Impact Of Cooperative Learning Research Articles

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.

The Impact of Cooperative Learning on Grammar Learning among Iranian Intermediate EFL Learners

The purpose of this study was to investigate the effects of cooperative learning activities on Iranian intermediate EFL learners' grammatical competence. This research was a quasi-experimental study and its design was comparison group design. The study included one control and one experimental group. In total, 50 students participated in the study. They were male and female intermediate English language learners studying English in EFL department at Shokuh-e-Danesh Institute, Dehdasht, Iran. Following a workshop on the implementation of cooperative learning activities, the experimental group was exposed to cooperative learning activities. The control group was, on the other hand, provided with traditional grammar learning methods. 25-item grammar tests were given to both groups before and after the eight-week treatment. T-tests were employed to analyze the obtained data. The results of the tests revealed significant differences between the control group and the experimental group regarding their grammar learning through cooperative learning. The findings of the study suggested that cooperative learning had positive effects on Iranian intermediate EFL learners' grammatical competence.

Impact of Cooperative Learning in Developing Students' Cognitive Abilities for Academic Achievement

This study used an Action Research Method to investigate ways to improve the thinking and reasoning skills of grade eight science students in an under-resourced school in Karachi. The students’ rote learning patterns were challenged using the schema provided by Blooms’ taxonomy of learning domains. A cooperative learning environment was generated with a renewed investment plan, a restructured lesson plan and an intensive workshop with the group leaders. These interventions were done with the help of the preliminary data that was collected through questionnaires. The outcomes of the action research method showed a positive correlation between cooperative learning approach and academic achievement of the students.

The Effect of Cooperative Learning Activities on Writing Skills of Iranian EFL Learners

Recent trends in second and foreign language pedagogy reflect a shift of focus from traditional teacher-dominated classes to more learner-centered contexts. Cooperative learning as opposed to individualistic and competitive learning, has been proclaimed as an effective and fruitful teaching method to improve the learner’s linguistic, social and communicative competence. Cooperative learning requires learners to work together in groups to achieve a common goal and have the same measure of success. Maximizing the opportunities for student-student interaction with meaningful input and output in a supportive environment, cooperative learning has been confirmed as a desirable method for teaching all language elements. This study has investigated the impact of cooperative learning through Learning Together Model, proposed by Johnson and Johnson in 1987, on the writing skills of Iranian EFL learners. Thirty learners who were selected based on their English proficiency scores participated in this study. They were divided into two groups of experimental and control that took a pre-test and post-test in writing. The results of comparing their pre-test with their post-test scores indicated statistically significant differences between the control and experimental groups on the dependent variable and lent empirical support to the language teachers using cooperative learning as their teaching system. Some pedagogical implications can be offered as the results of the study. Language teachers by using cooperative learning techniques can create an enjoyable class of maximized participation and outcome. EFL learners in a cooperative learning environment, explore the language knowledge that they want to master.

The impact of cooperative learning on tertiary EFL learners’ motivation

This study was aimed at investigating the impact of cooperative learning on the motivation of tertiary English learners. Participants were from two randomly assigned classes at a university in the north of China. 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 six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation and amotivation. Findings suggested significant differences in favour of cooperative learning in improving intrinsic motivation, but no differences were found on other aspects of motivation.

The impact of cooperative learning on English as a foreign language tertiary learners' social skills

In this study, I focused on the impact of cooperative learning on the development of social skills in English as a foreign language (EFL) tertiary students. Participants were 2 randomly selected classes of students from a university in the north of China. A pretest-posttest control group quasiexperimental design was employed for the comparison of the impact of the cooperative learning approach with that of traditional whole-class instruction on 8 aspects of social skills: self-confidence, sense of cohesion, initiative in socialization, being positive, checking for understanding, equal participation and accountability, acceptance and empathy, and conflict management. These aspects form 8 subscales of the Social Skills Scale for Chinese College English Learners (SSS-CCEL; Ning, 2010), which the participants completed. Findings suggest substantial differences in favor of cooperative learning in the improvement of students' overall social skills, and in particular in the skills of equal participation and accountability.

Cooperative Learning Basic Model in the Network Construction

[Purpose] It is the Network environment model that is used in this paper，in order to explore the impact of cooperative learning, cooperative learning network platform and build the main model. [Method] Through system analysis, development and design of functions, environmental test solution platform for building collaborative learning network etc., introduce experimental control network measures to explore the main modes of cooperative learning. [Results] The results show that: as the most popular online communication media, E-mail eventually becomes a natural cross-class, inter-school and inter-regional cooperation as well as transnational study of selection. To build a network of cooperative learning platform should adhere to the technical point of view, The main mode of the network cooperative learning is based on a team or task-based learning network cooperative learning.[Conclusions] Network cooperative learning can make different levels of learners in the process of completing tasks, with the network environment, breaking through the restrictions of classroom learning environment, to exchange, to communicate, to cooperate and to promote comprehensive development of the learner.

From “This is impossible” to “I will make the standard higher”: A close look at interaction in the CLIL classroom

This paper aims at exploring the complexities of students’ interaction in a collaborative learning task set within a CLIL unit in the EFL classroom. By way of illustration, a sample from a 4th year classroom grade in a secondary school of Catalonia has been collected. The paper examines, through the students’ outcome, the impact of cooperative learning in a content-rich information swap task and discusses the role of content and language integrated learning in the classroom. This paper concludes with several implications for research and practice.

The Impact of Cooperative Learning and Structure Educational Processes in Web Based and Web Supported Course

The Impact of Cooperative Learning and Structure Educational Processes in Web Based and Web Supported Course

The Impact of Cooperative Learning on the Performance and Retention of U.S. Navy Air Traffic Controller Trainees

Abstract The impact of cooperative learning, compared with traditional navy instruction, on achievement, performance, attrition rate, and attitudes of U.S. Navy air traffic controller trainees was investigated. A class of 13 air traffic control trainees participated in the cooperative condition for the charts and publications unit of their training. The performance for this class was compared with that of 50 other classes who studied the same unit. Cooperative learning, compared with traditional instruction, resulted in greater learning of technical information, greater independent functional ability to perform job functions, and a zero failure rate. In addition, cooperation, compared with traditional instruction, resulted in greater esprit-de-corps and more favorable perceptions of the instructor's competence.

Cooperative learning from two different perspectives

The strong movement toward major educational restructuring and reform in the United States has been noted by many observers. Cooperative learning is one instructional strategy many supporters see as central to the goals of the reform movement. This article discusses the impact of cooperative learning on one segment of special education‐ the education of gifted children.

Impact of Cooperative Learning on Naval Air Traffic Controller Training

Abstract The impact of cooperative learning, compared with the impact of traditional navy instruction, on achievement, performance, attrition rate, and attitudes of American navy air traffic controller trainees was investigated. A class of 12 air traffic controller trainees participated in a cooperative learning condition during the Charts and Publications unit of their training. The unit lasted for 4 1/2 days (8 hr a day). The class's performance was compared with the achievement and success rate of 50 other classes (49 previous and 1 subsequent) that were studying the same unit. Compared with traditional instruction, cooperative learning resulted in greater independent functional ability to perform job functions, and a 0 failure rate.