The Influence of Student Diversity on Applying Cooperative Learning in Ethiopian Polytechnic Colleges (original) (raw)
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International Journal of Higher Education
The implementation of cooperative learning is highly influenced by the student diversity management. This study investigated how cooperative learning was employed at technical and vocational colleges in southwest Ethiopia to manage student diversity. To that end, a mixed research methodology was used to carry out the research investigation. The empirical data was acquired from 458 trainees, 181 trainers, and 24 educational officials using questionnaires and in-depth interviews. An independent sample t-test analysis showed that trainees have more favorable perceptions of students' diversity management in the application of cooperative learning than do trainers. Cooperative learning has been found to work better in diverse classrooms than in monolithic groupings.
The Practices, Challenges and Opportunities of Cooperative Learning at Hawassa University-Ethiopia
2019
This research was meant to investigate the practices, challenges and opportunities of cooperative learning with reference to Hawassa University, Ethiopia. In order to achieve the objectives of the study, a descriptive research design was used. A total of 240 instructors were randomly selected from all departments of the university. The instructors were made to fill in a close-ended questionnaire, and a semi-structured interview was held with 15 instructors randomly selected from those who had already filled in the questionnaire. Data obtained through the questionnaire were analyzed by using different types of descriptive statistics, and data collected through the interview were analyzed qualitatively by categorizing similar responses together in themes and the results were discussed by quoting some utmost responses directly. The results of the questionnaire and that of the interview were triangulated. Thus, this research employed a mixed-methods approach. The findings revealed that ...
Education Research International
The purpose of this study was to analyze the roles of instructors and students to implement cooperative learning in eastern Ethiopian higher learning institutions. Using a survey design, purposive and stratified random sampling techniques were used to select 1244 respondents (students, instructors, college deans, department heads, and cooperative learning coordinators) from three universities. Data were collected using questionnaires, interviews, and observations. The mean, standard deviation, and ANOVA were used for analysis of the data. The results revealed that instructors were not acting as facilitators and were not offering guidance on how students should collaborate. Almost every instructor placed an emphasis on the lecture method. As evidenced by the data, the majority of instructors have a solid understanding of cooperative learning. However, owing to heavy workloads, large class sizes, and other factors, cooperative learning was not implemented adequately. Students failed t...
Education Sciences, 2021
A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons h...
Journal of Research in Innovative Teaching & Learning
PurposeCreating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.Design/methodology/approachThe research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used...
This study examined the state of diversity management and learning at Bonga College of Teachers' Education. The mixed research approach was employed in the collection, analysis and interpretation of data. The participants of this study were 373 students and 150 instructors which were selected through proportional stratified sampling, comprehensive sampling and purposive sampling techniques. Instruments of data collection included questionnaires, focus group discussion, in-depth interview, and document analysis methods. Quantitative data were analyzed by employing both descriptive and inferential statistics. Qualitative data were analyzed and interpreted by incorporating personal reflections and insights separate from descriptive notes and excerpts from subjects. This paper asserts that diversity has a bearing on instruction. The results suggest that effective classroom diversity management is one of the facilitating factors for effective college instruction. We recommend that stakeholders of the Teachers' Education College may well consider learners' diversity in planning, implementing and evaluating instruction in higher education institutions.
The double-edged prospects of peer-to-peer cooperative learning in Ethiopian secondary schools
Sage publisher, 2019
Cooperative learning is an instructional approach that has several advantages to students’ learning. Over the last two decades, Ethiopia has been trying to adopt this approach to its education system. However, little is known about its actual socio-academic advantages and barriers to students. The objective of this study is, therefore, assessing the benefits and barriers associated with this approach to students from Johnson and Johnson’s elements of cooperative learning. Using a focus group discussion method, we collected data from 23 students. Based on classical grounded theory analysis, we found that peer-to-peer cooperative learning (PCL) has several advantages and barriers to students. The primary benefit of PCL is social interaction instead of academic. The attributes of cooperative learning are more than Johnson and Johnson’s five elements of cooperative learning and have double-edged outcomes in school. This study might help to promote benefits and to intervening barriers associated with PCL.
Intercultural Education, 2010
Although there has been very little research done in cooperative learning in New Zealand, international research is positive about the educational benefits of working in culturally diverse groups. This paper presents the findings of a research project examining New Zealand experiences with cooperative learning in multicultural groups. The paper presents findings from surveys and focus groups with both domestic and international students and with New Zealand tertiary lecturers who use collaborative learning techniques in their programmes. The findings from this research indicate that there is a strong cultural conflict in the conceptualisation of cooperative learning between international students with little prior experience of cooperative learning and New Zealand lecturers who are often not fully prepared to help international students to bridge the gaps. The majority of international students value lecturers' programme content delivery and the achievement of high marks over the development of interpersonal skills; this is contrary to New Zealand lecturers' belief that the development of team skills is the most important outcome from cooperative learning. This cognitive dissonance reinforces the importance of understanding cultural differences and their impact on student patterns of classroom behaviour. This paper recommends that domestic and international students be prepared more effectively for cooperative learning and that lecturers be trained in designing curricula and assessment programmes that are pedagogically sound and culturally accommodating. The paper proposes a model to assist lecturers to achieve this aim.
Mediterranean Journal of Social Sciences, 2014
Cooperative learning is a philosophical and practical approach to change classrooms settings and school organizations, classroom processes and learning activities in order to offer all learners more active learning experiences, equal opportunities, access, and a more social supportive role. This article explores cooperative learning (CL) as a learner centeredness teaching approach in enhancing teaching and learning in integrated culturally diverse ecologies in the Northern Cape province of South Africa. A survey was designed to explore teachers' views regarding the value of the cooperative learning approach in enhancing quality teaching and learning. Findings of this investigation revealed that educators viewed their lack of understanding the use of CL as teaching approach as a challenge in enhancing effective teaching and learning opportunities in culturally diverse settings. Participants alluded to issues with regard to the school curriculum, lesson presentation and interaction as their biggest challenge. Suggestions are formulated to empower in-service teachers in CL as a teaching approach. This investigation which was conducted as an exploratory value-based study forms part of the first phase of a funded project.