Cooperative learning and its effects on pre-primary, marginalized children

Abstract

This paper is based on a project which examined the effect that cooperative learning activities may have on the acceptance of marginalized children in pre-primary school. The small-scale project was undertaken at a public, pre-primary school in Cyprus using sociometric measures and observations, pre and post the implementation of some cooperative learning lessons. Thirteen kindergarten children participated in the project (mean age = five years, eight months). The findings indicate some possible beneficial effects from cooperative learning on children who are marginalized, which need further investigation in future research.

Reflections from the Process of Game-Based Teaching of Probability/Prikazi procesa poučavanja vjerojatnosti posredstvom igre

“…Prior research mentioned the benefits of the cooperative learning approach, including motivating students to learn mathematics by showing them ways to enjoy mathematics (Johnson & Johnson, 1989), helping them focus on the subject or task and to work with each other and providing a comfortable environment (Slavin, 1996), and enabling students to communicate with other members of group more effectively (Martino & Johnson, 1979). Similarly, a great number of other studies (Burguillo, 2010;Hamalainen, 2008;Hänze & Berger, 2007;Toumasis, 2004;Vasileiadou, 2009) have supported the creation of cooperative learning environments for effective instructions. As understood from this literature, organizing students as cooperative learning groups will help them benefit more from the process.…”

“…This interaction among students shows the importance of game-based cooperative learning in these environments. A substantial amount of research (Burguillo, 2010;Hamalainen, 2008;Hänze & Berger, 2007;Johnson & Johnson 1989;Toumasis, 2004;Vasileiadou, 2009) provides evidence of similar effects of cooperative learning. Also, as Sfard et al (1998) stated, it can be concluded that through argumentation between researcher-student and student-student, the researcher had the opportunity to learn about the student's thinking.…”

“…Prijašnja istraživanja ukazivala su na korisnost suradničkog učenja uključujući motivaciju učenika na učenje matematike na način da im se prikažu načini na koje mogu uživati u matematici (Johnson i Johnson, 1989), pomažući im kako bi se usredotočili na predmet ili zadatak i kako bi im se osiguralo zajedničko učenje u ugodnom okruženju (Slavin, 1996), omogućujući učenicima da učinkovitije komuniciraju s drugim članovima skupine (Martino i Johnson, 1979). Slično tome, velik broj drugih istraživanja (Burguillo, 2010;Hamalainen, 2008;Hänze i Berger, 2007;Toumasis, 2004;Vasileiadou, 2009) podržao je uvođenje suradničkog učenja s ciljem učinkovitog poučavanja. Pokazuje se da organiziranje učenika u suradničke skupine učenicima više pomaže u procesu učenja.…”

Investigating the impact of positive resource interdependence and individual accountability on students‟ academic performance in cooperative learning

“…In spite of the fact that cooperative learning has received remarkable attention in instructional community, empirical studies conducted on its effectiveness reveal mixed findings. On the one hand, research findings (e.g., Adeyemi, 2008;Chang & Mao, 1999;Fuchs, Fuchs, Mathes, & Simmons, 1997;Macloughlin, 2009: Onwuegbuzie, Collins & Jiao, 2009Slavin, 1991;Vasileiadou, 2009) show that cooperative learning enhances academic performance and acquisition of social or/and psychosocial skills. On the other hand, studies conducted on effectiveness of cooperative learning (e.g., Gillies & Boyle 2010;Karababa, 2009;Krause, Stark & Mandl 2009) indicate that cooperative learning does not enhance academic performance.…”

Beliefs of early-childhood teachers towards Cooperative learning in the Chilean context

“…Activities that exposes children at an early age to CL, that includes interaction among peers, will, therefore, help encourage empathetic skills and a good and strong interchange (Piercy, Wilton, & Townsend, 2002;Vasileiadoy, 2009). Stevahn, Johnson, Johnson, Oberle, and Wahl (2000) compared children from preschool who were taught how to resolve conflicts with others who were not taught these skills.…”