Co-operative Learning Strategy for Learning Science (original) (raw)
Related papers
Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level
International Education Studies, 2012
The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9 th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest posttest control group design was chosen for the experiment. The study sample consisted of 36 students of 9 th class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The dependent variable of General Science achievement was measured through self-constructed 30-item achievement test used as a pretest as well as a posttest. The experiment group was taught through cooperative learning while control group was taught through traditional teaching. The material was used such as lesson plans, worksheets and quizzes, designed to implement cooperative learning methodology. The data were analyzed through mean, standard deviation and t-test and .05 was the selected level of significance. The main result of the study was that cooperative learning method is superior to traditional method in general science achievement of 9 th grade students.
Effectiveness of Cooperative Learning Technique for the Subject of Science at Elementary Level
2020
The study is experimental in nature based on pre-test post-test control group design, with the intent to check the effectiveness of cooperative learning technique for the subject of science at elementary level. Students of grade 8 of Govt. high school Musa Kalan formed the population; out of the lot 35 students were selected on the basis of procuring more than 60% marks in the pre-test which was teachers' designed. Those who performed the traditional group were the volunteers but with the same marks as that of the experimental group students were selected for exposure to intervention of cooperative learning for a period of one month. On the culmination of a month students were exposed to post-test. The major findings were that those students who were exposed for cooperative learning technique got better results than traditional teaching method. The findings show superiority of cooperative learning technique on traditional teaching method. These tests should be used for exploring the students' level of achievement though the students are taught by any method Introduction It is a solid fact that education is a major factor for the development of a country or a nation. Education has great effects on ethical factors, cultural factors, communal factors, political factors and economic factors of a nation for the elevation of societal abilities and interaction between people of the society. Those
The Role of Cooperative Learning Method in Teaching of Science Subject at Elementary School Level: An Experimental Study, 2017
The current study aims to report the effects of cooperative learning method on students` academic performance in the subject of Science and to identify the challenges if any while implementing cooperative learning in Pakistani classroom. The Researchers adopted quantitative approach and Quasi-experimental research design was employed. Experiment was conducted in a government girls' elementary school and lasted for 13 weeks. Experimental group received treatment and was taught with cooperative learning whereas control group left untreated and was taught with traditional lecture method. The findings of the research study suggested that use of cooperative learning significantly affected students` test scores in the subject of science. Data analysis revealed that students of experimental group performed significantly better than control group in posttest. During experiment few challenges were observed such as teachers` belief, classroom furniture, lack of learning resources etc. Study strongly recommends the use of cooperative learning in classrooms to increase students` academic performance and orientation of innovative teaching methods in pre-service and in-service teachers training programs.
The aim of this research is to investigate the effect of Student Teams-Achievement Divisions (STAD) technique used within the cooperative learning method on the academic achievement of the university students during the laboratory lesson. In this research, experimental research design with pre-test and post-test control groups was used. The research was conducted with a work group of 52 students from the 3 rd grade of Fırat Universtiy, Department of Education, Field of Science and Technology Education in Elazığ, Turkey, during Fall Semester 2014-2015. The study was designed with one study and one control group. Academic Success Test (AST) was used for data collection during the study. The pre-test and post-test scores of experimental and control groups from AST were analyzed by using t-test. According to the results of the AST pre-test and post-test for research groups, significant difference between pre-test and post-test scores of control and experimental group students was observed.
In general the improvement in the quality of education depends upon the classroom activities. So the investigator has focussed his attention on the 'Interaction' happenings in the class room between the teacher and the students or teaching and learning. So many things have to be considered in the instructional strategies to the students in learning 'Science'. So here the investigator intended to evaluate the modified teaching strategies adopted by the teachers in order to develop the efficiency of teaching. He concentrated on the three different teaching methodologies viz; learner centred instructional methods such as Cooperative learning method and Active learning Methodology. He also poured his attention on whether these methods are more effective than our earlier traditional method of teaching 'Lecturing' or 'chalk and talk' method. This study concentrates on the significant difference if any in the achievement of the children learning science concepts through different teaching methodologies viz; ALM, CLM and Conventional Teaching (CT).
2012
This study investigated the effectiveness of cooperative learning strategy on Nigerian Junior Secondary students' attitudes toward learning basic science. Quasi experimental pretestposttest control group design was used by the researcher to carry out the study. The treatments were at two levels cooperative learning strategy (jigsaw II) and conventional lecture method (control). The moderating variable was gender (male and female).Total number of one hundred and fifty students (150) obtained from the intact classes of the two selected Junior Secondary Schools in Southwest Nigeria participated in the study. Basic Science Attitude Scale (BSAS) was the main instrument used to collect data from students. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data collected. The results of this study indicated that there were significant main effects of treatment on students' attitude towards basic science. Furthermore, there were no significant interaction effects of treatment and gender on students' attitude toward learning basic science. The researcher proffered useful recommendations.
The purpose of this study is to investigate the efficiency of learning plan implementation prepared with the cooperative learning method. In particular, the study addresses the effect of cooperative learning on students' achievement and their views regarding the 'Systems in Our Body' unit of the 6th grade Science and Technology lesson. For this purpose, mixed method was used. The study is conducted in the second term of the 2013-2014 academic year, on a study group consisted of 7 girls and 13 boys, a total of 20 students of a private middle school in Istanbul. An achievement scale was utilized for the quantitative data and focus group interviews were hold for the qualitative data. While t-test was used for the quantitative findings, content analysis technique was used for the qualitative data. The result of the study indicated that CL method had a favorable effect on learning. The cooperation based learning-teaching environment provided cooperation, supported permanent learning, provided opportunities to be successful, contributed to the development of social and personal skills, but also caused worry as it requires students to be successful at all stages.
The purpose of this study was to determine how the adoption of cooperative learning as an instructional strategy for teaching Integrated Science influences students' achievement and attitude towards studies. The study also determined how moderating variables like sex and ability affect students' achievement in Integrated Science when cooperative learning is used as an instructional strategy. To guide this study, five hypotheses were stated and tested at 0.05 level of significance. The design of the study was a 2x2x2x2 factorial, pre-test, post-test control group design. These included two instructional groups (cooperative and traditional classroom groups), sex (male and female), ability (high and low), and repeated testing (pre-test and post-test). The population of study was made up of 205 JS III students from where a sample of 120 students was randomly selected. The instruments used for the collection of data included: a Scholastic Ability Test in Integrated Science (SATIS), Students' Attitude Scale (SAS), and Integrated Science Achievement Test (ISAT). All the data collected were analyzed with analysis of co-variance statistic. The major findings of the study included: a significant higher achievement test scores of students in cooperative learning group than those in traditional classroom; a significant higher attitude scores of students in cooperative learning group than those in traditional classroom; a significant higher achievement test scores of all students of varying abilities in cooperative learning group than those in traditional classroom; a non-significant difference in achievement test scores between the male and female students in the cooperative learning group, and nonsignificant interaction effect between sex and ability, sex and method, ability and method and among method, sex and ability on achievement.
MIER Journal of Educational Studies, Trends and Practices, 2015
Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each...
2017
Article History Recent research findings have shown that cooperative learning improves students' thinking skills as it allows them to communicate actively with each other (Johnson, Johnson and Smith, 2014). Therefore, cooperative learning has been proposed by many educators to be implemented in classrooms to produce lifelong learners and critical thinkers (Lunenburg, 2011). The current study investigates the effect of cooperative learning in Biology classroom, on students' learning and achievement of scientific skills. A convenient sample of 120 students from two grade levels, seven and ten, participated in the study in a private school in Beirut, where biology was taught to each class of the two different grades using two different teaching methods: cooperative learning (experimental group) and individualistic-direct learning (control group). Pre-and post-tests were administrated to both groups of each grade to compare students' achievement particularly in scientific sk...