Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level

Abstract

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.

The Opinions and Self-Assesments of the 7th Grade Students Regarding the Jigsaw I Technique among the Cooperative Learning Practices in the Social Studies Course

“…This is because cooperative learning promotes continuous interaction and keeps alive the sense of cooperation and rivalry during the learning process (Mandal, 2009). Parveen and Batool (2012) found a significantly greater achievement in the cooperative group in comparison to the traditionally taught control group. The findings obtained in the present study are consistent with these results.…”

Evaluation of the Curriculum of Elementary School Third Grade Science Course

“…Many of the previous studies conducted in the literature also support this view. In the researches carried out by Doymuş et al (2004), Baines et al (2007), Kıncal et al (2007), Şenol et al (2007), Bozkurt et al (2008), Thurston et al (2008), Gök et al (2009), Ajaja and Eravwoke (2010), Aksoy and Gürbüz (2012), Ebrahim (2012), Parveen and Batool (2012), Kozcu Çakır et al (2013) and Meder (2014) it has been determined that students learning in cooperation positively affects their success in science lessons.…”

Practices and Challenges of Cooperative Learning in Selected College of Arsi University: As a Motivational Factor on Enhancing Students' Learning

“…Over the last three decades, CL method has been widely researched and a number of studies indicate the effectiveness of using this method to improve learners' social and academic performance when working in small groups [1,20]. However, many instructors and learners still have difficulties and doubts about implementing CL productively [9,10,5,46].…”

“…CL has group goals that create what is known as positive interdependence. Positive interdependence is when students believe they can reach their learning goals only when other students in their cooperative group also reach their goals [10]. Positive interdependence means that individual accountability must occur.…”