Impact Of Cooperative Learning Research Articles

Impact of cooperative learning on teaching mensuration to senior secondary students

Scientific and technological developments rely strongly on mathematical skills. However, mensuration is a challenging topic in school mathematics, leading to poor performance by many students. Various factors are responsible for the unsatisfactory performance, including inappropriate teaching methods where students passively absorb knowledge transmitted through reading and explanations of textbook contents. Thus, this study examined how a cooperative learning method affected students' performance in mensuration. A quasi-experimental research design was used in the study. The sample comprised two intact classes of 80 students assigned to experimental and control groups selected from one senior secondary school in Ogun State. Data were collected using an adopted standardised mensuration achievement test (MAT), which takes an analytical approach that includes problem-solving, geometric reasoning, formula application, and conceptual comprehension. The results showed a statistically significant difference between the mean score (M=11.18, SD=3.09) of students taught mensuration using the cooperative learning method and the mean score (M=7.66, SD=3.32) of students taught mensuration without using the learning method of teaching (t (78)=9.50, p=0.00). Also, the mean score varied statistically significantly (M=7.66, SD=2.63) of male students taught mensuration using the cooperative learning method and the mean score (M=8.73, SD=3.08) of female students taught mensuration without using the learning method of teaching (t (78) = 6.58, p=0.00). Therefore, cooperative learning in mathematics classrooms fosters students' ability to create and achieve learning objectives.

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

<b>The Impact of Cooperative Learning on Academic Achievement among Second Grade Scientific Secondary School Students in Schools of Al-Nadira Directorate</b>

هدف البحث الحالي الى تحديد مستوى أثر التعلم التعاوني على التحصيل الدراسي لدى طلبة الصف الثاني الثانوي العلمي في مدارس مديرية النادرة، استخدم الباحث المنهج الوصفي التحليلي، وشبه التجريبي ذي المجموعتين التجريبية والضابطة وتطبيقين قبلي وبعدي، وتكونت عينة البحث من (64) طالبة من طالبات الصف الثاني الثانوي العلمي موزعات على شعبتين بمجمع الفقيدة نجيبة المعمري بالنادرة, درست إحداها باستخدام استراتيجية التعلم التعاوني، ودرست الثانية بالطريقة التقليدية، وتم تطبيق اختبار تحصيلي في مادة النحو والصرف على العينتين، وأظهرت النتائج وجود فروق في نتائج الاختبار التحصيلي عند مستوى الدلالة الإحصائية (0,05) بين متوسطات درجات طالبات المجموعة التجريبية والمجموعة الضابطة في التطبيقين القبلي والبعدي ولصالح المجموعة التجريبية مما يدل على وجود تأثير فعال للتعلم التعاوني على التحصيل الدراسي, وأوصى البحث بتطبيق هذه الاستراتيجية في مناهج اللغة العربية بشكل عام.

Analytical Study of Cooperative Learning in Mathematics

This exhaustive study delves into the application and impact of cooperative learning in mathematics education, specifically focusing on the context of Nepal. The primary aim is to assess the effectiveness and prevalence of cooperative learning strategies employed by mathematics teachers at both school and college levels. The investigation centers on small-group cooperative learning as an alternative pedagogical approach, contrasting it with traditional whole-class expository instruction and individual instruction systems. The study outlines practical and realistic strategies for utilizing small groups in mathematics teaching, emphasizing their applicability across different age groups and curricula. Furthermore, the study encompasses three computer-based cooperative learning strategies designed for classroom implementation, various learning activities aimed at establishing a cooperative classroom setting, and procedures for group problem-solving and inquiry specifically in algebra, geometry, and trigonometry. The implications of this finding underscore the need for further efforts to enhance the adoption of cooperative learning among mathematics teachers in Nepal.

협동학습을 활용한 한국어 교재의 문화 텍스트 교육 방안

The purpose of this study is to devise teaching and learning methods that can be applied to Korean culture classes from the methodological perspective of cultural education using learner-centered cooperative learning. To this end, the concept and principles of cooperative learning were first examined, and the research and discussion of Korean language education applying cooperative learning were examined to understand the necessity of Korean language culture classes based on cooperative learning. Among the various models of cooperative learning, based on the principles of Co-op Co-op model, instructional procedures, and expected effects, the Korean language and culture classes were designed. It is expected that the cultural knowledge and experiences learned and acquired by Korean learners will be internalized and academic achievements as well as mutual cultural communication skills will be cultivated through Korean language culture classes applying the Co-op Co-op model. In the future, we will continue research on the impact of cooperative learning on learners' academic achievement, self-efficacy, and learning attitudes through Korean language culture experimental classes using models of Co-op Co-op.

The Impact of Cooperative Learning in Teaching Speaking Skills at SMPN 4 Sungguminasa

The Impact of Cooperative Learning in Teaching Speaking Skills at SMPN 4 Sungguminasa

The Impact of Cooperative Learning on Improving Omani Intermediate EFL Learners' Grammar Skills.

The Impact of Cooperative Learning on Improving Omani Intermediate EFL Learners' Grammar Skills.

Age-related changes in creative thinking during late childhood: The contribution of cooperative learning

Creative thinking has been considered a human skill that is necessary for facing challenging situations that require adaptive solutions. From an educational perspective, creative thinking plays an important role in learning processes and is an issue of central importance within classroom methodology. In this regard, Cooperative learning (CL) has been studied as a methodology that enhances creative processes. CL methodology refers to teaching procedures based on organizing the class into small mixed-abilities groups where students work cooperatively to complete academic tasks and consolidate their learning. However, the impact of CL on creative thinking seems to have been insufficiently explored in late childhood, which is known as a transitory stage between childhood and adolescence. Using two tests (at 5th and 6th grades of Primary School), we examined the trajectory of creative thinking in fifty-three students from two different schools. Students were assessed by a divergent thinking task (CREA Test; Corbalán et al., 2015) at two time points: Test-1 (T1), with a mean age of 9.81 years (Sd= 0.48), and Test-2 (T2), with a mean age of 11.35 years (Sd= 0.52). Given the differences in methodology delivered in each school (Cooperative and individualistic learning), we also analyzed the effects of this variable on student creative thinking performance. We found significant improvements between testing in the two schools, although CL appeared to have a more positive effect than IL on creative thinking performance. Our finding highlights the importance of studying classroom methodology as a mediating factor in creative thinking development, which could be important in the learning processes as well as the integral development of the child.

Impact of Cooperative Learning and Project-Based Learning through Emotional Intelligence: A Comparison of Methodologies for Implementing SDGs.

Education for sustainable development (ESD) is a holistic and transformative form of education that seeks action-oriented pedagogy using self-directed learning, participation, and collaboration, among other aspects, and is suitable for developing active methodologies. Since affective-emotional aspects can contribute in the teaching-learning process, this work studies, through a case study, the comparison of the influence of two active methodologies: Cooperative Learning (CL) and Project-Based Learning (PBL) in student emotions and learning processes, as well as their awareness of ESD. For that purpose, a survey was conducted at the fourth secondary level in the science laboratory, subjected to the innovation project e-WORLD, which developed the content of the 7 and 13 Sustainable Development Goals (SDGs) from the 2030 Agenda. Results of ANOVA and Tukey's tests carried out showed that both methodologies improved skills and knowledge related to climate change and energy, and triggered major positive emotions in students. Furthermore, CL allowed students to acquire more individual and group responsibility than communication skills developed with PBL. It is necessary to continue working on the involvement of students in these methodologies in order to improve their social skills and to reveal life changes towards more socio-sustainable ones.

Impact of cooperative learning on students’ academic performance in social and economic specialties

The purpose of the present study is to implement the technology of CL in the learning process of students in socio-humanitarian and economic specialties and prove its effectiveness in the professional training of students based on the results of interim academic tests and final course grades. An experimental study focused on a comparative analysis of learning outcomes in students of different specialties is conducted. The learning outcomes are assessed by two criteria: students’ scores in interim academic tests and their final grades. Opposed to other technologies, CL demonstrates positive components: high results in mastering knowledge and obtaining skills and abilities; participants learn to cooperate; learning motivation increases, personal relations develop between students; the level of educational activity improves. The use of CL technology is an effective means of professional training of students in socio-humanitarian and economic specialties as it significantly improves performance in interim tests and final course grades.

The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility

This study explores the change of EFL learners' motivation in learning English with the increase of CL time based on marginal utility. Thirty learners from an intact class in Grade 10 were selected through their performance on a piloted sample Preliminary English Test. Learners were assigned to achievers and underachievers groups. The questionnaire of motivation, based on the Attitude/Motivation Test Battery (AMTB), was given to both groups as a pretest. All participants underwent the same amount of teaching time and same material with the same teacher during seven-week CL, 35 sessions taking 45 minutes each. The same questionnaire was administered again at the end of one week, three-week, five-week and seven-week treatments respectively to both groups and their scores on the questionnaires were compared through an analysis of Paired Samples t-test and ANOVA. The findings showed that after one week CL, both the achievers’ and underachievers’ motivations were significantly improved compared with those in pretest; after three-week CL, the underachievers’ intrinsic and extrinsic motivations and achievers’ extrinsic motivation declined significantly compared with those of Week One, while the latter’s intrinsic motivation has no significant change; after five-week CL, underachievers’ motivation didn’t change significantly compared with their motivation in the pretest, which means that the marginal utility took place in underachievers’ motivation during three-week to five-week CL; after seven-week CL, the achievers’ motivation increased significantly compared with their motivation in the pretest, indicating there was no marginal utility for achievers’ motivation during seven-week CL.

The Comparative Effects of Cooperative and Competitive Learning on Speaking Ability and Self-Confidence of EFL Learners (Research Article)

This study aimed at investigating the comparative effects of cooperative and competitive learning on English as Foreign Language (EFL) learners’ speaking ability and self-confidence. Moreover, EFL learners’ attitude towards cooperative and competitive learning procedures were explored. To these ends 90 learners were selected on the basis of a sample PET results and were assigned into three 30-learner cooperative, competitive and control groups. The speaking section of a sample PET test and Academic Confidence Scale were administered to the three groups before the treatment. As the treatment, the first experimental group members were engaged in cooperative learning, the second experimental group members were engaged in competitive learning, and the control group received regular teacher-fronted instruction. At the end of the treatment, the speaking section of another sample PET and Academic Confidence Scale were re-administered as the posttests.10 EFL learners were randomly selected from each experimental group and seated for a semi-structured interview. The analyses revealed that while both cooperative and competitive learning procedures had significant within-group effects on the learners' speaking ability, the impact on academic self-confidence was significant only for cooperative learning procedure. Moreover, analyses verified that the impact of cooperative learning on speaking ability and self-confidence of EFL learners was statistically superior to the other procedures. Content analysis of the interview data showed that the majority of EFL learners believed that cooperative learning helps them develop their own ideas in greater depth, enhance their participation and creativity in speaking, improve self-confidence and reduce anxiety.

The Impact of Cooperative Learning on Iranian Intermediate EFL Learners’ Reading Comprehension: The Case of Jigsaw Technique

This study examined the effect of Jigsaw technique as a part of cooperative learning on Iranian EFL learners’ reading comprehension. To this end, 40 intermediate participants were selected out of 73 EFL learners based on the results of Oxford Quick Placement Test (OQPT). The participants were divided into two groups; control and experimental. Then, the participants of both groups were pretested on reading comprehension. After pre-testing, the cooperative learning activities (Jigsaw technique) were practiced with the participants of the experimental group during 5 sessions. The experimental participants were assigned to five-member teams to work on reading texts. Each team member read an assigned section and then members from different teams who had studied the same sections met in ‘expert groups’ to discuss their sections. Then, students returned to their own teams and taught their team-mates about their section. On the other hand, the control group received traditional teacher-fronted instruction throughout the classroom time. After the treatment sessions, a teacher-made reading comprehension post-test was given to the participants of both groups to measure their reading comprehension ability after the treatment. The results of paired samples t-test and independent samples t-test revealed that the experimental group outperformed the control group on the post-test. The findings also showed that there was a significant difference between the post-tests of both groups in favor of the experimental group.

Impact of Cooperative Learning on Junior Secondary School Students’ Achievement in Basic Science and Technology (BST) in Akwa Ibom State, Nigeria

The study examined the impact of cooperative learning on achievement in BST among Junior Secondary School Students in Akwa Ibom State. Cooperative learning approach is an instructional strategy focusing on small groups working together to maximize their goals and learning capacities in BST. A sample of 180 students was selected for the study. Two hypotheses were formulated to guide the study. The study revealed that the participants exposed to cooperative learning strategies performed significantly higher in BST achievement tests than their control group counterparts. The study also revealed that gender has no significant impact on achievement in BST. It is therefore recommended that BST teachers should be trained on the use of cooperative learning processes. Keywords: Cooperative Learning, Basic Science and Technology DOI : 10.7176/JEP/10-14-17 Publication date :May 31 st 2019

The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport.

Understanding intra-individual change is a key question when studying causality between variables. The first objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the first time, the motivational sequence proposed by Vallerand (1997), ΔCo-operative learning → ΔRelatedness → ΔIntrinsic motivation → ΔIntention to do sport. The sample comprised 372 students divided into two groups, experimental and control. During a 6 month period the experimental group was taught co-operative learning strategies by a suitably trained teacher. Positive changes were seen in the experimental group in all of the variables examined, while the control group remained unchanged. The results of the TIC suggest accepting the motivational sequence describe. Co-operative learning may by an appropriate method to improve self-determined motivation according to the model described.

Impact of cooperative learning on teamwork competence

PurposeThe purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC).Design/methodology/approachThe authors used a quasi-experimental pre-post design with a previous cohort as control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control).FindingsThe authors’ results show that CL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management.Research limitations/implicationsThis paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to development and improvement of less complex dimensions of TC. More complex dimensions require a longer period of time to be developed.Practical implicationsThis research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business.Originality/valueThis is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.

The impact of cooperative learning on self-directed learning abilities in the computer applications technology class

ABSTRACTThis article reports on an explorative study into the relationship between the implementation of cooperative learning strategies and students’ self-directedness in learning. Participants in this study were first-year Computer Applications Technology student teachers. Students completed a self-directed learning questionnaire at the beginning of the module and again after completion of the module. We used cooperative learning strategies during contact sessions over 12 weeks. After completion of the module, interviews were also conducted with randomly selected students. We concluded that the cooperative learning experiences in the Computer Applications Technology class appear to have an effect on students’ perceived readiness for self-directed learning only in cases where students do not have perceived high self-directed learning skills.

The Impact of Cooperative Learning on CHC Students’ Achievements and Its Changes over the Past Decade

Informed by emergent learning theories and multiple evidenced benefits, cooperative learning has developed into a widely accepted organization mode of class in the Western context. For the same reason, cooperative learning is transferred, during the past decade, into classrooms of Confucian Heritage Culture (CHC) contexts. Concerns, however, are raised regarding the effectiveness of the transfer, for contextual factors have long been acknowledged as a powerful barrier to borrowed initiatives, especially those that are not compatible with the deep-rooted cultural values in the situated contexts.This paper is built on Thanh-Pham’s (2014) review of literature, which is on the impact of cooperative learning on the CHC students’ learning achievements and conducted during 1990 to 2006. This paper has expanded Thanh-Pham (2014) with a similar review on available literatures, which were published from 2007 up to 2016. This review of 39 publications shows up noticeable changes regarding the impact of cooperative learning in the CHC contexts. Specifically, the positive findings have risen from 47.2% to 86.9%, whereas negative and null change studies fall considerably. Influencing factors are analyzed via SPSS22.0 Software and verified with exemplars. Reasons for these changes point to the changing context and adaptive agency.

The Impact of Cooperative Learning on Numerical Methods Course

The Impact of Cooperative Learning on Numerical Methods Course

Impact of instructional decisions on the effectiveness of cooperative learning in chemistry through meta-analysis

Meta-analysis can provide a robust description of the impact of educational reforms and also offer an opportunity to explore the conditions where such reforms are more or less effective. This article describes a meta-analysis on the impact of cooperative learning on students’ chemistry understanding. Modifiers in the meta-analysis are purposefully chosen to model instructors’ decisions in implementing cooperative learning. Modifiers investigated include: using cooperative learning periodically or in every class period; setting a maximum group size at four or smallerversusfive or larger; using closed-ended or open-ended assessments; and assessing a single topic or assessing the cumulative topics in the course. The results showed cooperative learning's effectiveness is robust across a wide range of instructional decisions except no evidence of effectiveness was found with cumulative assessments. The overall results from the meta-analysis provide a benchmark for evaluating future efforts to evaluate pedagogical interventions in chemistry.