Using Cooperative Learning Strategies to Develop Rural Primary Students&amp;#39; English Oral Performance

Nievecela, Lilian C.; Ortega-Auquilla, Diego

doi:10.5539/elt.v12n11p74

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…According to the findings of various studies conducted by various researchers, the use of the CPL strategy improves students' performance by increasing practice and retention of information when compared to the traditional lecture teaching strategy. (An et al, 2002;Huang et al, 2012;Kathleen & Berg, 1993;Ling et al, 2016;Nievecela & Ortega, 2019;Robinson, 1991;Shaaban & Ghaith, 2005;Slavin & Cooper, 1999).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Cooperative Learning with Manipulatives and Students’ Performance in Mathematics Problem Solving

2023

JEP

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The use of manipulatives in teaching mathematics has been identified to have a significant improvement on students' understanding of mathematical concepts as well as their interest in their studies and subsequently their performance. Studies have examined the impact of this method on students' performance in mathematics in general little data is available on how cooperative learning with manipulatives learning affects learners' performance in mathematics problem-solving skills. Hence this study was to assess the effect of cooperative learning (CPL) with manipulatives on students' performance in mathematics problem-solving skills. The study employed a quasi-experimental research design. A multistage sampling procedure was employed to select eighty Junior High School students from a public school in Asikuma Odoben Brakwa District in the Central Region of Ghana. Mathematics Non-Routine Achievement Test (MNRAT) and an interview guide were used to gather primary data from the participants. Descriptive statistics and an independent t-test at P≤ 0.05 level of significance were used to analyzed the data gathered from the field. The findings of the study indicated that students taught cooperatively with or without manipulatives outperformed students taught utilizing the lecture technique with or without manipulatives and no discernible differences were found between males and females in their performance (with and without the use of manipulatives). The study therefore recommends that, the use of cooperative teaching and learning strategies integrated with manipulatives should be encouraged and adopted in schools by educational bodies, mathematics educators and teachers through workshops, seminars, in-service training and conferences on the importance and how to employ cooperative teaching and learning strategies with manipulatives to enhance Junior High School learners' social and interactive participation, critical thinking, logical reasoning, effective communication and problem-solving skills in mathematics

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Section: Statement Of the Problemmentioning

confidence: 99%

Cooperative Learning with Manipulatives and Students’ Performance in Mathematics Problem Solving

2023

JEP

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“…All of these put forward higher requirements for the intelligence of classroom teaching evaluation. How to implement formative assessment in the classroom characterized by collaborative learning has become an urgent problem to be solved in the reform of classroom teaching evaluation (Nievecela and Ortega, 2019 ). Some researchers propose to use formal modeling and intelligent computing to help and support teachers more systematically and to form a man-machine collaborative classroom evaluation mechanism (Carrillo et al, 2019 ).…”

Section: English Learning Status and Team Learning Evaluation Modelmentioning

confidence: 99%

A Study on the Construction of Emotion Recognition Based on Multimodal Information Fusion in English Learning Cooperative and Competitive Mode

2021

Front. Psychol.

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With the development of science and education, English learning has become increasingly important. In the past, English learning was mainly based on missionaries, and students were not very motivated to learn. The purpose of this article is to use the English cooperative model to improve the enthusiasm and initiative of students in learning, and to improve the efficiency of students in learning English. A team learning model based on the game is proposed. This article constructs a cooperative and competitive model of English learning based on multimodal information fusion. The main manifestation is that students form groups in small groups, and there is a competitive relationship between the groups. The competition among students in learning is the common interest of the entire group, so that the overall interests of each student will be more competitive. This article refers to the main body association model in the literature to adjust English grammar, vocabulary, and language perception ability: learn together in team communication to improve students' multifaceted abilities. Finally, a questionnaire was designed. The results show that after changing the English team learning mode and optimizing the English team learning support system of the students' English learning team, the English learning cooperation and competition model based on multimode information fusion proposed in this article can improve the learning effect by 55%-60%. In all English teaching, the two dimensions of professional knowledge and English ability training are not mutually orthogonal and mutually exclusive, but mutually supportive and interdependent. To form an effective teaching model of “student-centered and teacher-led,” active and rich communication and feedback in the classroom are the keys, and they also help to form a gradual teaching and learning cycle.

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“…TPS strategy has therefore been successfully implemented in many countries abroad, especially in Southeast Asia and the Middle East countries, where the remarkable development of their economies has had an impact on the need for students to acquire English language skills at an early age. The great success of the TPS strategy has determined the development of several investigations that take the lead in trying to include this important type of activities within the classroom, not only for the improvement of speech skills but in multiple fields (Ochoa et al, 2016;Tayo & Hernandez, 2017;Nievecela, 2019;Benalcázar, 2019).…”

Section: Introductionmentioning

confidence: 99%

Think-Pair-Share strategy in speaking skill development

Pérez

Carvajal

2022

ConcienciaDigital

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Introduction: Mastery of oral expression is a powerful factor in the development of structured thinking and cognitive abilities. However, the traditional methodologies of English teaching, based on grammar and writing, determine a poor performance of students in the international context. Think-pair-share (TPS) as a collaborative learning strategy is an appropriate tool to solve the problem. Objective: This research analyzes the influence of the TPS teaching strategy in the speaking skill development of A1 students at a language center in a university in Ambato, Ecuador. Methodology: From direct observation and the application of a survey, it was detected that the students presented difficulties in constructing effective communication. A quasi-experimental study was considered, in which two groups, control and experimental, were established. The first group received classes through traditional learning strategies and the second through strategy based on TPS. Initially, the oral proficiency level of both groups was evaluated by applying the Cambridge Key English Test (KET). The teaching strategies were implemented in both groups. In the experimental group case, the TPS strategy consisted of collaborative work among students, each participant uploaded short videos in an online platform about their ideas regarding topics suggested by the teacher. The students then reviewed the material prepared by their class partners, made suggestions for improving their speaking skills, and gave an oral presentation to their classmates. Another KET test was applied to know the speaking skill development. Results: Students improved their performance, although the experimental group showed better results, to the point that the mean was 12.48 out of 15, compared to the mean of the control group, which was 9.70 out of 15. Conclusion: The students were well disposed to work using the TPS strategy and the teaching program allowed the students to improve their speaking skills to communicate in the English language.

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Using Cooperative Learning Strategies to Develop Rural Primary Students' English Oral Performance

Cited by 5 publications

References 7 publications

Cooperative Learning with Manipulatives and Students’ Performance in Mathematics Problem Solving

Cooperative Learning with Manipulatives and Students’ Performance in Mathematics Problem Solving

A Study on the Construction of Emotion Recognition Based on Multimodal Information Fusion in English Learning Cooperative and Competitive Mode

Think-Pair-Share strategy in speaking skill development

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