Effect Of Cooperative Learning Research Articles

Effects of Online Cooperative Learning (OCL) Student Teams Achievement Division (STAD) Method to the Motivation, Self – efficacy, And Academic Achievement of Students in Science 10

This study explores the impact of Online Cooperative Learning (OCL) using the Student Teams Achievement Divisions (STAD) method on science 10 students’ self-efficacy, motivation, and academic achievement. Conducted at Ocampo National High School during the COVID-19 pandemic, the quasi-experimental design involved 90 tenth-grade students split into control and treated groups. Pre- and post-experiment assessments included Likert-scale questionnaires on motivation and self-efficacy, along with summative tests. Data analysis, conducted with R software, employed descriptive statistics, t-tests, Wilcoxon signed-rank tests, and Structural Equation Modeling (SEM). Results indicated significantly heightened motivation (weighted mean=4.17, p=0.056), increased self-efficacy (weighted mean=4.2, p=0.04), and improved academic performance (weighted mean=38.69, p=0.00) among students using OCL-STAD. Path analysis revealed the direct effects of self-efficacy on academic achievement (path coefficient=0.25) and motivation (path coefficient=0.04). Keywords: motivation, online cooperative learning, Student Teams Achievement Divisions (STAD) method, self-efficacy

Putting the pieces together: comparing the effect of jigsaw cooperative learning and lecture on public health students’ knowledge, performance, and satisfaction

ABSTRACT The present research was conducted to compare the effects of two methods of traditional lecture and Jigsaw Cooperative Learning on the students’ knowledge, performance, and satisfaction. This quasi-experimental study was done on 50 public health students, who had been chosen through available sampling. The performance and satisfaction of students was measured through two researcher-made 80 and 18-item questionnaires after receiving the training. Data were analyzed through SPSS 2423.0 software. The mean score of knowledge in the pre-test stage in the jigsaw and lecture groups was 11.40 and 10.56, respectively, while these values in the post-test stage significantly increased in the jigsaw group compared to their lecture counterpart (16.68 vs. 10.76) (P < 0.001). There was a significant difference between the two groups regarding the score of poster and pamphlet preparation, role-playing, and slide preparation in all subscales (P < 0.001). The mean score of satisfaction was higher in the jigsaw group in all subscales except for motivation (P = 0.17) and problem-solving (P = 0.43), compared to the lecture group (P < 0.001). The results indicated that the JCL method, by engaging students in the teaching-learning process, could cause enhanced knowledge, performance, and satisfaction of the learner, helping them deal with their courses with greater interest. .

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

대학생의 지역사회 협력학습 인식 및 수요에 대한 사례 연구

Objectives The purpose of this study is to provide assistance to educators who wish to develop community collaborative classes by investigating and providing college students' perceptions and demands regarding this type of class.&#x0D; Methods A demand survey was conducted on 1,486 students at D University in the metropolitan area, participation in community cooperative learning, the expected effects of community cooperative learning, the demand for community cooperative learning, and the operation of community cooperative learning classes.&#x0D; Results The results showed high interest among college students in community cooperative learning. College students hope that community cooperation programs will be established in all types of classes, regardless of major or liberal arts, and appear to prefer community cooperation classes compared to general lecture classes.&#x0D; Conclusions In order to overcome the crisis in universities, classes in the form of community cooperative learning need to be actively developed and utilized. Now is the time when all universities must actively develop new classes linked to the local community and make efforts to apply new learning methods.&#x0D;

Effects of cooperative learning on gender equality education in university students

Background: Coeducation in university settings is essential for fostering an inclusive, equitable, and diverse learning environment. In this regard, cooperative learning could play a crucial role in promoting coeducation by fostering collaboration, communication, and mutual understanding between male and female students. Thus, the aim of this study was to assess the effects of cooperative learning on gender equality and cooperative skills in students. Methods: The design of the study was quasi-experimental with quantitative pre- and post-test measures. The sample was comprised of 60 students (female = 30, male = 30, age: 19,97 ± 1,21 years) enrolled in the 2nd grade of Sport Sciences, distributed into two groups (control and experimental). The Competencies Scale for Gender Equality Education (CEIG) and the Questionnaire for the Analysis of Cooperative Learning in Higher Education (ACOES) were implemented before and after the intervention in both groups. The experimental group participated in 7 volleyball lessons executed that followed a methodology grounded in Cooperative Learning, specifically using the Jigsaw method, which ensured the formation of mixed-gender teams. A Mann-Whitney U test was carried out to verify the intergroup effect of the intervention. Results: The experimental group significantly improved in 2 out of 3 dimensions of the CEIG and in 5 out of the 7 dimensions of the ACOES. Conclusions: Teaching collective sports like volleyball through a cooperative model, specifically with the Jigsaw method and including mixed teams, significantly contributes to improving not only cooperative teamwork skills but also gender equality in education. Key Words: didactics, volleyball, teamwork, coeducation, Jigsaw method, gender

The effect of project-based cooperative learning on disability empathy in pre-service early childhood teachers

This study investigated the effect of project-based cooperative learning in an introductory special education class on disability empathy. Disability empathy is an important competency for pre-service teachers who teach children with disabilities. The subjects of this study were 49 university students who were completing a qualification course for pre-service teachers who teach children with disabilities. First, through theoretical learning, interest and understanding of disabled infants and toddlers were raised, and educational program production activities were carried out to increase understanding of disabilities. Project-based cooperative learning was conducted for a total of 30 hours over 15 weeks. As a result of the study, it was found that the disability empathy of pre-service early childhood teachers significantly increased after the implementation of project-based cooperative learning, and the active interaction item score was the highest in the class satisfaction area. As a result, it was found that project-based cooperative learning has a significant effect on pre-service early childhood teachers' disability empathy and promotes active interaction. The significance of this study is that it empirically verified the effect of project-based cooperative learning on preservice teachers’ disability empathy. It is hoped that the results of this study will be used as teacher education materials to improve pre-service teachers’ disability empathy.

Do Peers Influence the Development of Individuals’ Social Skills? The Potential of Cooperative Learning and Social Learning in Elementary Schools

AbstractPromoting social skills in addition to teaching curricular content is challenging for elementary-school teachers. Teaching methods that implicitly foster social skills could support teachers and students alike. Peer influence and social learning, as a mediating peer-influence mechanism, could be beneficial. If peers can show their social skills in class, students with lower social skills could adopt their skillset. An intervention study investigating the peer influence effect of cooperative learning on the development of social skills was conducted with 558 students (Mage = 8.66; 49,3% female) of 26 classes. Over the course of four weeks Cooperative Learning was implemented daily in intervention classes to determine the effects of peer influence as well as additional effects of Cooperative Learning on the development of social skills. The results suggest that students with low social skills can benefit from Cooperative Learning if they are taught in highly socially skilled classes. The article discusses possibilities to enrich Cooperative Learning to benefit all students.

Effects of caring climate on career commitment for preschool teachers: the mediating roles of interpersonal trust and cooperative learning

ABSTRACT Preschool teachers in Taiwan face pedagogical and emotionalchallenges that shape their job satisfaction, commitment, and socialidentity. Understanding their views on professional developmentand organizational commitment in early childhood education is critical. This study aims to examine the relationship between caring climate and career commitment and test the multiple mediating effects of interpersonal trust and cooperative learning in this relationship. A survey was conducted in Taiwan to test preschool teachers’ attitudes toward career commitment and other related factors. The questionnaire consisted of four latent factors: caring climate, career commitment, interpersonal trust and cooperative learning. We used partial least squares to analyze the sample data and examine the reliability and validity in the multiple mediation model. The results of the multiple mediating analysis indicated that interpersonal trust and cooperative learning fully positively mediated the association between caring climate and career commitment. Preschool teachers’ career commitment is influenced by their perceptions of caring climate in workplaces. Their positive attitudes toward kind interactions and teamwork with colleagues in preschools actively support sustainable development of their career paths.

The Effectiveness of the Jigsaw and Traditional Teaching Methods on Math Anxiety, Attitude and Performance

This study was conducted to compare the effectiveness of cooperative learning on mathematics anxiety, attitudes towards mathematics, and mathematics performance of the 12th-class Private school students of Herat City by using a quasi-experimental study. The statistical population included 650 individuals who were all high school students. 40 individuals were selected in two 20-individual groups by the multistage cluster random sampling method. The Math Anxiety Scale (Baloglu &amp; Zelhart, 2007), the Mathematics Attitude Scale (Fennema-Sherman, 2000), and teacher-made tests of mathematics academic performance were used to collect data. The Jigsaw cooperative learning model was used to monitor the effectiveness of the presence or absence of cooperative learning, and the data were analyzed using SPSS software and one-way covariance analysis (ANOVA). In this study, three hypotheses were formulated, and their results indicated that there is a significant difference between the Jigsaw cooperative and traditional learning models in terms of math anxiety, attitudes towards math, and mathematics performance of the 12th-class Private school students of Herat City. It is concluded that the Jigsaw cooperative learning model can be used as one of the effective methods in schools to reduce mathematics anxiety, foster a positive attitude towards mathematics, and enhance the 12th-class Private school students’ mathematics performance.

Effectiveness of cooperative learning as a method to improvefluency in english communication

It was analyzed the effectiveness of cooperative learning by applying the "Think-Pair- Share" strategy, for the verbal fluency in English in the eighth-grade students of Pedro Fermín Cevallos School located in the Manta city, Ecuador. The methodology that was carried out had a quantitative, descriptive, non-experimental and field approach. The data collection technique was an observation rubric for group work and a Student´s fluency rubric, which were applied to the 54 students within the target population. The results indicate that 40.74% of the students work favorably in pairs, considering this cooperative learning technique useful for learning since everyone contributes significantly to the group. On the other hand, regarding verbal fluency, 38.89% of students are on the "Needs to improve" scale, meaning that this ability is still being developed among the target population. To respond to the data found, a didactic plan is proposed to promote learning through collaborative work.

The Effectiveness of Cooperative Learning towards Low- Achieving Students in Class: A Concept Paper

The Effectiveness of Cooperative Learning towards Low- Achieving Students in Class: A Concept Paper

Effect of Cooperative Learning Method on the Performance of Mathematics Students in Public Secondary Schools in Rwanda: A Case of Karongi District

Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. &#x0D; Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression.&#x0D; Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject.&#x0D; Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.

Research on Teaching and Dance Creation of Chinese Folk Dance in the Information Age

Abstract In this paper, we use motion capture technology to collect typical movements of Chinese folk dances and establish three-dimensional character models with the characteristics of human motion continuity and bone length invariance to discriminate the trajectory of skeletal movements. Video is used to export the data of Chinese folk dance. Design methods for extracting folk music and dance features to form a model for creating dances. Suppressing the noise of the original dance music, improving the accuracy of the fundamental frequency extraction of the music signal, and manually scoring the dance creation generation program are all benefits of using the Chebyshev filter. We propose the teaching method of Chinese folk dance in online broadcasting mode and carry out teaching experiments to compare the cooperative learning effect and dance technique evaluation effect between traditional dance teaching method and online broadcasting video lecture teaching method. The dance creation and generation program proposed in this paper is able to achieve a dance movement similarity of 0.92, which is able to preserve the original dance posture of Chinese folk dances to a greater extent. The results of the technical evaluation show that the teaching effects of the two teaching methods present significant differences in the four methods of basic technique, pair cooperation, dance expression, and total score, i.e., P&lt;0.05, which shows that the online live video explanation method is more suitable for the teaching of ethnic folk dance in the information age.

Interdisciplinary approaches and teaching models in English reading instruction

This paper explores interdisciplinary approaches and teaching models in English reading instruction, aiming to enhance students' reading proficiency and interdisciplinary literacy. By analyzing existing literature and practical experiences, the paper takes an interdisciplinary perspective and discusses the application of multidisciplinary knowledge such as linguistics, psychology, and education in English reading instruction. Regarding teaching models, the paper combines examples to analyze the implementation effects of problem-based teaching, cooperative learning, and technology-supported teaching. Finally, the paper summarizes the importance of interdisciplinary approaches and teaching models in improving the effectiveness of English reading instruction and proposes directions for future research.

Asynchrony and promotive interaction in online cooperative learning

The positive effects of cooperative learning are well-documented in face-to-face environments, but its efficacy in asynchronous online environments remains unclear. Recent experimental research suggests that in comparing face-to-face and synchronous versions of cooperative learning, motivation, achievement, and cooperative perceptions, all decrease under asynchronous online conditions, which raises questions about how and why this occurs. The purpose of this study was to clarify this issue by testing whether asynchrony promotive interaction and moderates the association between cooperative goals and cooperative outcomes, using a repeated-measures experimental–control design. Results indicate that asynchrony affects promotive interaction in a way that disrupts the processes that occur in cooperative learning. Notably, the academic support component of promotive interaction was more susceptible to the effects of asynchrony, as it decreased among asynchronous students over time, particularly among those reporting above-average levels of cooperation, belonging, and positive emotion.

A Case Study of Using Problem-Based Learning in a University Liberal Arts Classroom : Focusing on a music appreciation-based class

The purpose of this study is to analyze the effectiveness of students' self-directed learning, creative problem solving, and critical thinking skills through the use of PBL in a university liberal arts music appreciation-based class to improve learning efficiency. The subjects of the study are 66 male and female undergraduate students participating in the course ‘Theory and Appreciation of Music’ at a four-year B university in Region A in Korea. The class was run as a PBL for 10 weeks with theoretical knowledge of each period and genre along with related music listening activities. The research method used the SPSS program to conduct pre-post t-tests, the analysis of individual and team evaluations, and qualitative data analysis using reflection journals. First, the results showed significant effects on self-directed learning, creative problem solving, and critical thinking skills through PBL-applied music appreciation-based liberal arts classes. Second, the analysis of the reflection journals revealed the expression of creative thinking and the positive meaning of empathetic communication, the benefits of developing self-directed learning and problem-solving skills, the effectiveness of team-based cooperative learning, and the expectations of future learning design and community activities. Therefore, this study demonstrates that PBL is an appropriate teaching and learning method for university students' liberal arts music classes. Thus, it is necessary for instructors to design and operate differentiated classes centered on learners to promote learning motivation and participation and to improve the students' overall level of satisfaction. In addition, the assignment of PBL topics and tasks that apply to real life is emphasized to encourage non-music majors to reflect deeply from the perspective of new thinking. Finally, as a result of this study, we suggest that instructors improve upon their learning assessment methods and that they conduct continuous research on innovative teaching methods using PBL.

Effect of Cooperative Learning on Students’ Academic Performance in Mathematics Lesson in Day Secondary School of Rwanda

Effect of Cooperative Learning on Students’ Academic Performance in Mathematics Lesson in Day Secondary School of Rwanda

The Impacts of Cooperative Learning on Suburban Students’ Learning Motivation

This study investigates the impact of cooperative learning on suburban students’ motivation. This study used an experimental approach by comparing the effectiveness of cooperative learning in the experimental group with traditional learning in the control group. The research began by carefully identifying schools in a developing industrial area in Cerme, Gresik City, Indonesia. Data collection was carried out carefully through documentation techniques, including taking various documents and records directly related to student learning motivation. This research group featured 224 high school students divided into two equal groups: 146 students in the experimental group and 145 students in the contr with traditional learning. The data were analyzed using the t-test as an analytical tool to measure and establish the statistical significance of the differences between these two groups of students. The research results clearly show the positive impact of cooperative learning on student motivation, as shown by the p-value of 0.014. In light of these important findings, future research directions have been carefully outlined to include in-depth and longitudinal investigations of motivational sustainability within cooperative learning frameworks, exploration of the potential for cultural variation, refinement of teacher training methodologies, integration of modern educational technologies, and development of parental involvement initiatives and innovative. Cooperative learning can increase student motivation and enrich and stimulate academic environments.

The Influence of the Jigsaw Cooperative Learning Model and Learning Motivation on Student Science Learning Outcomes

This study aims to determine the effect of the model jigsaw cooperative learning and learning motivation on student learning outcomes class VI science subject at SD Inpres 2 Tidung. Researchers use the approach post test only control group design, which was carried out on 40 class VI students as a sample (object) of the researcher, consisting of 20 people as the experimental group and 20 people as the control group. For obtain data about learning outcomes using learning outcomes tests, while data about learning motivation using a learning motivation questionnaire. Data analysis using two-way analysis of variance and tukey (Q) test . The results of the study showed that (1) the students' learning outcomes in science were following the jigsaw cooperative learning model is higher than students who follow the conventional learning model, (2) students who have high learning motivation there is a difference in science learning outcomes between students who follow the jigsaw cooperative learning model with students who follow conventional learning models. (3) students who have learning motivation low there is a difference in science learning outcomes between students who follow the model jigsaw cooperative learning with students following the model conventional learning, and (4) there is an interaction effect between models learning by having learning motivation towards science learning outcomes.

The impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners

This research study investigates the effects of jigsaw cooperative learning (JCL) on academic motivation (AM), academic hardiness (AH), and self-efficacy (SE) of English as a Foreign Language (EFL) learners. JCL is an educational strategy that emphasizes collaboration, interdependence, and group cooperation. However, limited research has examined the specific impact of JCL on these factors among EFL learners. Thirty-eight learners from each of the two groups—one was the experimental group (EG) and the other was the control group (CG)—were randomly chosen from among the learners who had been chosen in the academic year 2023. Data were collected using three questionnaires on AM, AH, and SE. Before implementing the JCL treatment, both groups completed the questionnaires as a pretest. A post-test was administered after teaching JCL in the EG and using the traditional method in the CG. Descriptive and inferential statistics, including covariance tests, were conducted to analyze the collected data. The outcomes showed that JCL, as a cooperative learning technique, improved students' AM, AH, and SE. A comparison of the pretest and post-test results confirmed the significant and positive influence of JCL on AM, AH, and SE. These results suggest that the application of JCL techniques can facilitate the development of AM, AH, and SE among EFL learners. These findings have implications for EFL instructors and practitioners, as they can utilize JCL strategies to enhance their learners’ AM, AH, and SE in the classroom.