five students each and a case scenario with five sub-questions was shared. Then, each sub question was assigned to a member, and they were regrouped to form expert groups where the students interacted and discussed the respective sub topics. Later, the participants were back in the core groups where they applied their knowledge for peer teaching. Knowledge assessment both before and after the activity was done to determine the effectiveness of the method. Student perception survey was used to evaluate the design, implementation, and effectiveness of the Jigsaw teaching method in Physiology. Results: The mean post-test scores were significantly higher than the mean pre-test scores (6.94 ± 1.84 vs. 4.75 ± 1.71, P < 0.001). About 94% of students agreed that Jigsaw teaching method provided better understanding of the topic and 95% of students opinionated that this was helpful in developing communication skills, positive peer relation, and leadership qualities. Conclusion: Jigsaw is an effective teaching method which encourages active participation and teamwork among students to provide deeper understanding of the subject.

Cooperative learning in physical education lessons - literature review

Cooperative learning in physical education classes is perceived as beneficial. The aim of this article was to examine whether field studies that include cooperative learning in their physical education intervention programs provide applicable data—to allow teachers to choose the optimal teaching strategy in line with their teaching goals. A systematic review of 44 research studies, published between 2000 and 2020, was conducted. Data related to teaching strategies and outcomes were compiled and discriminant function analysis was conducted, to classify the articles according to positive outcomes reported/not reported. Our results suggest a partial association between a range of cooperative teaching strategies (including Jigsaw, Learning Team, Complex, and Complex Instruction, as well as the cooperative learning model and combined strategies) and learning outcomes in four domains (social, physical, affective, and cognitive). Our literature review reveals that while the published data is valuable, additional research is needed to complete the picture.

Pakistani Teachers' Perceptions of Moral Education through Teaching of Islamic Studies: A Qualitative Study

This qualitative research explored the perspectives of Islamiat (religious education) teachers regarding moral values, teaching practices, and the challenges faced in moral education in the three main Pakistani education sectors, namely Madaris (religious seminaries), Public and Private schools. Individual semi-structured interviews were conducted with six secondary-level Islamiat teachers, two from each education sector. Findings revealed that all teachers believed Quran and Hadith to be the main sources of morality. They focused on imbibing moral development only through lectures, sparse questions-answer sessions, the narration of stories and examinations. Moreover, they did not advocate the Islamic virtues of peace, tolerance, and human rights. Also, they expressed negative views of other religions and Western social practices. Among the challenges, participants considered an unsupportive social environment and unsupervised internet access as challenges to moral development. Hence, the study recommends that Islamiat teachers should broaden their perspectives and use interactive and cooperative teaching strategies. Moreover, teachers should be provided professional training for the effective moral development of students through Islamic studies.

Sciences teachers’ creation of constructivist learning environments in their classrooms

The study sought to establish science teachers’ perceptions about the learning environments and how they implemented constructivist teaching strategies. An explanatory mixed method research design was adopted. The Constructivist Learning Environment Survey was administered to 180 purposively selected grade 10-12 science teachers from 30 schools and analysed using descriptive statistics. Semi-structured interviews were administered to five selected teachers who had shown to be more constructivist than others and data was analysed using constant comparative method. Social constructivism was adopted as the theoretical framework. Findings revealed teachers’ positive disposition in relation to personal relevance, learner negotiation and critical voice as some of the key constructs depicting a constructivist learning environment. Teachers’ disposition in relation to shared control and scientific uncertainty reflected traditional perceptions. Teachers used cooperative teaching strategies, real-life examples, and questions to elicit learners’ prior knowledge. Findings have implications for teacher professional development in classrooms showing diversity in learners’ backgrounds. Keywords: Constructivist learning; learner-centred classrooms; prior knowledge; social constructivism

Effect of Cooperative Learning Strategy on Secondary School Students’ Achievement in Commerce in Enugu State, Nigeria

The study investigated the effect of Cooperative Learning Strategy on Secondary School Students Achievement in Commerce in Enugu State. The design adopted for the study was quasi experimental, precisely pretest, Posttest non-equivalent control/group. Two research questions and three null hypotheses guided the study. The population for the study consisted of 450 SSS one students who offered commerce in 2019/2020 academic year in Enugu State, Nigeria. The sample consisted of eighty students (40 males and 40 females) drawn from the target population using sample random sampling technique. The instrument used for data collection was Commerce Achievement Test (CAT). The instrument was face and content validated by three experts. The instrument was further tested on 20 Senior Secondary School one students similar to those used for the study in Ebonyi State. The researcher adopted the Kudar Richardson formula (K-R20) in determining the pre-CAT and post-CAST hence yielded reliability coefficient of 0.65. Mean and standard deviation was used in answering research questions. Hypotheses were tested using Analysis of covariance (ANCOVA) at 0.5 level of significance. The study revealed that: students taught commerce using cooperative method performed better than their counterparts using conventional method. It also revealed that male students achieved higher than their female when taught commerce using cooperative learning strategy. Based on the findings, it was recommended among others that government should make cooperative teaching strategy compulsory. Keywords: Commerce, Cooperative strategy, secondary School and achievement . DOI: 10.7176/EJBM/14-14-11 Publication date: July 31 st 2022

Effect of using think-pair-share cooperative learning strategy on nursing students' perception of their learning

The study purpose to examine the effect of using think-pair-share cooperative learning strategy on nursing students' perception of their learning. A quasi-experimental pre- and post-test design was used to examine if think- pair-share cooperative teaching strategy would improve learning perception measured by learning scale. This study took place with a sample of 90 student nurses enrolled in third year and taking the scholarly inquiry course in the second semester of academic year 2018-2019. According to the study results, although there are no significant results in the comparison with pre and posttest mean scores of learning perception scale, the findings indicate high statistically significant difference and positive moderate relationship among all categories of learning perception scale and Cooperative Learning Attitude. Moreover, the study participants have statistically significant different with high level of learning perceptions for all Learning Perceptions Categories Namely Integration of Learning, Understanding Content, and Increase in Skills. In conclusion, this study supports continued use of cooperative learning approach. Also, results pointed to the importance role of cooperative learning in nursing education and the need for further teaching and learning strategies which needs students to utilize teamwork to assist everyone for improving their learning and learning of others.

Effect of Cooperative Teaching Strategy and Instructional Materials Utilization on Mathematics Learning Achievement of Senior Secondary School Students in Fika Local Government Area, Yobe State, Nigeria

This study determined the effect of cooperative teaching strategy and instructional material utilization on Mathematics learning achievement of senior secondary school students in Fika LGA, Yobe State, Nigeria. Two (2) objectives were stated and two (2) null hypotheses were tested. Quasi-experimental design was adopted. The population comprised of one hundred and forty (140) students selected from the four senior secondary schools in the study area. Thirty five (35) students were purposively selected from each of the four senior secondary schools. Achievement Test in Mathematics was adapted for the study. Three stages were used in collecting the data: pre-treatment, treatment and post-treatment phases. Independent sample t-test was used to analyze the two (2) null hypotheses. The results were considered at P< 0.05 level. The finding of the study showed that cooperative teaching strategy had significant effect on mathematics learning achievement of senior secondary school students. It is further discovered that instructional material utilization had significant effect on mathematics learning achievement of the students. It is recommended among others that effective use of cooperative teaching strategy and instructional material utilization in teaching mathematics in schools should be used by teachers to enhance student learning achievement in mathematics.

Analysis of Cooperative Teaching Strategies in Task-based Teaching of Chinese as a Foreign Language

Analysis of Cooperative Teaching Strategies in Task-based Teaching of Chinese as a Foreign Language

Middle school student attitudes toward science, and their relationships with instructional practices: a survey of Chinese students\u2019 preferred versus actual instruction

This study explored relationships between students’ attitudes toward science and their preferred versus actual experience of cooperative, constructivist-oriented, or direct instruction. The sample consisted of 1334 Chinese middle school students in physics and chemistry classrooms. Results showed that students report experiencing more direct instruction, very little constructivist-oriented instruction, and a moderate amount of cooperative instruction. Attitudes toward science were positively related to cooperative teaching strategies like group work in class or developing small-group projects. There was no significant effect of constructivist-oriented instruction or of direct instruction on students’ attitudes. Whereas previous studies demonstrated positive impacts of constructivist teaching on student understanding of science concepts, student attitude toward school science appears to be more related to social interaction or cooperation. Lack of any statistically significant differential effect from constructivist-oriented instruction might also be related to the overall low incidence of such instruction experienced by our sample.

Preservice Geography Students’ Exposure to Systems Thinking and Cooperative Learning in Environmental Education

Education for Sustainable Development (ESD) is a cross-curricular approach that needs to be accommodated in all subjects in the training of students as recommended by UNESCO. This South African case study of preservice geography students is presented for the purpose of understanding how they experienced systems thinking and a cooperative teaching strategy. A qualitative research approach was applied as the research design. Interpretation of the data was done through thematic analysis, which indicated that exposure to the pedagogic approach bore positive results. Teaching and learning strategies promoting the integration of ESD should form part of the training of geography students.

The Effect of Deliberative Discussion Teaching Strategy on Nursing Students’ Learning Motivation

Deliberative discussion is an important active approach and cooperative teaching strategy that encourages and motivates learners to participate and share in their learning decisions. This is an experimental study aimed at determining the effect of deliberative discussion as a teaching strategy on nursing students’ learning motivation. The study was conducted at the Faculty of Nursing in the Alexandria University, Alexandria, Egypt. The sample included all master degree nursing students (60) who enrolled in the first semester of the master program of a health education elective course. They were divided randomly into study and control groups. The study group was assigned to attend three deliberative discussion sessions about ethical principles and code of ethics in health education within a period of three weeks while control group left to attend the same topic, in the same period, but by a traditional teaching method. Motivated Strategies for Learning Questionnaire (MSLQ), used for data collection. The researcher found that there was a statistically significance difference in MSLQ scores in between the study and control groups in favor of deliberative one. The results revealed an essential value for nursing educators to develop awareness of the usefulness of deliberative discussions as an effective teaching strategy to enhance learning' motivation among master nursing students.

On the Reclassification and Implementation of Strategies for Teaching CSL/CFL in the Context of Globalization

A good design and implementation of teaching strategies is pivotal to the success of classroom teaching. Given the international promotion of the Chinese language and culture, we offer a critical review of the literature on classroom teaching strategies to address the necessity of reclassification of teaching strategies in the wider CSL/CFL context. We categorize these strategies broadly into three: Direct, indirect, and cooperative teaching strategies and propose that the design and implementation of these teaching strategies be based on Bloom’s taxonomy. Accordingly, we have also provided a sample lesson plan to embody the essence of the taxonomy. We hope that such reclassification and implementation of these teaching strategies in the promotion of CSL/CFL would enrich and diversify CSL/CFL teachers’ classroom teaching repertoire in non-target language environments.

The effect of deliberative discussion teaching strategy on nursing students’ learning motivation

Deliberative discussion is an important active approach and cooperative teaching strategy that encourages and motivates learners to participate and share in their learning decisions. This is an experimental study aimed at determining the effect of deliberative discussion as a teaching strategy on nursing students’ learning motivation. The study was conducted at the Faculty of Nursing in the Alexandria University, Alexandria, Egypt. The sample included all master degree nursing students (60) who enrolled in the first semester of the master program of a health education elective course. They were divided randomly into study and control groups. The study group was assigned to attend three deliberative discussion sessions about ethical principles and code of ethics in health education within a period of three weeks while control group left to attend the same topic, in the same period, but by a traditional teaching method. Motivated Strategies for Learning Questionnaire (MSLQ), used for data collection. The researcher found that there was a statistically significance difference in MSLQ scores in between the study and control groups in favor of deliberative one. The results revealed an essential value for nursing educators to develop awareness of the usefulness of deliberative discussions as an effective teaching strategy to enhance learning' motivation among master nursing students.

Effectiveness of Cooperative Learning Strategies on Nigerian Junior Secondary Students’ Academic Achievement in Basic Science

Aims: This study investigated the effectiveness of cooperative learning strategies on Nigerian Junior Secondary students’ academic achievement in basic science. Study Design: Quasi experimental pretest – posttest – delayed posttest control group design was used by the researchers to carry out the study. Place and Duration of Study: CSIT department, faculty of education, Olabisi Onabanjo University, Ago-Iwoye and Basic science department, school of science, tai Solarin College of Education, Omu-Ijebu, South-west, Nigeria, between March 2009 and October 2010. Methodology: The treatments were at two levels: cooperative learning strategies (learning together and jigsaw II) and conventional lecture method, which was the control group. The moderating variable was anxiety (high and low). Total number of one hundred and twenty students (120) obtained from the intact classes of the three selected Junior Secondary Schools in South-west Nigeria participated in the study. Achievement Test for Basic Science Students (ATBSS), and Basic Science Anxiety Scale (BSAS) were the main Research Article British Journal of Education, Society & Behavioural Science, 2(3): 307-325, 2012 308 instruments used to collect data from students. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data collected. Also Multiple Classification Analysis (MCA) was used to determine the magnitude of the mean achievement scores of students exposed to the different treatment conditions. Results: The results of this study indicated that there were significant main effects of treatment on all the dependent measures. There were also significant main effects of anxiety on the students’ post and delayed-post academic achievement scores in basic science. Furthermore, there were significant interaction effects of treatment and anxiety on the academic achievement of students at the posttest and delayed-posttest levels. Conclusion: This study revealed that students in the two cooperative learning strategy (Learning Together and Jigsaw II) groups had higher immediate and delayed academic achievement mean scores than the students in the conventional-lecture group. Learning together and Jigsaw II cooperative teaching strategies were found to be more effective in enhancing students’ academic achievement and retention in basic science more than the conventional-lecture. When friendliness is established, students are motivated to learn and are more confident to ask questions from one another for better understanding of the tasks being learnt.

Improving achievements of pupils with learning and behavior problems with co-operative teaching strategy in Aboh, Delta State, Nigeria

The purpose of the study was to determine the effects of cooperative teaching on children with learning and behavioral problems. Determining the most effective intervention for children with learning and behavioral problems has continued to challenge educators. For this the study sought to find out how co-operative teaching will improve the achievements of pupils with learning and behavior problems in Aboh, Delta State, Nigeria. A research question and a hypothesis tested at 0.05 level of significance was used to guide the study. The research design was true experimental. Two groups of children were used for the study .The sample consisted of 64 primaries four and five pupils .From the study, it was found out that Experimental Group had higher mean of 76.06 against Control Group with mean of 53.84 and standard deviation of 19.2. The hypothesis was tested using t-test and showed that the performance of the experimental group was significantly higher than that of the control group. It is therefore recommended that this strategy should be included in the school curriculum for children with learning and behavior problems.

A Problem-Based Graduate-Level Course in Practical Hydrology

A graduate-level course in hydrology was redesigned to apply problem-based, cooperative-teaching strategies. The conventional approach to teaching this course had several weaknesses. In the old course, students' learning was fragmented, and an understanding of the interconnectedness of hydrologic processes eluded them. Learning in isolation instead of in groups failed to prepare students for professional work and limited the scope of their study. The “cookbook” approach to teaching analytical methods did not prepare them to formulate and solve more complex problems. Relying only on textbooks also limited student's ability to learn about real-world problems. The usual method of grading assignments and papers was restrictive and of questionable value. The new approach differs from the old in several important ways. Students work in groups to characterize the hydrology of a real basin. No exams are given; assignments are thoroughly critiqued, but not graded; students revise and resubmit work, gradually build...

Consensus testing: a cooperative teaching strategy.

Consensus testing: a cooperative teaching strategy.