Cooperative Learning Groups Research Articles

Cooperative learning and group learning: The impact on high order thinking skills in the pythagorean theorem material

This study aims to improve students High Order Thinking Skills through the application of the Group to Group Exchange learning model. The research method used is a quasi-experimental model with a Pretest-Posttest Control Group research design and a sampling technique using Cluster Random Sampling. The results showed that based on the research results obtained during the study, the average N-Gain Score for the experimental group using the Group to Group Exchange learning model was 59% with a minimum N-Gain Score of 51% and a maximum of 67%. While the average N-Gain Score control group with the Direct Instruction learning model is 39% with a minimum N-Gain Score of 34% and a maximum of 45%. This means that the Group to Group Exchange (GTGE) learning model is quite effective compared to the Direct Instruction (DI) learning model to improve students High Order Thinking Skill (HOTS).

The innovative structure of physical education lessons for students in romanian educational institutions (late XIX - early XXI Century)

The research aims to establish the regularity of promoting the implementation of the innovative structure of PE lessons for students in Romanian educational institutions (late XIX - early XXI century). As a result of the study, it was found that students of educational institutions noted that coordination exercises (98.3%), game and competitive exercises (95.5%), breathing exercises (94.1%), rhythmic exercises (93.8%), exercises in various and imitation walking (92.4%), etc. have a positive impact on the development of physical culture in students. It was found that teachers most often use the following game exercises in the innovative structure of physical education lessons: "One and Two" (95.6%), "Do this, ¡do that!" (95.5%), "Crabs and Shrimps" (89.7%), "Train" (89.6%), "Chapel Hijack" (89.2%), "Boat" (89%), etc. It has been found that teachers use cooperative group learning (89.7%), interactive methodological and organizational complex (89.2%), and multimedia technologies (89%) in PE lessons.

2022 개정 교육과정에 반영된 지속가능발전교육(ESD)

The purpose of this study is to analyze the ESD reflected in the general introduction and the middle school curriculum of the ‘2022 revised national curriculum’, and to propose a teaching and learning plan applied with ESD. As a result of analyzing the contents of the general introduction, it was confirmed that the focus, educational goals, core competencies, and teaching and learning methods presented in the general introduction were similar to the transitional learning goals and teaching and learning methods proposed in ‘ESD 2030’. In addition, as a result of analyzing the middle school curriculum by subject, it was found that ESD was reflected in the curriculum of all middle school subjects, and this study also conducted to classify and systematize ESD-related contents such as the sustainable development or ecological conversion presented in the curriculum for each subject by 5Ps of SDGs. Finally, this study proposed learner-centered problem-solving approach, local community-based learning, integrated and cross-functional teaching and learning methods, and cooperative group learning methods applied with ESD.

COMPARATIVE STUDY OF TRADITIONAL METHODS WITH COOPERATIVE AND ACTIVITY ORIENTED LEARNING IN TEACHING OF ENGLISH AT SECONDARY SCHOOL LEVEL

The focus of the study was to compare the Traditional methods with Cooperative and Activity oriented learning in teaching English at Secondary School Level. Titled Comparative StudyofTraditional Methods with Cooperative and Activity Oriented Learning in Teaching of English at the Secondary school Level. Three groups totaling 180 students participated, with two experimental groups and one control group. Pre-tests and post-tests were used to measure academic progress, and achievement tests assessed language skills. Cooperative learning and activity-based groups showed significantly higher post-test scores in multiple-choice questions, reading comprehension, and writing abilities compared to the control group. Furthermore, the research explored potential factors such as socioeconomic status and parents' education but found no significant differences in the effectiveness of teaching strategies based on these variables. The study recommends adopting cooperative learning methods like STAD and Think-Pair-Share to enhance English language learning, emphasizing the importance of interactive teaching strategies for better outcomes in English education at the secondary level. Keywords: Cooperative Learning Group, Group Work, Activity-Based teaching, Reading Comprehension, Secondary Education Level, Cooperative Learning, Traditional Learning.

IMPACT OF JIGSAW TECHNIQUE ON KNOWLEDGE REGARDING FIVE YEAR PLANS AMONG NURSING STUDENTS

Background: Learning process has to generate interest in the students and motivate them to set goals with the optimistic approach. Learning should become enjoyable experience rather than strenuous regress task. The Jigsaw technique is designed for cooperative learning in small groups. Students are provided the opportunity to become "experts" in a particular subject, and share that knowledge with their peers. This technique promotes both self and peer teaching which requires students to understand the material at a deeper level and engage in discussion, problem solving, and learning. The Jigsaw technique can help students to Develop expertis Aim/objective: e in a concept, topic or principle, Practice self and peer teaching. Descriptive Study. Majority of the students (52% ) opined that Method: Results: Jigsaw method was excellent, (30%) polled for Good, (13%) polled for Very Good and (4%) for Average score on Mentimeter Refection scale.

Improving Learning Outcomes on the Theme of My Dream by Using the Cooperative Learning Model Type Group Investigation in Fourth Grade Students of SD Negeri 027 Samarinda Ulu

This study aims to reveal advance the learning outcomes of my aspirational themehow to develop the learning outcomes of my aspirational theme by using a cooperative group investigation cooperative model in class fourth grade 027 Samarinda Ulu. The formulation of the problem is how to improve the learning outcomes of my aspirational theme by using the cooperative learning group investigation model in fourth-grade students of SD Negeri 027 Samarinda Ulu. The group investigation model is one of the cooperative learning models that emphasizes the participation and activities. With this model, students attempted to find their own material or information to be learned through materials, for example, from books or the internet. Among the learning models created, group investigation is one of the learning models that is democratic because students become independence learner. Based on the results, the average value in round one 65.38 with a percentage of completeness 61.53% because in round I have not yet reached the greatest completeness criteria. The study continued in cycle II, in this cycle the average value obtained was 80 with a percentage of completeness of 84.61%. Based on the research results above, it can be concluded that the application of the cooperative learning group investigation model can improve the learning outcomes of my aspirational theme in fourth-grade students at SD Negeri 027 Samarinda Ulu.

Application of “Online Preview-Flipped Classroom-Home Exploration” Teaching Mode Based on Cooperative Group Learning into Principles of Chemical Engineering

Application of “Online Preview-Flipped Classroom-Home Exploration” Teaching Mode Based on Cooperative Group Learning into Principles of Chemical Engineering

士官高等数学教学中开展小组合作学习的有效策略

士官高等数学教学中开展小组合作学习的有效策略

Linguistic and Cultural Differences Influencing Thai to English Translation: On the Qualitative Data Suggesting Techniques Employed by Third Year Students, Ubon Ratchathani Rajabhat University, Thailand

Linguistic and cultural differences between Thai and English underlie expected errors through both formal and informal observations of language productions in the Thai context. In a Thai-to-English translation task by 138 participants, contrastive analysis is used to analyze the structural similarities and differences between the source language and the target language together with error analysis and interlanguage theories (Spolsky, 1979; Lennon, 2008; Gass & Selinker, 2008; Kantè, 2014; Kantè, 2015) attempting to investigate the interlanguage system of the participants while dealing with the task in hand. With the use of formal cooperative learning groups under the Cooperative Language Learning method (Richards & Rodgers, 2001: 192-201) outside of the classroom for data collection, this 7-week long group work project of short story translation was assigned to third year students to see types of errors produced. The qualitative data indicate sources of L2 productions including direct translation, a lack of knowledge on grammatical features of lexical choices, overgeneralization of and innovations in culture-specific items, and rare exposure to target choices. The findings further suggest that the participants were prone to rely heavily on online translation machines or software and either online or printed dictionaries where all possible choices are provided without looking more carefully at which choices are appropriate for a certain context. In addition, for a task outside of the classroom in the digital age with easy online accessibility and distant teachers’ supervision, the ethical issue on plagiarism is to be intensively emphasized.

Assessment of Internet Learning for High School Students

The generally poor academic performance of secondary school students across the United States is motivating educators to discover ways to improve school conditions of learning. Because the main source of knowledge is the Internet, helping students know how to use this tool wisely and relate their searching to cooperative learning group assignments is a focus of instructional concern. The purpose of this study was to determine how to improve Internet learning at a single high school. The principal chose to use student voice as the method and invited all students to take the Internet Learning Poll to find out how they felt about learning from the Internet. They were told that taking the poll was voluntary, not an assignment, their responses would be anonymous, and combined with other students. Of 461 students enrolled, 444 took the poll, yielding a school completion rate of 96%. Students wanted to be taught methods to improve their Internet research skills and how to evaluate website credibility. They maintained that teachers needed training to devise assignments which contribute to Internet searching and problem-solving practice in cooperative learning teams. Student polling presents evidence-based data to identify needs of students and contribute to better school practices. The elements used to establish the goals of continuous school improvement planning can be met by focusing on faculty improvement, student voice, and principal leadership.

Cooperative Learning Groups on Improving the Academic Achievement of High School Students

Cooperative Learning Groups on Improving the Academic Achievement of High School Students

A Study on the Influence of Competence Components on Interaction Process and Learning Effect in Cooperative Learning Groups

A Study on the Influence of Competence Components on Interaction Process and Learning Effect in Cooperative Learning Groups

Co-operative learning, psychometric adaptation, and invariability of the academic satisfaction scale in Spanish university students.

It is necessary to understand the measurement of academic satisfaction (AS) in a variety of cross-cultural contexts. The first aim was to evaluate the psychometric properties of AS scale, to explore its structural validity, to assess its differential item function, including gender and age invariance in university students. Study 2 aimed to assess whether AS improved after the application of a teaching instructional approach based on cooperative learning (CL), while a cross-sectional study was performed in several stages. Descriptive, confirmatory, and scale reliability analyses were carried out with indices for goodness-of-fit, such that a new scale was obtained with a single-factor structure. A reduction to 6-items in this sample exhibited better psychometric properties. Configural invariance by gender and age indicated that men and women had a similar understanding of the new scale. Given significant differences between groups, the CL group scored higher in AS.

블렌디드 협동학습에서 교직이수 대학생들의 교직선택동기수준과 수업만족도 간 교수실재감과 사회적 실재감의 매개효과

Objectives The purpose of this study is to suggest a more effective online course design direction by analyzing whether a sense of teaching presence and social presence have a mediating effect in the relationship between teaching job selection motivation and course satisfaction in online small group cooperative learning environment. Methods The subjects were 51 students in the teaching profession course in Semester 21-2. To analyze the mediating effect, a multiple regression analysis was performed. Results First, According to the level of altruistic motivation, significant differences were found in teaching presence, social presence, and course satisfaction. According to the level of intrinsic motivation, there was a significant difference in social presence and course satisfaction, and extrinsic motivation showed significant differences in teaching presence and social presence. Second, The significant influence of the teaching presence and social presence on the class satisfaction was confirmed. Third, Intrinsic and altruistic motivation have a significant effect on teaching presence and social presence, and extrinsic motivation has a significant effect on social presence. Fourth, Teaching presence showed a partial mediating effect on intrinsic motivation and a fully mediating effect on altruistic motivation. Fifth, The social presence showed a fully mediating effect on intrinsic and altruistic motives. Conclusions In the online class environment, learners' motivation and sense of presence are very important factors for course satisfaction. In particular, in the case of learners with intrinsic and altruistic motives for choosing a teaching profession, class satisfaction can be increased when the level of presence is increased. Therefore, it is necessary to design an online class that considers the learner's motivational type and level of presence.

CREATING STUDENTS STUDY GROUP USING COOPERATIVE LEARNING METHOD TO IMPROVE THE STUDENTS VOCABULARY LEARNING

Learning is the process of acquiring knowledge and mastering skills. However, there are obstacles in learning English, namely vocabulary mastery. Therefore, several interesting teaching methods were made so that students are interested in learning English. One of them is a cooperative method that will be used by researchers. The purpose of this study is that researchers want to see whether the use of cooperative learning methods can improve students' vocabulary knowledge, especially nouns.The research methodology used in this study was Classroom Action Research (CAR) which was carried out in two cycles with the aim of increasing students' vocabulary knowledge through the use of group cooperative learning methods. substantially improve students' vocabulary mastery at SMP Yapend Bungaya Makassar in the 2022 school year. Student learning achievement in cycle II is(75,3) much greater than in cycle I (65,3) and Diagnostic Tests (55,62). The cooperative learning method is able to substantially improve the vocabulary understanding of the second grade students of SMP Yapend Bungaya Makassar. Student achievement in the second cycle is greater than the first cycle as indicated by the Diagnostic Test..

Discussion on the Problems and Countermeasures of Cooperative Learning in Middle and Senior Mathematics Groups in Primary Schools

Discussion on the Problems and Countermeasures of Cooperative Learning in Middle and Senior Mathematics Groups in Primary Schools

Learning Science With Group Investigation And Guided Inquiry To Increase Biological Literacy In Coordination System Materials Of Class Science Xi Students

The aims of this research are to find out : the effect difference between implementation of cooperative learning model's Group Investigation and type, and Guided Inquiry model's to Increase Biology Literacy , and the effect interaction between implementation of cooperative learning model's and student's on the learning motivation to Increase Biology Literacy. The research was in the Senior High School in the Rancabungur District academic year 2016/2017. The research method used is a quasi-experimental method with a two factorial design. The population of the research is students at the twelth grade Senior High School in the Rancabungur District. The samples of research consist of 80 students. Instruments used for collecting data are achievement test of Biology and the questionnaires of study motivation. To get appropriate and accuracy of the Biology achievement test Technique of t test with significance level of = 0.05. The result of the research are as follows : there is a significant difference in effect of implementation of cooperative learning Group Investigation (GI) and type, and Guided Inquiry model's on Increase Biology Literacy (F h Ft , 0.05 = 2.58 1.99). The questionnaire results showed that students and teacher responded positively to the Group Investigation and Group Inquiry Learning Model. Based on those findings, the research concludes that learning achievement of Biology can be increased throught learning models and improving the student's achievement motivation. The improving of learning quality is able to be achieved through the use of cooperative learning model's Group Investigation and type, and Guided Inquiry model's and by pay attention to the student's Increase Biology Literacy.

Analisis Kesulitan Siswa Dalam Pembelajaran Matematika dan Upaya Mengatasinya di Kelas IV SD Negeri Gunung Bunder 05

Mathematics is one of the subjects taught at various levels of education from elementary school to high school level. Based on observations, it was found that students had difficulties in mathematics. The problem is related to the learning system so that students have difficulty working on questions and making mistakes is one factor. Another difficulty is the lack of learning media, learning variations and low learning outcomes so that they do not exceed the learning objectives taught by the teacher. This study aims to determine the analysis of students' difficulties in learning mathematics and efforts to overcome them in the fourth grade of SD Negeri Gunung Bunder 05. The type of research used is a field qualitative research method that collects data using interview and documentation techniques. The subjects of this study were class IV and class IV guardians at SD Negeri Gunung Bunder 05. Based on the results of the research and discussion, it was concluded that there were several teaching preparations prepared by the fourth grade homeroom teacher, namely preparing several learning administrations, one example of which was preparing the latest model lesson plans for elementary school teachers using lesson plans and thematic syllabus where each subject was themed. The implementation of the mathematics learning process in grade IV includes approaches, strategies and learning methods that are applied to student activities. This can be seen from the approach used by the teacher, namely the behavioral approach (behavior therapy), an approach to learning activities that emphasizes behavioral theory as an application of behaviorism theory. The strategy used by the teacher in learning mathematics is a learning strategy that is oriented to student activities. The method applied by the teacher is to combine several methods, namely the lecture method, question and answer, discussion, cooperative learning groups and exercises whose use emphasizes student activities by using different learning methods and strategies, so the learning process in class will have a different atmosphere with finally the material being taught. and learning objectives will be delivered properly.
 
 Keywords: Students' Difficulty, Mathematics Subjects, Efforts to Overcome.

The Effectiveness of Cooperative Group Learning in an English Language Classroom at a Private College in Kuala Lumpur

The focus of this research is to study cooperative group learning as one of the types of grouping procedures in the language proficiency classroom. It will investigate the possible learning outcomes of cooperative groups including students’ academic achievements in their test scores in an English language classroom context. Besides that, this research will study the cooperative group learning attitudes and interest at the individual and group level. There are three learning strategies that are commonly used in a classroom. They are competitive, individualistic, and cooperative models of structuring students’ interaction in the classroom. In a competitive model, students will work against each other. While, in an individualistic model, students work alone with limited interaction in achieving their individual goals. However, in a cooperative model, students would work together to achieve common goals. A cooperative learning model refers to the use of a classroom technique in which students work on learning activities in small groups and receive feedbacks or recognition based on their performance. The task structure is the mix of activities that make up the learning effective Cooperative learning theory is applicable when students work together in a small group to ensure everyone can participate on a collective task that has been clearly assigned. The five essential components of cooperative learning are positive interdependence, face to face interaction, individual accountability, interpersonal and small-group skills, and group processing. This small-scale study will mainly look at four research questions to analyse the outcome of the cooperative group learning to help teachers and learners of ESL to have an effective lesson in the ESL classroom.

Peer and Self-Assessment of Teamwork Skills in High School: Using a Multi-Rater Evaluation Method for Cooperative Learning Groups

Employers agree that high school graduates lack teamwork skills needed for workplace productivity. The lag in student readiness to meet employer expectations urges school reforms that implicate group interaction, empirical assessment, and reporting of teamwork competencies. The Teamwork Skills Inventory (TSI) evaluated how well individual students performed in cooperative learning teams as observed by peers and self with anonymous feedback. Field-testing involved 303 high school students in the United States from middle class and racially diverse families. Psychometric indicators of reliability, validity, exploratory factor analysis, and group analytics were determined. Qualitative responses by participants to TSI methodology were highly favorable.