Effect Of Cooperative Learning Research Articles

Cooperative Learning in Physical Education and Its Effects on Student Reading Comprehension Scores

Some states require physical education (PE) to be in a school’s curriculum. Some people feel that it is a time to play and it is not an important subject in a school’s curriculum. This study aims to shed light on the potential effects of PE on students’ performance in language arts as subject matter. The purpose of this study was to examine the effects of the cooperative learning skills used during a adventure education unit in PE on students’ reading comprehension scores. This study exposed participants to adventure education classes with challenging developmentally appropriate tasks and other PE classes with nonstructured tasks. After the PE classes, the participants read a passage and answered 10 questions about the passage as related to language arts. Data for this study were placed into a Microsoft Excel spreadsheet and the averages were analyzed via a linear regression in Microsoft Excel. The results showed an increase in student reading comprehension scores for fifth grade and sixth grade on several of the days and the same or lower scores on other days. One limitation of the study was its length of time, which suggests that further research needs to come to a complete conclusion on the effects of cooperative learning in PE on students’ reading comprehension scores.Subscribe to TPE

Exploring the Effectiveness of Cooperative Learning at Secondary Level in Bangladesh

In general, cooperative learning refers to the use of small groups of students to encourage them to
 work together and help each other to learn, accomplish learning goals, and increase their learning
 potential. This study attempts to explore the effectiveness of cooperative learning at secondary level
 classroom learning and students' achievement in particular. It also compares the achievements in
 means of scores between a student group taught using cooperative learning strategies and another
 group taught using non-cooperative learning strategies. This study is designed following a quasiexperimental
 research
 technique.
 60
 students
 from
 a
 secondary
 school
 of
 class
 9
 taking
 Science
 from
 
 2
 
 different sections were selected as samples and were divided into equal number experimental
 group and control group for this study. A pretest was conducted before administering the
 cooperative learning technique which was followed by a post-test after on to determine the
 effectiveness in the form of learning achievement. Students' achievements were measured through a
 self-constructed achievement test which was used in both the pretest and post-test. The data were
 analyzed through t-test using SPSS. The comparison of these results indicated a meaningful
 statistical difference between the two groups, and it was also found from the teachers that students
 who work in the cooperative learning groups were more engaged, more responsible in completing
 group assignments and more organized while working in their respective groups. Therefore, in
 order to promote quality learning, the results of this study may encourage the practice of cooperative
 learning for the secondary school level. To make the learning of students more enjoyable, effective,
 and sustained at secondary level; schools and teachers need to use the cooperative learning
 technique in the classrooms

The Effects of Jigsaw Cooperative Learning Applied in Medical Terminology on Academic Achievement and Self-directed Learning in Nursing Students

Purpose : This study aimed to evaluate the effects of jigsaw cooperative learning applied in medical terminology on academic achievement and self-directed learning in nursing students. Methods : A non-equivalent control group pretest-posttest design was employed to test the effects. Totally 46 nursing students were recruited either experimental group(n＝23) or a control group(n＝23). Instructional design for medical terminology was developed based on analysis, design, development, implement, and evaluation(ADDIE) model. During 4 weeks of 5 hours a day, the jigsaw cooperative learning was applied to the experimental group and traditional lecture was performed to the control group. Results : The experimental group had significantly highly scored in academic achievement. Self-directed learning ability between the two groups were not significantly different. According to the satisfaction survey after the jigsaw cooperative learning of the experimental group, 20 of the participants( 87%) were satisfied. Conclusion : Jigsaw cooperative learning was found to be a useful teaching and learning method for improving academic achievement in medical terminology class. In addition, it is expected to contribute to nursing education by suggesting alternative teaching methods available.

DOES COOPERATIVE LEARNING BRING POSITIVE EFFECT ON STUDENTS’ VOCABULARY ACHIEVEMENT?

This study wanted to investigate the effect of cooperative learning on students’ vocabulary achievement. The subject of this study is 54 students of grade seven in one of public junior high schools in East Java Indonesia. The researcher divided the subjects into two groups; experimental and control groups which consisted of 27 students. The instruments of this study were used tests, and observation. The tests consisted of pre and posttest which delivered in the first and the last meeting. The observation was done to observe the situation of students in the classroom during the implementation of cooperative learning and conventional method. In this study, the researcher used SPSS 24 to analyze the data. The result of this study revealed that the use of cooperative learning and conventional method significantly improve students’ vocabulary achievement. It also gave positive effects for the students such as; increasing students’ motivation and cooperation and decreasing their nervous. The result also showed that there was no significant different between conventional method and cooperative learning on students’ vocabulary achievement.

Jigsaw using animation media for elementary school

This research is motivated by the need for innovation in the learning process in the 4.0 Industrial Revolution era. The purpose of this study is to determine the effect of jigsaw cooperative learning using animation media for elementary school students. This research is quasi-experimental using posttest only. The results show a significant positive effect of the application of jigsaw cooperative learning by using animation media towards the learning outcomes of elementary school students. The implication of this study is that elementary school teachers can use cooperative learning models using animation media as an effort to improve the learning outcomes of elementary school students in the 4.0 industrial revolution era.

The Effects of Jigsaw Cooperation Learning on Communication Ability, Problem Solving Ability, Critical Thinking Disposition, Self-directed Learning Ability and Cooperation of Nursing Students

Purpose: This study was conducted to examine the effects of jigsaw cooperative learning on the communication ability, problem solving ability, critical thinking disposition, self-directed learning ability and cooperation of nursing students. Methods: A one-group, pre-post design was utilized with 92 nursing students as subjects. The data were analyzed using descriptive statistics and paired t-tests using SPSS/WIN 24.0. Results: The scores on problem solving ability, self-directed learning ability and cooperation were significantly increased after the education intervention. Conclusion: These findings indicate that cooperation learning is an effective intervention for improving problem-solving, self-directed learning ability, and cooperation in nursing education.

Shifting the instructional paradigm in higher education classrooms in Ethiopia: What happens when we use cooperative learning pedagogies more seriously?

This study examines the relative effectiveness of formal cooperative learning (CL) compared to the traditional lecture-based instructions in improving instructional processes and learning outcomes. For this, the study used non-equivalent control groups design, collecting data from a sample of volunteered undergraduate students (n = 347) in a large public University in Ethiopia. In general, results indicate that higher perception of academic challenge, cooperative interaction, learning gains, and overall satisfaction were associated with formal CL, rather than traditional lecture-based instructions. In addition, results show that cooperative learning lessons were associated with more positive relations between academic challenge, cooperative interaction, learning gains, and overall satisfaction. Implications for higher education teaching and learning from a social interdependence theory perspective is discussed.

Using Cooperative Learning Strategies to Develop Rural Primary Students' English Oral Performance

This small-scale quasi-experimental research study aimed at investigating the effectiveness of cooperative learning (CL) strategies in the achievement of students’ oral performance at the A1 Common European Framework of Reference for Languages (CEFR) level. The study participants were twenty-four seventh graders from a small rural primary school located on the southern part of Cuenca city. The quantitative part was based on a descriptive statistic study. It was collected through the students’ speaking pre and post-test. The results were processed and analyzed through SPSS version 25. To compare the mean scores of the students in the pre and post- test, a T test for one sample was used. In addition, the qualitative part based on phenomenological research was gathered through direct classroom observations and group discussion. Findings indicated that: firstly, the study participants reached their A1 oral performance level in the evaluation criteria of comprehension, interaction, fluency, pronunciation. Secondly, students had positive attitudes toward CL strategies. Thirdly, through CL strategies students became more motivated and less reluctant during oral participation. In light of the findings, CL should be adopted in primary English learning as it helps improve learners’ EFL peaking skill.

Pengaruh Model Pembelajaran Kooperatif TGT dan Pembelajaran Berbasis Audiovisual Terhadap Passing Bawah Bolavoli

The purpose of this study was to analyze the effects of TGT cooperative learning and audiovisual media based learning model on volleyball forearm pass skill learning outcome. Method used in this research was quasi experimental design with pretest-posttest approachment. Instrument used in this study were portofolio assessment approach on volleyball forearm pass skill. The result showed that the implementation of TGT cooperative learning model have shown an increased learning output on volleyball forearm pass skill (27.64 %), meanwhile the implementation of learning model using audiovisual media have shown an increased learning output on volleyball forearm pass skill (34.78 %). Based on the result, it was concluded that the implementation of audiovisual media based learning model have shown better improvement on volleyball forearm pass skill learning output.

Effects of Cooperative Learning and Analogy on Secondary School Student’s Achievement and Interest in Chemistry

Effects of Cooperative Learning and Analogy on Secondary School Student’s Achievement and Interest in Chemistry

The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

Determining the effect of cooperative learning and models on the conceptual understanding of the chemical reactions

The aim of this study was to determine the effects of cooperative learning and models on the conceptual understanding of the chemical reactions. The sample of study was comprised of 71 preservice science teachers from the first grade of science teacher education program. Quasi- experimental method with pre-and post-test of quantitative research was used. This study was carried out at General Chemistry Laboratory I course and was applied to two experimental and one control group. At the first experimental group (CMG, n=25), cooperative learning and models were implemented together, and cooperative learning was implemented on the second group (COG, n=23). On the other hand, there was no intervention on the control group (CG, n=23), in which traditional laboratory model was used. To collect data, Chemical Reactions Concept Test (CRCT) was utilized. It was found that cooperative learning with models increased the conceptual understanding about chemical reactions in this study.

THE EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ ECOLOGY ACHIEVEMENT AND INTERPERSONAL COMMUNICATION SKILL IN BIOLOGY EDUCATION STUDY PROGAM FKIP PAKUAN UNIVERSITY BOGOR

This research is aimed at finding out the effect of cooperative learning on students’ achievement in ecology and their interpersonal communication skill in Biology Education Study Program, FKIP Unpak Bogor. This research was conducted at Biology Education Study Program, FKIP Unpak Bogor, and academic year of 2017/2018. Population in this research is students of the fourth semester of Biology Education Study Program, FKIP Unpak Bogor. Cluster Random Sampling technique is used in choosing the sample. There are two classes chosen as the sample with 75 students. Quantitative approach is used with experimental method which consists of three variables. The first variable is Team Assisted Individualization model (TAI) which is a independent variable (X). The second variable consists of two dependent variables (Y) they are ecology learning achievement and interpersonal communication skill. Based on the data analysis and research result, it can be concluded that there is an effect of the use of Team Assisted Individualization model on ecology learning achievement in Biology Education Study Program, FKIP Unpak Bogor. Learning outcome of ecology and interpersonal communication skill on experimental group which taught using Team Assisted Individualization is better than the result of the control group. Team Assisted Individualization model is a model that can improve ecology learning outcome and interpersonal communication skill.

The effects of cooperative learning on reading comprehension

This study aimed to determine the influence of cooperative learning in reading comprehension of high school students at Unidad Educativa “Riobamba” during 2017-2018 school period. For the assessment of the validity and effectiveness of this research, a pre-test and a post-test were applied based on the Cambridge PET (Preliminary English Test) exam, reading section. That exam was composed of two parts: the first was carried out through a cooperative work in pairs and the second part, taking into consideration the cooperative work in groups of four students. A didactic guide for the teacher was designed and applied in the classroom. After that, the analysis of data was made before and after applying the intervention. The teacher's guide was designed to put cooperative learning strategies such as jig-saw, think-pair-share, and reciprocal questioning into action. Three stages of reading were used namely before reading, during reading, and after reading. After the implementation of the proposal, the data analysis was performed using the T-student mathematical test. It is concluded that the students improved their reading comprehension through cooperative work in pairs and in groups as well. It was recommended that teachers practice cooperative learning in the classroom to improve students' reading comprehension in order to optimize their development in English language learning.

Effects of cooperative learning on peer relations, empathy, and bullying in middle school.

Although researchers have developed prevention programs to reduce bullying, the results are mixed, and this may be due to a degree of uncertainty in their theoretical foundation. In particular, these programs share an emphasis on empathy as a personal attribute that can be enhanced among students through the application of specific curricula that will, in turn, contribute to a reduction in bullying behavior. However, the link between empathy and bullying is unclear, as is the ability of bullying prevention programs to actually impact student empathy. In this study, we used a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White) to evaluate the impact of cooperative learning on bullying, and we evaluated whether these effects were mediated by empathy and peer relatedness. Our results indicated that cooperative learning can significantly reduce bullying, and that some of this effect is transmitted via enhancements to affective empathy. Cooperative learning also demonstrated significant positive effects on cognitive empathy, but this did not have an effect on bullying. We also found that the effects of cooperative learning on cognitive and affective empathy were mediated by improvements in peer relatedness. These findings add a degree of clarity to the literature, and also represent the first time, as far as we are aware, that an antibullying program has been found to have significant effects on both cognitive and affective empathy.

Effects of cooperative learning on preservice elementary teachers’ interest in and integration of music into core academic subjects

The author investigated the effects of a cooperative learning environment on the implementation of integrating music into core academic subjects. Using a quasi-experimental design, participants ( N = 59) were preservice generalist elementary and special education majors from four course sections of a required music methods course, where two course sections worked in a cooperative learning environment and two course sections worked individually. For six weeks, participants worked on a final project that integrated music into academic core subject lessons. At the conclusion of six weeks, each participant individually microtaught one lesson created from the music integration project. Additionally, participants completed an interest survey after the study was concluded. Results showed that participants in the cooperative learning group scored statistically significantly higher ( p < .05) on the music integration project, microteaching evaluations, and rated statistically significantly higher interest on their projects from the student interest survey. These results suggest that participants in the cooperative learning group produced work of a higher quality than participants in the control group and that the cooperative learning group also showed a higher level of interest in their own music integration projects.

Eğitim Politikası Bağlamında İşbirlikli ve Geleneksel Öğrenme Yöntemlerinin Tutuma Etkisinin Meta Analizi

Bu çalışmanın amacı, eğitim politikası bağlamında ortaokul fen bilimleri ve matematik derslerinde uygulanan işbirlikli öğrenme yöntemlerinin geleneksel öğrenmeye karşılık, öğrencilerin derse karşı tutumları üzerindeki etkisini meta analitik biçimde araştırmak suretiyle, eğitim politikası belirleyicilerine, öğretmen eğitim ve yetiştirilmesinde rol oynayan eğitimcilere bilgi sunmaktır. Dâhil etme ölçütlerine uygun 33 çalışmadan 33 etki büyüklüğü hesaplanmıştır. Bu etki büyüklükleri toplam 3033 öğrencinin katıldığı uygulamalardan elde edilen verilerle hesaplanmıştır. Bulgular açık biçimde geleneksel öğrenmeye kıyasla işbirlikli öğrenmenin tutum üzerinde olumlu yönde daha etkili olduğunu göstermiştir. İşbirlikli öğrenmenin tutum üzerindeki genel etki büyüklüğü g = 0.445 olup, bu etki orta düzeye yakın fakat küçük düzey sınıfındadır. Bu sonuç geleneksel öğrenme yöntemlerine göre işbirlikli öğrenmenin, öğrencinin derse karşı tutumunu olumlu yönde 0.445 standart sapma kadar yükselttiği anlamına gelmektedir. Bu sonucun eğitim politikası bağlamında anlamı, işbirlikli öğrenme yöntemlerinin tutum üzerinde olumlu yönde etkili olduğu fakat bu etkinin öğretim yöntem ve tekniklerini belirlemede izlenen politikalara muhtemel etkisinin küçük düzeyde olduğu biçimindedir.

Narrowing the Achievement Gap between EFL Students in Oral Expression through Cooperative Learning

Any learning is stimulated by the teaching method or technique adopted. When put in traditional competitive settings, students worry more about their self-esteem and tend to shy away from participating in the activities, while, only those with higher level of oral skills volunteer in answering the questions. This inequity in practice causes a discrepancy in students’ performance in the oral expression exams and thus, results in a gap in the achievement. This paper suggests cooperative learning as a means to reduce the achievement gap between high and low achievers in the oral expression classes. This study is an endeavor to highlight the effectiveness of cooperative learning in reducing the disparity between high and low achievers and also to accentuate the benefits of this method in the English as a foreign language (EFL) classroom. The study followed an experimental pretest-posttest non-equivalent groups design with a sample of 44 second year EFL students from the University of Khenchela, Algeria. The intervention lasted for a semester. The results showed that the achievement gap was reduced in the experimental group after using cooperative learning instructions, while the traditional method, in the control group, failed in closing the achievement gap between high and low-achievers. As a conclusion, some recommendations will be given with the aim of promoting the use of cooperative learning in the EFL classrooms as well as fostering teachers’ awareness of the effectiveness of such teaching method in improving students’ performance in oral expression.

Does Cooperative Learning may Enhance the Use of Students’ Learning Strategies?

The present study investigates the effects of cooperative learning on learning strategies of 72 second-year Vietnamese higher education students toward the Research Methods in Education course over a nine-week course. These students were divided into two matched groups of 36 to be taught by the same lecturer. In the control group, cooperative learning was used, while in the experimental group, lecture-based teaching was employed. Results showed that students who were instructed using lecture-based teaching had lower scores on the post-tests of resource management and cognitive - metacognitive strategies than did the students who were instructed using cooperative learning. Implications for educators and further research are suggested for a less competitive and more effective learning outcome.

Cooperative learning effects on peer relations and alcohol use in middle school

We tested a prevention approach aimed at reducing growth in alcohol use in middle school using four waves (2 years) of data from a cluster randomized trial (N = 15 middle schools, 1890 students, 47.1% female, 75.2% White). Our approach exposed students to a broad cross-section of peers through collaborative, group-based learning activities in school (i.e., cooperative learning). We hypothesized that the increased social contact created by cooperative learning would promote greater peer relatedness, interrupting the process of deviant peer clustering and, in turn, reducing escalations in alcohol use. Our results supported these hypotheses, suggesting that the social nature of cooperative learning, and the emphasis on group work and collaboration, can provide social and behavioral as well as academic benefits for students.