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

Abstract

The objective of this study was to examine the practices and challenges of cooperative learning as a motivational factor on enhancing students' learning in selected colleges of Arsi University. This research has mixed approach both qualitative and quantitative; while its method is descriptive and explorative in their nature. The total sample of the study was 421, 330 graduate students, 85 instructors and the 8 deans and vice deans were included as a sample through stratified random sampling technique. Instruments employed in this study included questionnaire, semi-structured interview and observation. For questionnaire a five point Likert scale was adopted. Frequencies, percentage, mean and SD was used to analyze the data. Information generated from interview and classroom observation was described qualitatively. The findings indicate that instructors and students have positive attitudes towards cooperative learning and they prefer it to lecture-style. The findings suggest that training in cooperative learning is important to implement it. Accordingly the following findings were obtained: instructors' lack of knowledge and training on cooperative learning; students' lack of interest to participate in cooperative learning and passive style of learning; lack of enough support from administrative and unavailability of instructional materials were among the challenges which hinder the implementation of cooperative learning. Consequently, instructors are practicing traditional teaching methods. Similarly, students indicated that they are not willing to participate in group discussion while the researcher observed in the actual classroom. The challenge for instructors is to develop skills to facilitate positive teamwork experience among their students who will need to interact with each others in transnational teams in the workplace of the future. It can be recommend, providing adequate administrative support, preparing supplementary materials, preparing cooperative learning training for instructors and inviting experts to share experience about cooperative learning. Cooperative learning method should be adopted by all instructors as an effective learning strategy in order to improve students' learning.

Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions

“…Cooperative learning pedagogy promotes positive interdependence, promotive interaction and individual accountability because the success of one student is dependent on the success of the other students (Johnson et al, 2008). Moges (2019) argued that cooperative learning is an active pedagogical tool that have been found effective in a broad range of subjects because it is often recognised as learner centered, having emerged in opposition to the more traditional methods. This buttresses the role active engagement and interaction plays to enhance students' achievement in the classroom.…”

“…This means to say that cooperative learning fashion a new method different from the traditional lecture method because it keeps learners active in the classroom. Moges (2019) also assert that cooperative learning pedagogy is often recognised as learner centered having emerged in opposition to the more traditional methods. It is believed that when cooperative learning is effectively used by teachers or instructors to create an affective learning classroom, it is usually referred to as a learner centered approach (Moges, 2019).…”

“…The resultant effect is not limited to poor achievement alone, but it can encourage disaffection and unhealthy competition among learners in the classroom. This can hinder the peaceful coexistence of learners and also encourage the formation of social vices that are considered threat to classroom development (Moges, 2019). In order to understand cooperative learning pedagogy, the important height occupied by brain-based theory cannot be over-emphasized.…”

Relationship between Teachers’ Professional Commitment and Formative Assessment Practices as a Part of Curriculum Implementation at Secondary Level in Punjab

“…Language grooms as a result of interactions done within the society (Zhou & Brown, 2017) as stimulus-response theory (Skinner, 1957) proves that acquisition of a language is a process that directly relates to behavior. In ESL classrooms, teachers act as facilitators (Government of Pakistan, 2006) to make their learners active towards the process of learning (Moges, 2019) and use formative assessment as a means of students' learning. National Curriculum for English is a framework prepared as a reference document that provides guidance and insight to the teachers as stakeholders (Government of Pakistan, 2006).…”

Instructional Goal Structure, Gender, and Second Language Motivation Affecting English Language Achievement

“…Gezahegn also stated that the course is more student-centered and communicative than its predecessors. Even though this teaching approach has been applied in schools, problems related to its implementation have been reported (Lucha & Bongase, 2015;Kumar, 2017;Moges, 2019;Reda & Hagos, 2015;Serbessa, 2006;Yayo, 2013). Tirussew, Amare, Jeilu, Tassew, Aklilu, and Berhannu (2018) found that the implementation of CL through the Education Development Army has been found to be poor, contrary to its positive effects on student learning as confirmed by studies from around the world.…”