The Benefits of Cooperative Learning of Language in Different Subject Lessons as Seen by Primary School Pupils: The Case of One Lithuanian City School

Abstract

Contemporary educational theory and practice promote the development of subject-specific and generic competences. Cooperative learning is a generic competence whose development is recommended in all subject lessons/activities. The development of fundamental individual values that rely not only on individual achievements but also on empathy and helping others, the ability to listen, mentor, and assist is integral to primary education. Such education is supported by positive inclusion in the process and good-willed communication within the group to achieve a common result. It is through achieving common goals and witnessing the variety of activity approaches that certain activities become a success. The study aimed to include all students in the development process on the basis of cooperative learning and improve each and every student’s individual learning of language performance in all subjects. The study is based on 186 first-to-fourth-year students from one major city school, representing a total of 8 classes. After the school-wide activities on cooperative learning, all pupils took part in a questionnaire survey halfway through the school year. The survey used a written questionnaire. The questions in the questionnaire were designed to explore pupils’ attitudes towards school and language-related aspects of successful group cooperation. The collected data were analysed using SPSS version 20. The data analysis used a descriptive approach, calculating the answers chosen by the pupils. An analysis of the survey results shows that the majority of pupils in years 1 to 4 think they can work in groups and cooperate because they are willing to listen to others, explain and help others, are not bored, are interested in working together, and are interested in learning new subjects.

Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education: A Case Study

“…The ideas expressed by the participants in the study on monitoring are very close to the researchers’ view that the main agreements on integrated education are made within the educational establishment (Acree et al, 2017 ; Education Development Trust. Successful school leadership , 2016 ; Jakavonytė-Staškuvienė, 2017 , 2021a , 2021b ). Importantly, a culture of “living, changing and renewing” planning is essential when working in an integrated education context: “the plan is discussed once a month, to write down changes and other proposals” (Claire).…”

“…Successful school leadership , 2016 ). Research has shown that the role of the teacher is one of the most important factors and variables in the development of an integrated curriculum, as the teacher influences students (according to Hattie, 2009 ; Jakavonytė-Staškuvienė, 2021a , 2021b ). Researchers Hattie ( 2009 ), Bressoux ( 2012 ) and Talbot ( 2007 ) stress that cognitive and motivational stimulation, participation, engagement and deliberate timing of the teacher’s task remain important in the design of classroom activities.…”

“…If sustainability is the goal, the whole school community is consulted on the vision of integrated education. The choice of model is discussed and consulted within the educational institution itself (according to Jakavonytė-Staškuvienė, 2017 , 2021a , 2021b ). The vision for integration is about how content will be integrated, not just in one subject but across the curriculum/all subjects, what content or part of content will be integrated (according to Alexander, 2020 ; Arrow et al, 2019 ; Duibhir & Cummins, 2012 ; Håland et al, 2021 ; Skaftun et al, 2021 ).…”

Solutions for Independent Goal Setting and Implementation of Primary School Students Fostering the Competence of Learning to Learn

“…One of the ways to foster students' self-directed learning skills is through collaboration [28][29][30][31], as it enhances children's ability to act and create knowledge themselves. Collaborative social sharing practices in schools allow students to acquire a significant amount of knowledge by solving problems, constructing, and transforming what is common.…”

“…Then, the class group of students becomes the audience. It also allows students to help each other, learn to collaborate, and participate in discussions or debates by presenting ideas and arguing various points [26,[28][29][30][31]. When a collaborative atmosphere that supports teamwork skills is created, children can assess their abilities and acknowledge that under such conditions, they can work and learn new things [29,30].…”