The Attitudes of Tertiary Level Students Towards Cooperative Learning Strategies in Afghan EFL Context

Katawazai, Rahmatullah; Saidalvi, Aminabibi

doi:10.26803/ijlter.19.9.16

Cited by 4 publications

(2 citation statements)

References 48 publications

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“…It is unlike the findings of Baguio (2019) who stated that the respondents use different types of activities in the area of teaching and learning and the main focus is on the values and attitudes to be emphasized during these activities. Also, the recent study conducted by Katawazai and Saidalvi (2020) about the attitudes of Afghan students towards cooperative learning strategies at the tertiary level, shows that the attitudes of students are quite positive towards using cooperative learning strategies and implementing such strategies increased the active participation in the classroom activities.…”

Section: What Is the Extent Of Implementing Obe-scl At Afghan Public Universities?mentioning

confidence: 99%

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

Katawazai

2021

Heliyon

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Outcome-based Education is currently of much potential in the global educational landscape. In recent years, implementing outcome-based education and student-centered learning have also been prioritized at the policy level of the Ministry of Higher Education of Afghanistan. Thus, the current study aimed to investigate the attitudes of Afghan lecturers towards the recent paradigm shift in the educational system of Afghanistan. The researcher employed a mixed-method approach to collect both quantitative and qualitative data. The researcher used a questionnaire responded by 120 lecturers and interviewed 7 outcome-based education experts and Afghan lecturers. The quantitative findings reveal that teachers have positive attitudes towards outcome-based education, and they are ready and willing to implement the approach by mentioning some key challenges. However, the results also show that implementing this approach is currently at a low level of practice. The qualitative findings reveal that; content-based curriculum, policies of teaching, learning, and assessment, the lack of basic infrastructure and info-structure, lack of facilities, and teachers' workload are among the key challenges towards implementing this approach. The results will help the Ministry of Higher Education and Higher Education Development Program to develop applicable policies and to emphasize this recent paradigm shift in the future within addressing the key challenges to ensure the efficacy during implementation. It will also help lecturers to have an overall picture of outcome-based education and student-centered learning. Likewise, it will open a window for researchers to investigate this potential topic in more in-depth details in the higher education system of Afghanistan.

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Section: What Is the Extent Of Implementing Obe-scl At Afghan Public Universities?mentioning

confidence: 99%

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

Katawazai

2021

Heliyon

Self Cite

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“…Hence, with the student's involvement in question-making, assessment, and evaluation, the non-English-speaking students can demonstrate control over their pace of learning. According to Katawazai and Saidalvi (2020), a student-centric collaborative approach in a language learning classroom ensures that the students are allowed access to various resources. These resources are studied by the students and used further to form questions that have two-fold benefits in the learning process.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan

Rababah

Awajan

Alghazo

et al. 2023

WJEL

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Learning a foreign language may create issues among students, as they may perceive it as complex, difficult, or alien. These feelings are harmful to forming a positive perception among students, regarded as one of the essential aspects of learning. This study aims to identify the effectiveness of using student-created questions for assessing students’ performance in English grammar. The sample included 79 tenth-grade students in King Abdullah Schools of Excellence in Jordan. The study revealed that the student-centered approach is crucial in today's classrooms because it fosters students' feeling of self-efficacy and helps them see their potential. Particularly in the secondary and college levels, the active involvement of students is emphasised as bringing openness and creativity to a more conventional classroom. Students who are consistently engaged in the development of questions and self-evaluation are better able to recognize their areas of strength and weakness and are further motivated to engage in self-repair. Students perform better when assessments are used in the classroom that are focused on them as individuals. Since it promotes self-actualization, intrinsic motivation is more effective than extrinsic motivation. By taking into account, this component of education and student performance create a learning environment that can inspire students to learn on their own can help them build the mindset for lifelong learning. It gives students a sense of control in the classroom by using questions they have written as part of the evaluation process. As a result of these elements, students become more motivated as they actively participate in the teaching-learning process. The study recommends using the student-generated questions in the classroom as it leads to effective teaching as they help the students practice various writing and reading skills. In many instances, evaluation in the classroom utilizing student-created questions reveals a significant increase in writing and reading abilities. Using this kind of evaluation, students may also engage in healthy competition.

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Effect of Cooperative Learning on High School Students’ Performance in Economics in Ghana

Yaw Sekyi Acquah,

Boachie Agyemang

2024

EAJESS

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The study sought to establish the impact of cooperative learning on economics students’ performance in Senior High School in Ghana, using a quasi-experimental design that included pre-tests and post-tests. The study engaged 164 senior high school economics students (81 in the control group and 83 students in the experimental group). The study used a 50-item performance test and a 29-item perception questionnaire. Data analysis involved descriptive statistics (frequency, percentages, means and standard deviations) and inferential statistics (independent sample t-test and paired sample t-test). The study revealed that senior high school economics students positively perceived the use of cooperative learning strategies in teaching economics. It revealed that economics students in the experimental and control groups had the same level of poor performance in economics before conducting the intervention. A significant difference emerged in the post-test performance of students in the experimental group, revealing improved performance after teaching the group using cooperative learning strategies. This suggests that cooperative learning strategies significantly affected the students’ performance. The study, recommends that senior high school economics teachers need to incorporate cooperative learning strategies in teaching economics topics to improve students’ performance.

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The Attitudes of Tertiary Level Students Towards Cooperative Learning Strategies in Afghan EFL Context

Cited by 4 publications

References 48 publications

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

Implementing outcome-based education and student-centered learning in Afghan public universities: the current practices and challenges

The Effectiveness of Using Student-Created Questions for Assessing Their Performance in English Grammar/ Case Study of “King Abdullah II Schools for Excellence” In Jordan

Effect of Cooperative Learning on High School Students’ Performance in Economics in Ghana

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