The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure

Drakeford, William

doi:10.17265/2159-5542/2012.04.003

Cited by 5 publications

(6 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…From this it can be concluded that the participating teachers state to a high extent that participation in group activities improves students' social skills. The data in question ( 4) is also in line with several studies in which it is reported that during CT, students' work groups operate in a context in which they can develop social skills that will both help them in learning and enable them to use them in different contexts as future citizens in social and economic life (Buchs et al, 2021;Dyson et al, 2021;Drakeford, 2012;Johnson & Johnson, 1999;Johnson et al, 2014;Kakana, 2008;Matsagouras, 2000aMatsagouras, , 2000bLyman et al, 1993;Nikolakaki et al, 2010;Zinsser, 2009).…”

Section: Discussionsupporting

confidence: 78%

“…The implementation of CT in the classroom results in benefits in the social sector through cooperation, complementarity and the broader climate of fair play that is formed by the students' work in groups (Johnson et al, 2014;Nima & Kapsalis, 2002;Vriza & Karadimitriou, 2020). Students' work groups operate in a context in which they can develop social skills that will help them in their learning and success at school and enable them to use them in different contexts as future citizens both in themselves and in their social and economic life, social and professional relationships (Buchs et al, 2021;Dyson et al, 2021;Drakeford, 2012;Johnson & Johnson, 1999;Johnson et al, 2014;Kakana, 2008;Matsagouras, 2000aMatsagouras, , 2000bLyman et al, 1993;Nikolakaki et al, 2010;Zinsser, 2009). In addition, students who work in CT feel that they have better and positive relationships with their peers (Johnson & Johnson, 1986, 1999Johnson et al, 2000;Johnson et al, 2000;JNalls & Wickerd, 2022;Nikolakaki et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Evangelou

2023

IJLD

View full text Add to dashboard Cite

The purpose of this study is to investigate the views and attitudes of active Greek teachers in Primary Education on the implementation of Collaborative Teaching (CT) as a social form of teaching organization regarding the way of cooperation and organization of relationships between students during the teaching and learning process. More specifically, it seeks to investigate whether the application of CT ensures students’ active participation in the learning and teaching process, creates friendly relationships between group members, improves students’ social skills, limits individuality and engages students’ self-expression, and improves students’ academic performance compared to traditional teaching where they work individually. The research sample consisted of two hundred and ten Greek teachers. A structured questionnaire was used to conduct the research and collect data. The main findings of the research are summarized as follows: (i) A fairly high percentage of teachers state that the implementation of CT ensures the active participation of students in the learning and teaching process, creates friendly relationships between group members and improves students’ social skills; (ii) A high percentage of teachers state that the implementation of CT improves students’ academic performance compared to traditional teaching where they work individually.

show abstract

Section: Discussionsupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Evangelou

2023

IJLD

View full text Add to dashboard Cite

show abstract

“…This suggests that teacher-centered teaching and learning may not be an excellent way to teach and learn VTE concepts. This is because teacher-centered instruction, such as formal lectures, may limit student collaboration and interactions, making them lack the motivation and interest to participate in teaching and learning (Mijatovic & Jednak, 2011;Drakeford, 2012). Therefore, it is unsurprising that most students reported a positive perception of the intervention and voiced that it should be used in place of the lecture method, especially on complex topics.…”

Section: Increased Group Workmentioning

confidence: 99%

Improving Students’ Participation and Performance in Building Quantities through Think-Pair-Share Cooperative Learning

Ismail,

Bungsu,

Shahrill

2022

Indonesian J. Educ. Res. Technol.

View full text Add to dashboard Cite

The Think-Pair-Share (TPS) cooperative learning is associated with high student participation and performance in various subjects. However, research focusing on this direction in Vocational and Technical Education (VTE) is not widespread. This mixed method with an action research approach investigated the effectiveness of TPS cooperative learning in improving student participation and performance in building quantities. It also explored the perceptions of students about TPS cooperative learning intervention. Convenience sampling was used to select 24 students from one of the VTE institutions in Brunei Darussalam. Data were collected through a pre-test, a post-test, interviews, and observations; and analyzed with a paired sample-test, frequency and percentage counts, and thematic analysis. The results showed that TPS cooperative learning improved student performance and participation. It encouraged creativity, collaboration, active learning, and motivation, which are conduits to high performance and participation. Although the implementation of TPS cooperative learning comes with some challenges, it can be an effective tool to improve student performance and participation in VTE. Its key features, such as teamwork, critical thinking, and problem-solving skills, may contribute to nurturing the soft skills needed in VTE. Also given are the recommendations for the effective implementation of TPS cooperative learning in VTE.

show abstract

“…Among some of the benefits of CL in university classrooms is that it leads to the development in the students, of a sense of purpose and positive interpersonal relationships (Davis, 2021), promotes self-confidence and positive attitudes towards learning (Yang et al, 2021). Other benefits of CL to students include the development of increased motivation to learn (Drakeford, 2012), social skills such as sharing, cooperation, leadership, conflict management and decision-…”

Section: Introductionmentioning

confidence: 99%

“…, 2021). Other benefits of CL to students include the development of increased motivation to learn (Drakeford, 2012), social skills such as sharing, cooperation, leadership, conflict management and decision-making (Alhabeedi, 2015). These benefits are all critical to promoting enhanced academic achievement (Alhabeedi, 2015; Ding et al.…”

Section: Introductionmentioning

confidence: 99%

Antecedents and consequences of effective implementation of cooperative learning in universities in Zimbabwe

Rudhumbu

2022

JRIT

View full text Add to dashboard Cite

PurposeCreating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.Design/methodology/approachThe research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.FindingsThe results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.Research limitations/implicationsThis is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.Practical implicationsThese results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.Originality/valueWhile many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.

show abstract

The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure

Cited by 5 publications

References 4 publications

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Collaborative Τeaching as a Social form of Organizing Teaching in Primary Education: Views and Attitudes of Greek Teachers

Improving Students’ Participation and Performance in Building Quantities through Think-Pair-Share Cooperative Learning

Antecedents and consequences of effective implementation of cooperative learning in universities in Zimbabwe

Contact Info

Product

Resources

About