Effects of Cooperative Learning on Students at An Giang University in Vietnam

Abstract

This study investigates the effects of jigsaw cooperative learning on the achievement and knowledge retention of 80 final-year Vietnamese mathematics students, as well as reporting their attitudes toward this form of learning. These tertiary students were divided into two matched groups of 40 to be taught by the same lecturer. In the experimental group, jigsaw learning was employed, while in the control group, lecture-based teaching was used over the six weeks of instruction. The results showed that students in the experimental group, who perceived their instruction as more cooperative and more student-centered, had significantly greater improvement on both achievement and retention measures than did the students in the control group. A survey revealed favorable responses toward jigsaw learning. The major findings of this study support the effectiveness of jigsaw learning for students in Vietnamese higher education institutions.

Cooperative Learning Through Mounier’s Personalism in the European Higher Education Area (EHEA)

“…Furthermore, it has been shown that this methodology facilitates the social, emotional and psychological development of students, with regard to social support, quality relationships of students, attitude to learning and learning skills (Gillies 2003(Gillies , 2008Johnson & Johnson 1990;Pinho-Lopes, Macedo, & Bonito 2011;Smith et al 2005;Tran & Lewis 2012); specifically, Bertucci et al (2010), as well as Chen and Wang (2013) note that students' self-esteem improves in cooperative work because they are involved in cooperative efforts. Also, Johnson and Johnson, R. T. (2009) and Slavin (2011) argue that the positive relationships promoted among students by cooperative learning increase motivation, persistence and degree of commitment to the achievement of group goals, as well as productivity, satisfaction and the sense of personal responsibility for their achievements.…”

“…The development of these attitudes through cooperative learning will strengthen student's self-esteem (Bertucci et al 2010;Johnson and Johnson 1999;Johnson et al 1999b;Slavin 1991Slavin , 2011Tran and Lewis 2012), and this will enable them to manage stress and adversity, and to remain committed to attaining the primary goal they have chosen for their life (Johnson and& Johnson, 1999). The educator must respect the option chosen by the student, but his function, as guide, can be very valuable to show him how to give the most of himself.…”

“…Teamwork clearly illustrates that the student is forced to give up part of his individual interests in favor of those of the group, but in return for results, achieved by all, which produce personal progress and growth (Slavin 2011;Tran & Lewis 2012). To achieve this it is important for the teacher to communicate an attitude of respect and of giving support unselfishly, as well as to develop certain skills, such as obtaining synergies from the contributions of team members, resolving conflicts positively, reducing tensions in the group and seeking consensus (Johnson et al 1999b); in addition, he must highlight the emotions resulting from this attitude, i.e., admiration for the person who has provided support (Lobato 1997) and satisfaction from helping those on the team who need support (Chen & Wang 2013;Sharan 1980;Slavin 2011).…”

“…These attitudes can be cultivated through cooperative learning (Johnson 2003); they will generate confidence in other people and will strengthen personal relationships (Arp 2007), communication between students will be better if it is based on values which can also be promoted using this methodology, such as equality (Johnson & Johnson 1996), commitment Slavin 2011), doing good (Melé 2009;Tran & Lewis 2012) and working on behalf of the community Slavin 2011). Regarding equality, the dependence of each human being on others for his balanced growth is based on the fact that, whilst all people have the same essential characteristics, they possess different ways of being, and this dependence leads to communication and the creation of communities (Aristotle, trans.…”

“…Regarding interpersonal skills, perceptions of community and equality will allow the student to feel more free and confident in his ability to play different roles within the group (Johnson 2003), and more motivated to develop certain attitudes, such as expressing disagreement or incomprehension (Lobato 1997), giving support and recognizing the contribution of others (Gillies 2003;Johnson & Johnson 2008;Johnson et al 1999b;Tran & Lewis 2012).…”