Instructional curriculum based on cooperative learning related to the structure of matter and its properties: Learning achievement, motivation and attitude (original) (raw)
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Cooperative learning model allows for each student's knowledge of the subject to be an important aspect of project completion. There are many types of cooperative learning model, such as Students Teams Achievement Divisions (STAD) and Teams Games Tournament (TGT). Those cooperative learning model can be applied in both social and science class. This experimental research aimed to determine the effectiveness of learning models application of STAD and TGT toward motivation and achievement of students' chemistry learning. The research population was grade XI students in SMA N 4 Yogyakarta in the academic year of 2013/2014 with a total population of 145 students. The taken research samples were students from class XI IPA 5 by using STAD as first experiment class and students from class XI IPA 4 using TGT as second experiment class, y purposive sampling. The taken data was the data of prior knowledge of chemistry, chemistry-learning achievement analyzed by using Analysis of Covariance, and chemistry-learning motivation before and after learning analyzed by using t-test for paired samples and t-test for independent samples. The result of t-test for paired samples showed significant difference toward chemistry-learning at both experimental classes. The result of t-test for independent samples showed no significant difference toward chemistry-learning between those. The Analysis of Covariance showed significant difference toward chemistry-learning between those if prior knowledge was statically controlled.
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Influence of Cooperative Learning on Chemistry Students’ Achievement, Self-efficacy and Attitude
Liceo Journal of Higher Edeucation Research, 2007
The study utilized the quasi-experimental research design and it also made use of non-equivalent comparison group design. The experimental group was taught using the cooperative learning method while the comparison group was taught using the lecture-discussion method. The respondents consisted of 112 first year Associate in Health Science Education (ASHE) students who were enrolled in General Chemistry classes at
Journal of Education, Society and Behavioural Science, 2018
This work was carried out in collaboration between all authors. Author IAG designed the study, conducted the experiment. Author AMO read the manuscript, guided the conduct of the study and made necessary technical corrections in the entire study. Author NAC did the data analysis, author PPO did the data collection and collation while author EF did the literature.
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.
Cooperative Learning in Science: Follow‐up from primary to high school
International Journal of Science Education, 2010
This paper reports a two year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary to 16 high schools. Cognitive, affective and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed.
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.
Science Education International
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