Student's Perceptions on Benefits Gained from Cooperative Learning Experiences in Engineering Mathematics Courses

Othman, Hidayatulfathi; Asshaari, Izamarlina; Bahaludin, Hafizah; Tawil, Norngainy Mohd; Ismail, Norliza

doi:10.1016/j.sbspro.2012.09.414

Cited by 18 publications

(14 citation statements)

References 10 publications

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“…This supports the fact that CL should be embraced in educational systems to pave the way for the students to deal and interact with the outside world with its myriad scenarios, challenges, and opportunities. Other previous studies on CL (Huang, 2007;Khoury, 2012;Othman et al, 2012;Zuheer, 2008) documented outcomes of social benefits and enhanced communication skills. In stressing the role of CL on enhancing cultural responsiveness, Li and Campbell (2008) conducted a study in New Zealand and presented findings that stress the cultural factor in an ESL classroom.…”

Section: Cooperative Learning As An Enhancing Factor For Social and Cmentioning

confidence: 83%

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

Ismail

Allaq

2019

Sage Open

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Cooperative learning and differentiated instruction have recently attracted a lot of attention as they are considered by educators and teachers to play significant roles in motivating learners and promoting interactive learning. The present study aims to examine English teachers' views about the effectiveness of the practice of cooperative learning and differentiated instruction in enhancing students' learning in English language classes. A sequential mixed method was used to collect the necessary data to answer the research questions. A questionnaire was first sent to 200 English language teachers, and then the researchers conducted focus group interviews with eight teachers. The findings of the study reveal that English language teachers consider cooperative learning as a valuable instructional procedure for promoting learners' engagement, classroom social interaction, cultural appreciation, and differentiated instruction. The present study's findings may have implications at all levels, such as teacher training, academic administration, curriculum designing, and decision making. Applications of those findings may attract the attention of others beyond the English classes. In addition, the findings may provide valuable guidance for researchers and educators to carry out large scale studies on the practice of cooperative learning and differentiated instruction in English language classes within the present study's context and beyond.

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Section: Cooperative Learning As An Enhancing Factor For Social and Cmentioning

confidence: 83%

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

Ismail

Allaq

2019

Sage Open

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“…Each student contributes in the groups to promote all students' performance. Students involve classroom activities and changed their learning behaviors, stimulated their cognitive activity, and improved their relationships [38].…”

Section: The Fourth Lessonmentioning

confidence: 99%

Implementation of think-pair-share to mathematics instruction

Tanujaya

2019

EduLearn

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The purpose of this research was to study the procedure of think pair share, the type of cooperative learning models, which can be implemented in mathematics instruction in Manokwari, West Papua Indonesia. This study was conducted at Senior High School in Manokwari (SMA Negeri 1), Manokwari West Papua Indonesia. The research was carried out using research and development methods. The Think Pair Share learning model was modified to get the procedure of implementation in accordance with the characteristics of students studying mathematics in Manokwari, West Papua. The results of the research showed that there were two principals in the application of the think pair share model in mathematics instruction in Manokwari West Papua, selection of group members and the determination of the number of group members. Students individually start thinking of finding answers to the assignment submitted. Group members must consist of students who already know each other well, but should not to have a similar level of knowledge, while the number of group members must start from two students.

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“…It is confirmed by Kolewole stating that it is intended to create interdependency in positive term by means of encouraging all members of group to contribute to discussion and to discuss the result of discussion [25]. Othman, et al confirmed that the students' maturity can be created as the result of cooperative learning experience, particularly the positive social skill, such as interpersonal relation [26].…”

Section: Interpersonal Relationmentioning

confidence: 98%

The impact of think pair share model on mathematics learning in elementary schools

2019

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One objective of mathematics learning is to solve problem and to communicate idea to get a solution. Human life is inseparable from social activity, including cooperation. Similarly, in mathematics learning sometimes students need friends to discuss with in solving mathematics problem. Cooperative learning model can be an alternative to bridge the difficulty the students encounter. The objective of research was to identify the impact of Think Pair Share type of Cooperative learning model on mathematics learning in elementary school. This study was a descriptive qualitative research. The subject of research was the fifth graders of three elementary schools in Karangpandan Sub District. Techniques of collecting data used were observation, interview, and documentation. Observation was conducted to observe the learning process using Think Pair Share-type of cooperative learning, interview to find out the impression and the impact the students experience, and documentation to find out the group's work. The conclusion of research showed that there are some impacts found in mathematics learning using Think Pair Share type of cooperative learning related to: (1) group establishment; (2) learning environment; (3) learning achievement; (4) student participation; (5) information exchange; and (6) interpersonal relation.

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Student's Perceptions on Benefits Gained from Cooperative Learning Experiences in Engineering Mathematics Courses

Cited by 18 publications

References 10 publications

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes

Implementation of think-pair-share to mathematics instruction

The impact of think pair share model on mathematics learning in elementary schools

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