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Improving Academic Performance Using Cooperative Learning

EDUC 613-Section 1-Group 5

What is Cooperative Learning Theory?

Cooperative Learning Theory

What does a Cooperative model look like?

Cooperative model

Five Elements of Cooperative Learning

Elements of Cooperative Learning

Positive Interdependence

  • Tasks and goals are clearly defined
  • Efforts of each team member benefits the individual as well as the Group
  • Commitment is made to both personal as well as the group success

Individual and Group Accountability

  • Each team member must contribute to the group as a whole
  • Each team member is accountable for helping the group reach its goals

Interpersonal and Small-Group Skills

Each team member must:

  • Be motivated
  • Provide effective leadership
  • Be able to make decisions
  • Be able to build trust
  • Be able to communicate
  • Be able to manage conflict

Face to Face Promotive Interaction

Face to Face Promotive Interaction

  • Promote one another's success by sharing resources
  • Encourage, help, and applaud each other's efforts
  • Support one another academically and personally
  • Explain how to solve problems
  • Teach each other
  • Check for one another's understanding
  • Discuss concepts being learned
  • Connect present with past learning
  • Foster the groups mutual goal

Group Processing (Reflection)

Group Processing (Rfeflection)

  • Communication openly, freely, respectfully discussing their concerns
  • Maintain effective working relationships
  • Describe what member actions are helpful/unhelpful
  • Make decisions about behaviors to continue/change/discontinue
  • Process status of goal achievement and accomplishments

Essentials of Effective Cooperative Learning Groups

Participation

  • Each team member should contribute their time and energy
  • Each team member should participate in the decision making process

Trust

Trust

  • Each team member should trust that other team members will be contributing to the group

Communication

Communication

  • Each team member should listen respectfully and attentively to other team members
  • Each team member should contribute ideas
  • Each team member should ask questions when clarification is needed
  • Each team member should give constructive feedback

Theoretical Support and Research

Leading Researchers of Cooperative Learning

Schlomo Sharan

Roger and David Johnson

Robert Slavin

Spencer Kagan

Cooperative Learning

Strengths and Weakness

Strengths of Cooperative Learning

Strengths

Weakness of Cooperative Learning

Weakness

Research and Findings on Applying Cooperative Learning in Teaching Mathematics

Application of Cooperative Learning in Mathematics Teaching

Research and Findings 1

The results of six previous researches agree that cooperative learning could improve students’ performance in Mathematics. Sin (2006) conducted a research on 60 Form 1 students by using cooperative learning’s STAD model in teaching Mathematics. The

research proved that the students perform better when they are taught using the cooperative learning approach compared to the conventional learning approach.

Research and Findings 1

Research and Findings 2

Research and Findings 2

The students tend to display a more positive attitude when they learn Mathematics through cooperative learning. Zaitun (2001) as cited in Effandi Zakaria and Zanaton Iksan (2009) studied the effects of cooperative learning using the STAD model. The results indicate that there is a positive attitude towards Mathematics, whereby most students have a positive perception towards the STAD model. The findings of Zakaria, Chin and Daud (2010) research showed that cooperative learning could instill a positive attitude among students towards the learning of Mathematics. This is due to the fact that students could help each other during group activities to solve mathematical problems. This indirectly changes the students’ attitude towards learning Mathematics. The research conducted by Zainun, Zainaton and Norziah (2013) identified the effects of cooperative learning by using the STAD model on the attitude of students toward the learning of Mathematics. Overall, 95% of students had a positive perspective in learning through cooperative learning’s STAD model.

Research and Findings 3

Research and Findings 3

Table 3 shows four research findings which indicate that cooperative learning in Mathematics could produce students with positive attitude. Findings from the research done by Curtis (2006) on cooperative learning shows that the anxiety of students towards learning Mathematics decreased because they got along with this teaching technique. Cooperative learning could be implemented in pre-schools to teach Mathematics (Artut, 2009). Artut found that children tend to cooperate, share, and listen to the teachers’ instructions better after they were introduced to cooperative learning. They are also found to be more responsible.

Research and Findings 4

As showed in Table 4, a previous research concluded that the students’ confidence increases with the implementation of cooperative learning in classrooms. Curtis (2006) found that cooperative learning boosts the students’ confidence in Mathematics because they are more confident in solving mathematical problems.

Research and Findings 4

Conclusion

Coclusion

In conclusion, the previous researches support that the utilization cooperative learning leaves a more positive impact in terms of affectivity and the performance of students compared to the application of traditional learning. Researches to date consistently prove that cooperative learning is capable of improving academic performance, creating a more conducive learning environment and improving students’ self-esteem. Moreover, cooperative learning also improves students’ self-confidence and soft skills. Cooperative learning is not a new technique in teaching and learning according to the previous

researches.

Cooperative learning is proved to benefit the students, especially in the mastery of a skill in Mathematics. Cooperative learning is a proven learning technique which is capable of leaving positive impacts among teachers and students to improve the students’ academic performance in Mathematics. Cooperative learning should be practised by Mathematics teachers in schools and it should be accepted as a major learning technique in Mathematics to produce students who are excellent in academics. It could also benefit students in their challenging daily lives.

References

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