Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools

Sibomana, Aimable; Karegeya, Claude; Sentongo, John

doi:10.12973/eu-jer.10.4.2079

Cited by 14 publications

(14 citation statements)

References 31 publications

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“…It was shown in a study that the use of cooperative learning had a positive effect on the academic achievement of students in Chemistry. The experimental group scored significantly higher [35].…”

Section: Analysis Of the Relationship Of Variablesmentioning

confidence: 85%

Peer Pressure and Motivation of Student Learning in Filipino: The Mediating Effect of Cooperative Learning

Fragata,

Limpot

2023

AJESS

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Aims: To determine the mediating effect of cooperative learning on the relationship between peer pressure and learning motivation in Filipino among students. Study Design: Quantitative non-experimental design. Place and Duration of Study: The study was conducted through online survey in a public school of Division of Davao del Surduring the school year 2021-2022. Methodology: Therespondentswere290juniorhighschoolstudentsfroma public school in Division of Davao del Sur, Region XI, Southern Mindanao, Philippines. The selection of respondents was carried out through a stratified sampling technique. The data were collect edusing google forms. Results: It was discovered that the independent variable peer pressure obtained a high level, as well as the independent variable student motivation in learning Filipino, and the mediating variable cooperative learning. It was also found that peer pressure and students' motivation in learning Filipino have a significant relationship, as well as peer pressure and cooperative learning, and cooperative learning and students' motivation in learning Filipino. Therefore, it appears that there is partial mediation occurring in this study. Conclusion: It can be concluded that peer pressure had a significant effect on the decrease of students' motivation in the class, but with the help of cooperative learning, the significant relationship between the two aforementioned variables was reduced. In short, cooperative learning helps to reduce the negative effect of peer pressure on students' motivation to learn Filipino.The high level of cooperative learning in the relationship of peer pressure and student motivation in Filipino is a good indication that this is necessary to take place within the class such as group activities in which students have of exchanging ideas and working together to solve an academic problem.

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Section: Analysis Of the Relationship Of Variablesmentioning

confidence: 85%

Peer Pressure and Motivation of Student Learning in Filipino: The Mediating Effect of Cooperative Learning

Fragata,

Limpot

2023

AJESS

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“…El primero juego didáctico sobre la adivinanza de colores se realizó para estimular, la capacidad de concentración mental donde la "competencia entre los estudiantes" tuvo un enfoque de aprendizaje cooperativo (Sibomana et al, 2021;North et al, 2021). Si bien, no lo parezca, el juego de la adivinanza de los cubos de colores se basó en la resolución de problemas, a partir de un análisis lógico para completar el número de colores (Dorimana et al, 2021), y su conexión con el segundo juego didáctico fue mediante el análisis desde la observación como actividad de evaluación relevante (Bennett et al, 2016, Argota et al, 2020.…”

Section: Discussionunclassified

Función Intelectual De La Capacidad De Memoria De Trabajo en Estudiantes Universitarios: Un Estudio De Caso

Pérez¹,

Reyes-Diaz

Klinar-Barbuza

et al. 2022

Biotempo

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El objetivo del estudio fue describir la función intelectual de la capacidad de memoria de trabajo (CMT) en estudiantes universitarios desde un caso de estudio. Se realizó, el estudio de junio a julio de 2022 y de forma probabilística aleatoria se seleccionaron, seis estudiantes de semilleros de investigación que pertenecen a la Universidad Nacional “San Luis Gonzaga” (Ica, Perú). El análisis de la CMT fue mediante dos tipos de juegos didácticos (JD) con diferentes grados de complejidad: 1ro) adivinanza de cubos de colores y 2do) marcaje y reconocimiento de tres conchas de mar entre un número total de 100 conchas. Cada JD se replicó dos veces siendo preparatorio el primero para la estimulación de la concentración mental ante el análisis de la CMT. Los JD se replicaron dos veces y en caso del segundo se midió el tiempo (s) inmediato de reconocimiento donde la comparación de las medianas fue, a través de la prueba U de Mann-Whitney. Se observó, que el tiempo de cada réplica y el error de coincidencia en el JD del marcaje y reconocimiento de las tres conchas fue: U = 11,0 y p = 0,25. Aunque, disminuyó el error de coincidencia en la réplica 2 y denotó mayor CMT. Se concluye, que la función intelectual de la CMT se posibilita desde los JD, pues representan un estímulo emocional. Sin embargo, se necesitan prácticas que mejoren el aprendizaje y particularmente, desde la observación para la comprensión sobre objetos a seleccionarse.

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“…Dalam pembelajaran kooperatif yang efektif, siwa harus saling mengenal, percaya satu sama lain, saling berhubungan secara akurat dan eksplisit, setuju dan saling mendukung, menyelesaikan perjuangan secara konstruktif (Sibomana, Karegeya & Sentongo, 2021). Akan tetapi, Jacobs & Ivone (2020) menyatakan bahwa dalam konteks pembelajaran jarak jauh, siswa tidak akan pernah bertemu, sehingga tidak akan ada kelompok pertemanan yang berkembang di dalam kelas.…”

Section: Pembahasanunclassified

Respon Siswa Terhadap Pembelajaran Berkelompok Pada Pembelajaran Jarak Jauh Online

Ramadhan,

Atmazaki,

Indriyani

et al. 2022

Diksa

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The COVID-19 pandemic has resulted in learning having turned into online distance learning. The learning is dominated by independent learning, even though the ability to socialize and work in teams is needed at this time. Collaborating is one of the skills needed in the 21st century. Students' opinions differ, because the rapid development of education or internet access does not guarantee the quality of education and student satisfaction. Based on this explanation, the purpose of this study was to determine student responses regarding group learning in online distance learning. This research is a descriptive research using survey method. The instrument used is a questionnaire sheet. The number of respondents who filled out the questionnaire was 484 students. Questionnaire data were analyzed by describing the findings obtained which were described through descriptive statistics. The results showed that students gave a positive response to implementing group learning during online distance learning, for the following reasons: the task was carried out more easily; can get help when experiencing difficulties; can discuss by expressing opinions; can share ideas with group members, etc. However, there are also some weaknesses in this learning, such as the role of group members; domination that works unevenly; talk a lot, etc.

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Effect of Cooperative Learning on Chemistry Students’ Achievement in Rwandan Day-upper Secondary Schools

Cited by 14 publications

References 31 publications

Peer Pressure and Motivation of Student Learning in Filipino: The Mediating Effect of Cooperative Learning

Peer Pressure and Motivation of Student Learning in Filipino: The Mediating Effect of Cooperative Learning

Función Intelectual De La Capacidad De Memoria De Trabajo en Estudiantes Universitarios: Un Estudio De Caso

Respon Siswa Terhadap Pembelajaran Berkelompok Pada Pembelajaran Jarak Jauh Online

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