An Improved Competitive and Cooperative Learning Approach for Data Clustering

Hsu, Sheng-Fei; Shih, Dong-Her; Yu, Hui-Ling

doi:10.1109/cis.2007.129

Cited by 4 publications

(3 citation statements)

References 8 publications

(5 reference statements)

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“…(2) What is the perception of teachers and students towards the impact of cooperative learning (CL) methods on students' academic achievement and laboratory proficiency?…”

Section: Research Questionsmentioning

confidence: 99%

“…Even though the educationists had made efforts in improving teaching-learning processes, instructional designers are still searching and experimenting to get best methods for optimal academic performance of the students [2]. is is because, in the traditional approach of teaching, most of the class time is spent by teachers talking and students watching and listening, and cooperative learning appears to be discouraged [3].…”

Section: Introductionmentioning

confidence: 99%

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Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Molla

Muche

2018

Education Research International

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e main objective of this study was to evaluate the impact of cooperative learning methods on students' academic achievement and laboratory proficiency in biology subject. Quasi-experimental control group interrupted time series design was employed. Data pertaining to these variables were collected from 369 students and 18 biology teachers in three schools. A series of biological tests and semistructured questionnaire were used to collect data. Multivariate analysis (two-way ANOVA) was used to analyze the test scores exposed by teaching methods, and semistructured questionnaire was administered to comprehend factors that hamper the successive execution of CL. Hence, multivariate analysis revealed that there was no significant (P > 0.05) difference in the pretest score of the learner academic performance; however, there were significant differences (P < 0.01) in the posttest results by teaching methods, but not by schools. Correspondingly, there were significant differences in the pretest (P < 0.05) and posttest (P < 0.01) results of the students' laboratory proficiency by teaching methods. e results exemplify that there was significant learning gain obtained via CLAD followed by cooperative discussion group (CDG). e result from the questionnaire survey showed that the number of students, lack of laboratory equipment, and so on hamper consecutive execution of CL.

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“…(2) What is the perception of teachers and students towards the impact of cooperative learning (CL) methods on students' academic achievement and laboratory proficiency?…”

Section: Research Questionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Molla

Muche

2018

Education Research International

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“…Despite the effort educationists had made, Indexed African Journals Online: www.ajol.info instructional designers are still searching and experimenting to get better methods for achieving mastery and internalized learning in students. "Best methods for optimal academic performance/achievement are still being sort for" (Wang, Pei, and Cheung, 2007) Felder and Brent (1994) observed that the traditional approach to college teaching, most class time is spent with the teacher talking and students watching and listening. The students work individually on assignment, and co-operation seems to be discouraged.…”

Section: Introductionmentioning

confidence: 99%

Co-operative Learning Approach and Students’ Achievement in Sociology

Martins-Umeh¹

2009

Afr. Res. Rev.

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This study set out to investigate cooperative learning approach and students' achievement in Sociology. One research question and one hypothesis tested at 0.05 level of significance were formulated to guide the study. The study adopted a quasi-experimental design. One hundred and one (101) students of the schools of Industrial Technical Education and Science Education constituted the population. An achievement test items, 36 in number was used for data collection. Mean and Standard Deviation were used to answer the research question while t-test was used to test the hypothesis. The result of the analysis of data collected on the research question showed that students of the cooperative group, that is the Industrial Technical Education students achieved more than the Science Education students. Methods of instruction are still geared towards competition as against cooperation in present day classrooms. Johnson, Johnson, Holubec and Ray (1984), posited that more than eighty five percent of the instruction in schools consists of lectures, seatwork, or competition in which students are

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Cooperative Machine Learning with Information Fusion for Dynamic Decision Making in Diagnostic Applications

Vidhate¹,

Kulkarni²

2012

2012 International Conference on Advances in Mobile Network, Communication and Its Applications

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An Improved Competitive and Cooperative Learning Approach for Data Clustering

Cited by 4 publications

References 8 publications

Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Impact of Cooperative Learning Approaches on Students’ Academic Achievement and Laboratory Proficiency in Biology Subject in Selected Rural Schools, Ethiopia

Co-operative Learning Approach and Students’ Achievement in Sociology

Cooperative Machine Learning with Information Fusion for Dynamic Decision Making in Diagnostic Applications

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