Effect Of Cooperative Learning Strategy Research Articles

Effect of Cooperative Learning Strategies on Students’ Learning Motivation and Alienation

This study examines and analyzes the effect of students’ cooperative learning strategies on learning motivation and alienation. The sample included 367 students, who were administered a questionnaire survey on cooperative learning strategies, learning motivation and alienation. The data were analyzed and the correlation between cooperative learning strategies and students’ learning motivation and alienation was verified. Considering the urban and rural educational backgrounds of college students in compulsory education as control variables, the findings verify that educational background plays a controlling role in the influence of cooperative learning strategies on students’ learning motivation and sense of alienation.

The Influence of Learning Strategies and Coordination Ability on Soccer Dribbling Skills

Based on the observations of researchers in the field, it can be seen that the football dribbling skills of Guguk Malintang Junior SSB students are still low. It is suspected that the learning strategies used by trainers are still less effective and also less attention is paid to students' coordination abilities. This study aims to determine the effect of cooperative learning strategies, inquiry learning strategies and coordination skills on soccer dribbling skills. This type of research is quasi-experimental. The population of this study were all 32 students of SSB Guguk Malintang Jumior who were registered at SSB. The sampling technique in this study used total sampling, so the sample in this study was 32 people. The instruments used in this study were the Körperkoordinationstest Für Kinder (KTK) test and the dribbling skill test. Data were analyzed using two way analysis of variance (ANOVA) and followed by a T-test. The results of the data analysis show that: (1) Overall, the football dribbling skills of Guguk Malintang Junior SSB students. those who were taught through the cooperative strategy had better results than the group of students who were taught through the inquiry strategy (Fcount = 2.515 Ftable = 2.048).(2) Overall there is a difference in the results of the treatment of football dribbling skills between groups of students who have high coordination abilities and students who have low coordination skills are accepted, because the calculation results show that Fcount = 28.18 Ftable = 4.20. (3) There is an interaction between the learning strategy and the ability to coordinate the soccer dribbling skills of Guguk Malintang Junior SSB students (Fcount =10.68 Ftable = 4.20).(4) In the group of students who have high coordination skills who are taught through a cooperative strategy the results are better than the group of students who are taught through an inquiry strategy(Qh=9.393 Q = 2.145).(5) In the group of students who have low coordination skills who are taught through cooperative strategies the results are better than the group of students who are taught through inquiry strategies(Qn = 0.530 Qt = 2.145).

Effect of Cooperative Learning Strategy On Students' Academics Achievement in Mathematics in Secondary Schools in Ondo West Local Government Area of Ondo State

Effect of Cooperative Learning Strategy On Students' Academics Achievement in Mathematics in Secondary Schools in Ondo West Local Government Area of Ondo State

EFFECT OF JIGSAW COOPERATIVE LEARNING STRATEGY ON ACHIEVEMENT IN PHYSICS AND LIFE-SKILLS AMONG SECONDARY SCHOOL STUDENTS

The aim of the study was to explore the effect of cooperative learning strategies on achievement and life skills among secondary school students. The pretest-posttest control group design was chosen for the present experimental work. The study sample consisted of 160 students of secondary class who were randomly assigned to experimental group (N=80) and control group (N=80), matched on the basis of their pretest scores in achievement test. The experimental group was taught through cooperative learning strategy namely, jigsaw while control group was taught through traditional teaching method. Both the groups were taught simultaneously on the topic “force and friction”. Results indicated that the group taught through jigsaw cooperative learning strategy outperformed the control group on various levels (knowledge, understanding and application) of achievement test.

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 the Cooperative Learning Strategy on Study Habit of Senior Secondary School Students in Ogun State, Nigeria

This study sought to investigate the effect of cooperative learning strategy on SSS students using experimental research design. The study involved the experimental and control groups of learners who were taught through the cooperative and conventional learning approaches respectively. Study Habits Inventory (SHI) was used to elicit responses from the participants. Data was treated through the independent sample t-test which helped to test two hypotheses. The analysis started by comparing the mean score of the experimental and the control groups prior to treatment. After the treatment, the mean scores of the two groups were tested again to determine whether the cooperative approach had any effect on the students’ learning habit. The study concluded that cooperative teaching and learning approach is an effective means in improving learners’ study habit as compared to the conventional teaching and learning approach. Based on the conclusions, the study recommends that teachers should use the cooperative teaching and learning approach in order to enhance the learning achievement of the students and in particular in order to improve the learner’s study habits. Moreover, teachers should be trained on the use of various forms of cooperative learning strategy. This will further make it easier for the adoption and use of the strategies.

Effect of Cooperative Learning Strategies on Students’ Learning

Effect of Cooperative Learning Strategies on Students’ Learning

Effect of Cooperative Learning Strategy (CLS) On Senior Secondary School Students’ Academic Performance in Mathematics in Anambra State, Nigeria

This study investigated the effect of cooperative learning strategy on senior secondary school students’ performance in Mathematics. The study adopted a quasi-experimental research design. The sample for the study consisted of one hundred and forty-four (144) Senior Secondary School two students, selected from Awka Education, Anambra State, Nigeria. The instrument for data collection was Mathematics Performance Test (MPT). The instrument was validated by three experts and had a reliability index of 0.89 obtained through the use of Pearson product moment correlation. Three research questions and three hypotheses were formulated to guide the study. The collected data were analyzed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the null hypotheses at 0.05 alpha levels. The result of the study showed among others that senior secondary school students performed highly when taught Mathematics concepts using cooperative learning instructional strategy; both the male and female students benefitted equally from the cooperative learning strategy. Based on the findings of the study, it was recommended that Mathematics teachers should adopt cooperative learning strategy as an effective learning strategy in order to improve senior secondary school students’ academic performance. Also, school management boards should organize workshops, seminars and conferences to expose teachers and students constantly to the use of the strategy for maximum academic output.

Effect of Cooperative Learning Strategy (CLS) On Senior Secondary School Students' Academic Performance in Mathematics in Anambra State, Nigeria

Effect of Cooperative Learning Strategy (CLS) On Senior Secondary School Students' Academic Performance in Mathematics in Anambra State, Nigeria

Effect of Cooperative Learning Strategies on Students’ Critical Thinking Skills; Interpretation and Analysis at Higher Secondary Level

The study was conducted to find out the effect of cooperative learning strategies on students’ skill of interpretation and analysis at the higher secondary level. The research was quantitative. A pre-test post-test control group design was adopted for the study. One female public sector higher secondary school of district Sargodha was the population of the study. 60 students of grade XI were selected as a sample by using a simple random sampling technique. Two groups were formed: experimental and control comprising thirty students each. The experimental group was taught by applying cooperative learning strategies; jigsaw and scripted cooperation, while the conventional method was used to teach the control group. The period of intervention was sixteen weeks and English book I for grade XI was selected as content for intervention. A self-made test was used to assess the skills of interpretation and analysis as pretest and posttest. Data of pretest and posttest were analyzed by applying paired sample t-test. Analysis of the data showed a significant difference between pretest and posttest scores of the experimental group. On the other hand, there was no significant improvement seen in the control group. Teachers were recommended to use cooperative learning strategies to develop the critical thinking skills of the students.

Effect of Cooperative Learning Strategy on Upper Basic Education II Students’ Performance and Interest in Basic Science and Technology in Benue State, Nigeria

Effect of Cooperative Learning Strategy on Upper Basic Education II Students’ Performance and Interest in Basic Science and Technology in Benue State, Nigeria

The effect of Cooperative Learning Strategy on Sensory Modeling on the Performance of Some Essential Skills for Female Students’ Basketball

The study aimed to identify the preference for sensory modelling among fifth-grade middle school studentsand to identify the impact of cooperative learning strategy according to the sensory preference for some basicskills in basketball among fifth-grade middle school students and identifies the current research communityof school students for the fifth middle school, the research sample was chosen in a way Random, as usingthis method means that each member of society has an equal opportunity to choose him in the sample. Thisresearch included the application and poll of (48) students (Al-Imam Al-Rida School, peace be upon him/ Basra). The researchers concluded that the cooperative learning strategy according to sensory modellingIts positive impact on teaching some skills for fifth-grade students preparatory for experimental groups inall tribal and post-tests, and the curriculum used by the teacher has a positive effect on teaching some ofthe skills capabilities of fifth-grade students preparatory for the group controlling in all pre and post-testsif to use a cooperative learning strategy according to modelling Sensory has positively affected some skillsof the experimental group as compared to the total The control group in the test had the least significantdifference for the experimental groups compared to the control group. The use of cooperative learningstrategy according to sensory modelling has provided more time that can be used to achieve the objectivesof the lesson without the critical time that can be used to correct and repeat more.

Cooperative Learning Strategy and Students Performance in Mathematics in Junior High School in Hohoe Municipality, Ghana

The study investigated the effect of cooperative learning strategy on student’s performance in mathematics at selected Junior High School in Volta Region of Ghana. The study adopted a quasi-experimental research design. The sample for the study consisted of two hundred and sixty-six (266) Junior High School 2 mathematics students selected from two Junior High Schools in Hohoe municipality of Volta Region in Ghana. The instrument for data collection was Mathematics Achievement Test (MAT). The instrument was validated by two experts and has reliability index of 0.87 obtained through the use of Pearson Product Moment Correlation. Two objectives and two hypotheses were formulated to guide the study. The data collected were analyzed using adjusted mean and standard deviation to answer the objectives while Analysis of Covariance (ANCOVA) was used to test the null hypothesis at alpha level of 0.05. The finding of the study confirmed that students performed better using cooperative learning strategy irrespective of their ability level than those students who were taught using the traditional method. The test of interaction showed that gender had no significant interaction with teaching strategy on students mean performance. The study concluded that cooperative learning strategy is a good teaching method for teaching mathematics. The study recommended that mathematics teachers should adopt the cooperative learning strategy in order to improve students’ performance, social interaction skills and foster meta-cognition in students. The study also recommended that workshops should be organized by educational bodies to emphasize and enlighten teachers and mathematics educators on the importance of using cooperative learning strategy in the learning and teaching in Junior High schools in Ghana.

The effect of cooperative learning strategy on the engagement in architectural education

Cooperative learning is one of the important educational strategies that have been adopted in the student-centered curricula, and an important step in learning and education is the development and enhancement of student learning and their interaction with improving the effectiveness of teaching. The aim of this research is to study the impact of the use of cooperative learning strategy and its impact on academic engagement and its reflection on student performance achievement and results of their learning process for a sample of students from the Department of Architecture in the College of Engineering at Mustansiriyah University. The results showed a strong correlation between cooperative learning strategy and academic engagement in the educational process with high impact factor between the two variables, so the result was positive, which enhanced the academic achievement results for the stage as well as an increase in technical and academic skills for students by helping them meet the design requirements and enhancing their social skills, so they became more motivating and willing to learn and strengthen social relations between students and the faculty as well as the influence of time factor where teamwork significantly reduced time at the level of achievement, in addition to the time devoted to criticism for five groups compared to (15) individuals. The experiment demonstrated the effect of cooperative learning strategy on the level of student engagement in terms of its four characteristics:• Behavioral engagement through effective engagement into group work.• An increase in the desire to work and an improvement in social relations, and hence, increase in the rates of emotional engagement.• Cognitive merger by noting an improvement in academic performance in general compared to individual performance.• The individual effort may not be apparent to some students due to the interlock of joints of work at the group level.

Comparative Effect of Cooperative Learning on Students’ Performance in Mechanics Concepts: A Case of Two Secondary Schools in Berekum Municipality, Ghana

The study sought to establish differences in the effect of cooperative learning strategy with and without the instructional manual on the Senior High School students’ performance in Mechanics concepts in Physics in the Berekum Municipality, Ghana. The research design employed in this study was the experimental using the pretest and posttest equivalent control group design. A sample of 93 SHS 2 students, drawn from two intact classes was used. An instrument known as Mechanics Concepts Test (MCT) was employed in data gathering. Mean score, standard deviation; t-test, mean gain and effect size analysis were used to answer the research questions, while the independent sample t-test was used to test a hypothesis. The results revealed that students taught using the cooperative learning strategy with the instructional manual performed significantly better in the Mechanics Concepts Test (MCT) than those taught using the cooperative learning strategy only. Therefore, it is recommended that physics teachers should use the cooperative learning strategy along with the instructional manual in order to enhance the performance of students in secondary schools.

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

<p>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.</p>

Effect of Co-operative Learning Strategy on Senior Secondary School Students’ Achievement in Woodwork Technology

Effect of Co-operative Learning Strategy on Senior Secondary School Students’ Achievement in Woodwork Technology

The Effect of Cooperative Learning Strategies on Sixth Grade EFL Learners' Reading Performance

This study aimed to investigate the effect of using cooperative learning strategies on the sixth-grade learners' reading performance and its role in enhancing their performance in English. The sample of this study were 80 male students during the second semester of the academic year 2015\2016, at Abd Al Malek Bin Marwan Basic School for Boys in Mafraq Directorate of Education, Jordan. They were assigned randomly into two sections (One experimental and one control) in English language. The participants of the experimental group students were taught English reading activities (Read and write, read and answer, read and choose, read and match and read and put in order) through cooperative learning strategies (Jigsaw, think-pair-share, numbered heads together, round robin and round table) while the control group studied through regular teaching. A reading activities test was used as a study instrument. Relevant statistical analyses related to means, standard deviations, and One- way MANCOVA test were used. The results showed that teaching reading activities using cooperative learning strategies resulted in improving reading performance. Moreover, there were significant differences between the mean scores of experimental group students' performance in reading activities due to cooperative learning strategies in favor of Read and choose activity. Finally, cooperative learning strategies enhanced EFL students' performance in their reading activities. Keywords: cooperative learning strategies, sixth grade, EFL, reading performance DOI : 10.7176/JLLL/61-11 Publication date :October 31 s t 2019

Effect of Cooperative Learning Strategy on Biology Students’ Academic Performance in Senior Secondary School in Rivers State

Aims: This study investigated the effect of cooperative learning strategy on students’ academic performance in biology in Senior Secondary Schools in Rivers State.
 Study Design: Quasi-experimental design.
 Place and Duration of Study: Port Harcourt, Rivers State, located in the South-South geo-political zone of Nigeria, West Africa.
 Methodology: The population consist of 2,150 Senior Secondary three biology students out of which 120 students of intact classes in selected schools formed the sample. Three research questions and three hypotheses guided the study. The instrument used in data collection was Biology Performance Test developed by the researchers. The test items were selected from standardized past questions of Senior School Certificate Examinations conducted by The West African Examinations Council and validated by two lecturers in Science Education and one lecturer in Measurement and Evaluation. The reliability coefficient was determined by test retest method using Pearson Product Moment Correlation Coefficient to be 0.78. Mean, standard deviation and t-test at .05 level of significance were used for data analysis.
 Results: The results of the study revealed a significant difference in performance between students taught biology with cooperative learning strategy and those taught with conventional lecture method. Students in the experimental group where cooperative learning teaching strategy was adopted scored significantly higher in biology performance test than those in lecture method group. There was no significant difference in performance based on gender (male and female) and school type (public or private).
 Conclusion: Cooperative learning strategy is more effective in teaching and enhances biology students’ performance than the conventional lecture method.

Effect of Cooperative Learning Strategy on Students’ Achievement in Secondary School Chemistry.

The study investigated the effect of cooperative learning strategy on students‟ achievement in secondary school chemistry. The design adopted for the study was quasi-experimental, precisely pretest, posttest non-equivalent control group. Two research questions guided the study while two null hypotheses were tested at .05 level of significance. The population for the study comprised 800 SS one students who offered Chemistry in 2014/2015 academic year in Abia State, Nigeria. The sample consisted of sixty students (30 males and 30 females) drawn from the target population using simple random sampling technique. The instrument for data collection was the chemical bonding achievement test (CAT) consisting of 25 item questions adopted from past WAEC and NECO question papers. The research questions were answered using descriptive statistics while the null hypotheses tested at .05 level of significance were analyzed using analysis of covariance. Results of data analysis revealed a significant difference in the mean achievement scores of cooperative learning group and conventional lecture method in favour of cooperative group. Again, a significant difference was observed in the mean achievement scores of male and female students exposed to cooperative learning strategy and the difference was in favour of the males. It was recommended among others that teachers should embrace the use of cooperative learning in chemistry classrooms.