Effects of Cooperative Learning on Students' Academic Achievement (original) (raw)
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THE ANTHROPOLOGIST
The present study was anticipated to explore the impact of cooperative learning on students' speculative achievement at elementary level, inside the classroom environment. The principle target was to examine the scholarly accomplishment of an exploratory group with that of a control group. The control group was indicated using traditional strategies while the trial social event was instructed through cooperative learning. The framework of the study used a pre-test and post-test control amass, that is a type of a true experimental design. The students' academic achievement in the mathematics was the reliant variable and techniques for educating were the independent variables. The number of inhabitants in the study contained all the seventh grade understudies contemplating in the Government Girls High School, situated in Rawalpindi in Pakistan. The sample included 30 seventh grade understudies, selected randomly from the government school of Rawalpindi. The selected sample students were distributed into one control group and one experimental group on the basis of their pre-test scores. The information was broken down by applying a t-test at a .05 level of hugeness. It was induced that understudies taught through cooperative learning showed better results for their scholastic accomplishment on the post-test than those instructed through traditional techniques.
In the present study the researchers have tried to explore the effect of cooperative learning-STAD on academic achievement in Chemistry of secondary school students. This is a quasi- experimental study based on simple random design for preparing two groups such as experimental and control group. Total 140 students of class VIII of St. Mary’s school, Bijnor (U.P.) were selected as a sample for the present study. Out of which 70 students were considered in experimental group and were exposed to cooperative learning method while another 70 students were named control group and taught through traditional method (Lecture+Demonstration+Discussion). The students of both the groups were taught one period of 40 minutes per day for 30 days. After that a self made achievement test for chemistry is administered on both the groups. After experimentation Academic achievement test scores were obtained. The data, thus collected, were analyzed through t-test. The results related to this study show that Cooperative learning oriented teaching is significantly effective for increasing the level of Academic achievement in Chemistry. Keywords: Cooperative Learning, Achievement, Traditional method, Chemistry teaching
The Effect of Cooperative Learning Method on Academic Success
2010
This research is planned in order to analyze the effect of cooperative learning method on the academic success of the students studying in the Department of Elementary Education regarding the lesson "Teaching Technologies and Material Design". The aim of the research is to reveal the effects of group research technique in cooperative learning method on the teaching process of the unit "material types" of the lesson "Teaching Technologies and Material Design" of the third grade students in Elementary Education Department. The research is designed according to the experimental type. There is an experimental group and a control group in the research. At the end of the research, it is found that there is a significant difference between the academic success of the students in experimental group in which cooperative learning method is used and the academic success of the students in control group. The findings show that this difference is for the benefit of the students in experimental group. Through the interviews with the students in experimental group, it is established that the students have positive views regarding cooperative learning method.
The present study investigated the effects of the STAD model of cooperative learning (CL) on the achievement of students in the subject of English at the level of elementary. Thirty (30) subjects were selected as the treatment group (experimental group) and another Thirty (30) subjects belonged to the control group (traditional group) for carrying out this study. The data were analyzed by using the SPSS 22 version (Statistical Package for Social Sciences) where the mean score of both the pretest and the posttest was calculated. The effect of the STAD model / technique was compared with the gain score of the control (traditional group), as an experiment. Amidst the data analysis, an independent sample t-test was applied and then the effect of the treatment group was calculated. Significant difference was seen between the scores of the control group and treatment group.
The main purpose of the study was to see the effect of cooperative learning on the academic achievement and academic self-concept of the students at the elementary school level. The study also investigated these effects across the gender. In this particular study all the 5th class students comprise the population of the study. The sample of the study consists of 40-students of class 5th selected randomly and equated on the basis of pre-test from Nayab English medium School Dera Ismail Khan. Two instruments were used for data collection. One was self-made academic achievement test which was made valid and reliable through experts view. This test was to check the academic achievement after experiments. The second instrument was modified version of the Self-description Questionnaire–I prepared by Marsh (1992) which was used to check the academic self-concept of the students. The result shows that the Cooperative learning method was better than the lecture method in the development of academic achievement and academic self- concepts of the students. Across the gender the self-concept of female was significantly better than the male while there was no difference on academic achievement across the gender.
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.
Effect of Cooperative Learning on Secondary School Students’ Mathematics Achievement
Creative Education, 2013
The purpose of this study was to determine the effects of cooperative learning on students' mathematics achievement in secondary school students in Pekanbaru, Indonesia. In addition, this study also determined students' perception concerning cooperative learning. The samples of this study consisted of 61 Form Three students. In order to control the differences of dependent variables, a pre-test was given before treatment. After treatment, a post-test was administered to both groups. Two types of instruments were used to collect the data: the mathematics achievement test and open-ended questions on cooperative learning. The pre-test and the post-test data were analyzed using t-test. Content analysis was used for the open-ended questions on cooperative learning. The results showed that there was a significant difference of mean in students' mathematics achievement between the cooperative group and the traditional group. Content analysis data revealed that students in the cooperative group were able to increase their understanding and to develop their self-confidence.
Journal of Education and Social Studies
The educational system in Pakistan is mainly dependent on traditional teaching approaches, which are often regarded as ineffective and have a poor impact on the academic performance of students. We conducted this experimental study to examine the cooperative teaching impacts on the academic performance of students studying at the higher secondary school level in tehsil Faisalabad. Collaborative learning is a valuable instructional approach where students allocate tasks among themselves, assist each other (especially those who have difficulty), offer positive and negative feedback, and work together to achieve a collective outcome. Through such collaboration, students exhibit greater engagement and academic success. In this study, we compared students' academic performance by comparing the experimental and control group students. Control groups comprised of total 40 students. A single teacher conducted academic activities with them. Whereas in the experimental group, total 40 stu...
The effects of cooperative learning method on enhancing learners' overall achievement
hadadi, 2019
Cooperative learning is one of the most common areas in education which has been noticed broadly. It is considered as an effective educational strategy in which learners get together to solve a problem, share ideas, complete a task, or create a product. It also has proved to have positive educational values which makes it worthwhile to use in EFL classroom. This article outlines the role cooperative learning plays on enhancing learning. It begins with the definitions proposed by some researchers on the term and continues with the advantages of cooperative learning. Five basic elements of cooperative learning are set out and then teacher's role in promoting cooperation among students is discussed. The present paper discusses different method in this area suggested by some well-known research-developers. It also focuses on different types of cooperative learning groups. The last part of this article is about the application of cooperative learning in the classroom. It offers some suggestions to apply cooperative learning efficiently in the classroom. The paper concludes that cooperative learning is an effective approach for learning in any content areas including learning English as a foreign/second language.
International research journal of education and innovation, 2022
This study aims at investigating the effectiveness of cooperative learning strategies at Elementary School level. The objectives of the study were (i) to assess the higher achievements in both groups, (ii) to examine the individual relationship amongst the students in both groups, (iii) to find out the retention period of the concept learning in both groups, (iv) to measure the opinion or attitude of the student's towards teachers in both groups, (v) to comparison of Boy's and Girl's outcome related to above objectives. This study were experimental in nature "pre-test post-test equivalent group design" was used. The population of the study was comprised of the entire Government boy's and Girl's Elementary schools grade-VIII English students of district Nowshera. Sample of the study were 100 students of Government Girls middle School Batakzai and Government middle School Kheshgi Payan selected randomly. Twenty five each were assigned to control group and experimental group on the basis of pre-test and through paired random sampling. Duration of treatment was four weeks. Data were collected personally by the researcher. Data was analyzed by t-test and percentage. On the basis of finding, conclusions and recommendations were made. The study was significant for English Teachers, students and curriculum developer. It was concluded from the results that cooperative learning had significance effect on both boys and girls student's achievement. It was concluded from the result that Cooperative learning methodology had significance relationship to develop the concept of boy's as well as girls learners. The study revealed that cooperative learning had significant effect on the performance of both boys and girls students of Grade-VIII. It is therefore recommended that all the students should be thought through cooperative learning strategy. In this way student's academic performance can be increased. The report stated a wide range of constructive results