Cooperative Learning in the Secondary Mathematics Classroom

Whicker, Kristina M.; Bol, Linda; Nunnery, John

doi:10.1080/00220679709597519

Cited by 68 publications

(52 citation statements)

References 14 publications

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“…This is similar to the results of the studies "this method has a positive effect more than other methods" on recognizing the main theme and comprehension by Stevens, Slavin, and Farnish (1991), on academic success and behaviors of students by Whicker, Nunnery, and Bol (1997), on academic success and developing reading and writing skills of students by Genlott and Grönlund (2013), and on reading comprehension by Pan and Wu (2013). Besides it is seen in the results of the studies held at all levels of education in different fields of study that cooperative learning has a more positive effect on student success than conventional methods (Johnson & Johnson, 1999;Kasap, 1996;Koç, 2014;Tarım, 2003;Timur, 2006;Tonbul, 2001) as Gömleksiz (1997) states that cooperative learning can be used in many levels varying from primary schools to universities and this study supports that idea.…”

Section: Discussionsupporting

confidence: 90%

Cooperative Learning in Turkey: A Content Analysis of Theses

Dirlikli

Aydin²,

Akgün

2016

EDUC SCI-THEOR PRACT

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This study is a content analysis of theses concerning cooperative learning prepared in Turkey between the years 1993 and 2014. A total of 220 theses which were accessible online (open access) at the site of Council of Higher Education (CoHE) were analyzed. The publishing classification form used in this study was prepared analyzing similar forms in the literature. Each thesis was subjected to content analyses using this form and the data were stored in electronic media. The data were analyzed and are presented in graphics, frequency and percentage tables, and in a descriptive manner. Results show that theses on the topic of cooperative learning increased in large numbers with the adoption of the 2005 constructivist learning curriculum. Results also show that most often quantitative methods were used, the effect of the method on academic success was studied, and percentage and frequency tables in particular were used as the data analysis technique.

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Section: Discussionsupporting

confidence: 90%

Cooperative Learning in Turkey: A Content Analysis of Theses

Dirlikli

Aydin²,

Akgün

2016

EDUC SCI-THEOR PRACT

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“…The student should reflect, arrange, and inter-relate the different bits of information. The findings also fell below the recommendations of cooperative learning for teaching for effective learning (Whicker, Bol, and Nunnery, 1997) which encourage student -student interaction. Yip (1998) noted that cooperative learning in small groups give students an opportunity to identify and remedy their misconceptions in a non-threatening environment.…”

Section: Periods Allocated For Chemistry Teachingcontrasting

confidence: 65%

An Evaluation of Advanced Level Chemistry Teaching in Gweru District Schools, Zimbabwe

Shadreck

2012

ASS

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This study evaluated the implementation of the Advanced level chemistry curriculum in Gweru district secondary schools in Zimbabwe. To guide this study seven research questions were raised and answered. The study employed a descriptive survey design and three instruments were used to collect data from 6 secondary schools selected from 12 schools in the district using the Probability Proportionate to Size (PPS) sampling technique. Six (6) school heads, 10 chemistry teachers and 130 students participated in the study. The instruments used for data collection were a questionnaire, interviews and personal observations. The study established that the important factors that limit the quality of chemistry teaching and learning include overloaded curriculum content and inadequate time for teaching chemistry; inadequate resources, apparatus, equipment and consumables. Insufficient funding of science, lack of support staff and ineffective teaching methodologies further limit the quality of chemistry teaching and learning. The study recommends the in servicing of chemistry teachers to give them a better orientation on what is expected of them and expose them to current methods of teaching and presenting content materials to learners. The Ministry of Education Arts, Sports and Culture should for partnerships with private sector and nongovernmental organizations to provide the necessary infrastructure and enabling environment to make chemistry education thrive.

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“…Este resultado está en línea con los obtenidos en estudios anteriores como el de Zakaria et al (2010) en un grupo de estudiantes de secundaria de Malasia, los cuales mejoraron su rendimiento en matemáticas tras experimentar el aprendizaje cooperativo para su enseñanza. También Whicker et al (1997) encontraron que el aprendizaje cooperativo lograba que estudiantes de secundaria del sur de Estados Unidos obtuvieran mejores resultados que otros que habían seguido un planteamiento tradicional. Entre otros motivos, estos estudiantes señalaban que apreciaban el hecho de recibir ayuda de sus compañeros para aprender conceptos difíciles.…”

Section: Figura 6 Dibujo Argumentado De La Categoría "Difícil"unclassified

“…Varias investigaciones han comparado diferentes métodos cooperativos con las clases tradicionales en gran grupo y han mostrado sus ventajas en aspectos muy diversos como el rendimiento académico y las relaciones sociales entre el alumnado (Johnson y Johnson, 1989;Ke y Grabowski, 2007;Whicker, Bol y Nunnery, 1997;Zakaria, Chung Chin y Daud, 2010). El grupo, "al proporcionar un foro en el que se puede preguntar, discutir, rectificar, recibir nuevas ideas y resumir descubrimientos, constituye un medio idóneo para que todos los alumnos alcancen el éxito y el progreso, espoleados por la diversidad de las aportaciones que tienen lugar en el seno de la cooperación" (Pons, González-Herrero y Serrano, 2008, p. 253).…”

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La Enseñanza de las Matemáticas a través del Aprendizaje Cooperativo en 2º Curso de Educación Primaria

Muñiz¹,

Miranda

Fernández-Río

2017

Contextos educativos

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RESUMEN:El objetivo del estudio fue analizar los efectos del aprendizaje cooperativo como herramienta metodológica para la enseñanza de las matemáticas. Para ello se utilizó un diseño cuasi-experimental con grupos no equivalentes de estudiantes. Un total de 33 estudiantes pertenecientes a dos clases intactas de 2º de Educación Primaria accedieron a participar. Una experimentó un planteamiento basado en la metodología cooperativa (GE), mientras que con la otra se usó un planteamiento tradicional (GC). La valoración de los efectos de los distintos planteamientos se realizó de manera cuantitativa a través de un test de conocimientos matemáticos y de manera cualitativa a través de dibujos argumentados. Los resultados cuantitativos mostraron que el grupo-clase que trabajó cooperativamente alcanzó niveles más altos de rendimiento matemático, mientras que de los resultados cualitativos emergieron tres categorías positivas: diversión, aprender y trabajo en equipo y tres negativas solo en el GC: aburrida/cansada, difícil y mal comportamiento. El aprendizaje cooperativo parece ayudar a debilitar las percepciones negativas de los estudiantes hacia la clase de matemáticas.PALABRAS CLAVE: Cooperación, Primaria, dibujos argumentados, investigación-acción. MATH'S TEACHING THROUGH COOPERATIVE LEARNING IN YEAR-2 PRIMARY EDUCATIONABSTRACT: The goal of this study was to assess the effects of cooperative learning as a methodological tool for maths teaching. A quasi-experimental design with non-equivalent groups of students was used. A total of 33 students

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Cooperative Learning in the Secondary Mathematics Classroom

Cited by 68 publications

References 14 publications

Cooperative Learning in Turkey: A Content Analysis of Theses

Cooperative Learning in Turkey: A Content Analysis of Theses

An Evaluation of Advanced Level Chemistry Teaching in Gweru District Schools, Zimbabwe

La Enseñanza de las Matemáticas a través del Aprendizaje Cooperativo en 2º Curso de Educación Primaria

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