Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

Karaçöp, Ataman

doi:10.5539/ies.v9n11p104

Cited by 17 publications

(15 citation statements)

References 54 publications

(68 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students in the EG1 and EG2 both scored higher marks than their counterparts in the CG after the trio were taught reading comprehension for four weeks. The findings are consistent with previous studies such as Robertson (2006), Zarei (2012), Sampsel (2013), Karaçöp (2016), Umam, Asiah, Wibowo and Rohim (2017) and Khaleel and Hamdan (2017). However, Ishtiaq, Ali and Salem (2017) reported no significant difference among the control and experimental groups when STAD was used among adult learners.…”

Section: Discussionsupporting

confidence: 93%

Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

Ugwu

2019

AJOTE

View full text Add to dashboard Cite

The study investigated the effect of two cooperative learning strategies, Student Teams-Achievement Divisions (STAD) and Think-Pair-Share (TPS) on senior secondary school students’ achievement in reading comprehension in Vandeikya Local Government Area, Benue State, Nigeria. A total of 78 students (43 males and 35 females), drawn from three secondary schools participated in the study. Experimental and control conditions were randomly assigned to the three intact classes: EG1 (STAD), EG2 (TPS) and CG (Control Group). The instrument used was Reading Comprehension Achievement Test (r=0.784). Data were analyzed using Mean, Standard Deviation and Analysis of Covariance (ANCOVA). The results show higher achievement gains for students in the EG1 and EG2 over those of the CG, but not across gender. The findings support the existing evidence on the efficacy of cooperative learning over the traditional teaching method. English language teachers will therefore find the two techniques useful in teaching reading comprehension. Keywords: cooperative learning, Student Teams-Achievement Divisions, Think-Pair-Share, academic achievement, reading comprehension

show abstract

Section: Discussionsupporting

confidence: 93%

Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

Ugwu

2019

AJOTE

View full text Add to dashboard Cite

show abstract

“…For examining the effect of CL on academic achievement of primary-elementary pre-service teachers various instruments were implemented most of which were prepared by the researchers themselves for particular subject areas. The instruments used were as follow: Baydar and Şimşek (2018), Academic Achievement Test (AAT); Karaçöp (2016), Electrochemistry Achievement Test (EcAT); Alyar and Doymuş (2015) Preliminary Information Test (PIT), Academic Achievement Tests (AAT), The Particulate Nature of Matter Test (PNMT1,2,3,4); Karababa (2009) Artut and Tarim (2007) AATs as well to examine the effect of CL on pre-service teachers' academic achievement.…”

Section: Resultsmentioning

confidence: 99%

The effect of cooperative learning on primary-elementary pre-service teachers’ academic achievement in Turkey: A systematic review

Avci

Aksu

2019

International Journal of Social Sciences and Education Research

View full text Add to dashboard Cite

The aim of this study is to depict the effect of Cooperative Learning (CL) on primary-elementary pre-service teachers' academic achievement in Turkey in a systematic review. With respect to this aim, as Turkey adopted Constructivism in education in 2005 which is the major theory underlying CL, as a time span the search was confined to the literature between 2005 and 2018. Major search data bases scanned were ULAKBİM, ERIC, Metulib, MetUnique, J-STOR, Google Scholar, EPÖDER, DergiPark and tezYÖK (national database for accessing theses). As a result of this search, based on pre-determined criteria, thirteen (13) studies are included into the review. The themes emerging are as (a) comparison of cooperative learning (CL) with traditional methods (TMs), (b) comparison of different methods of CL, (d) Jigsaw as a CL method. As a result of the review, CL is found to have a significant effect on primary-elementary pre-service teachers' academic achievement in Turkey.Avcı, N., . The effect of cooperative learning on primary-elementary pre-service teachers' academic achievement in Turkey: A systematic review.

show abstract

“…According to the both constructivist and cognitive learning theories, students' new knowledge is constructed over prior knowledge (Karacop, 2016;Kwan & Wong, 2015). In this respect, PSTs' prior knowledge was figured out for determining the effect of learning methods used in this research and to be able to compare the groups.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers’ Understanding of Solutions

Özdilek

Okumuş

Doymuş

2018

JBSE

View full text Add to dashboard Cite

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one-way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests.

show abstract

Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

Cited by 17 publications

References 54 publications

Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

Effect of Student Teams Achievement Division and Think-Pair-Share on Students' Achievement in Reading Comprehension

The effect of cooperative learning on primary-elementary pre-service teachers’ academic achievement in Turkey: A systematic review

The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers’ Understanding of Solutions

Contact Info

Product

Resources

About