The Effect of Cooperative Learning on Students Academic Achievement

Kaymak, Serkan; Zh.Kassymbek,; Kalamkas, A.; Saydenov, F.

doi:10.17265/2328-2185/2021.06.009

Cited by 3 publications

(2 citation statements)

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“…Notwithstanding the copious quantitatively biased cause and effect research on the use of CTLA in most studies (Bosson-Amedenu et al, 2021;Edekor & Agbornu, 2020;Kaymak et al, 2021;Nurhuda et al, 2018;Teng, 2022;) very few employs case study (Fernández-González & Franco-Mariscal, 2021) as research design as was used in the current study. Thus, many studies concentrate on the effect of CTLA.…”

Section: Discussionmentioning

confidence: 96%

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

2023

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The study is aimed at enhancing pedagogical content knowledge (PCK) and skills of in-service mathematics teachers (IMTs) using cooperative teaching and learning approach (CTLA). A sequential multiple case study was employed to develop eight IMTs knowledge and skills to design, develop, and enact lessons in trigonometry. The lessons were anchored on CTLA in two phases of a professional development arrangement (PDA) initiated in the study. The analysis of classroom observation, interview, CTLA lessons and the independent sample t-test is suggestive of significant improvement in the IMTs PCK. Further, although, the IMTs were rooted in teacher-centered pedagogies and encountered challenges, they effectively incorporated CTLA as a pedagogical tool in the teaching and learning of trigonometry. As a result of which, IMTs exhibited an enhanced content knowledge. Implications and recommendations for effective PDA in incorporating CTLA as an innovative pedagogical strategy for the teaching of mathematics at high school are discussed.

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Section: Discussionmentioning

confidence: 96%

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

2023

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“…This is because CL affords students an opportunity to make meaning of the subject matter independently and collectively as a group in the classroom context [6]. Literature asserts that CL advances a particular a kind of pedagogy that is superior, motivates and improves the inter and intra relationships among individual group members [7]. Again, by employing a CL approach to teaching, learners are encouraged to work cooperatively, the individuals can appreciate the sense of belongingness to support each one another during the teaching and learning process [8].…”

Section: Introductionmentioning

confidence: 99%

Hypothetical Approach to the Teaching of Trigonometric Concepts Using Cooperative Learning

Asomah,

Agyei,

Ntow

et al. 2023

Education Research International

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In this paper, we propose a teaching strategy to enhance the teaching and learning of trigonometry, called cooperative teaching and learning (CTL). The proposed method stems from the need of developing a pedagogical approach that promotes understanding and interest in the learning of trigonometry based on the cooperative learning (CL). This study therefore sought to explore the features of CTL that promote students’ learning of the concepts of trigonometry. The study employed systematic review as the research approach for the collection of the data. The review analysis covered 40 research studies on a meaningful-based pedagogies that allow students to make meaning of the subject matter. The study revealed that: positive interdependence, individual accountability, promotive face-to-face interaction, social skill, and group processing characterize the features of CTL suitable for the teaching of the concept of trigonometry. The study suggests that the teaching and learning of trigonometry through the use of the features of the CTL provide students with the opportunity to actively create ideas and work through high-order trigonometric tasks. The study contends that in order to implement CTL effectively in the mathematics classroom context, the features of CTL must be conceptualized in a way that is consistent with the desired objectives of a given mathematical topic.

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Evaluation of cooperative learning in science education: A mixed-meta method study

Yaşar,

Erdoğan,

Batdı

et al. 2024

EUR J SCI MATH ED

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The aim of this study is to reveal the effect of cooperative learning method in science education on academic achievement with mixed-meta method. For this purpose, various national and international databases were searched, and among 81 articles and 37 theses covering the period between 2001 and 2022, 46 articles and 31 theses that included pre-test-post-test data and included the statistical information required for experimental or quasi-experimental analysis were preferred for meta-analysis. The effect size of 77 studies included in the analysis was found to be <i>g </i>= 1.070 and it was seen that the cooperative learning method in science education had a positive and large effect on academic achievement. On the other hand, as a result of the meta-thematic analysis, it was determined that the cooperative learning method increased academic achievement due to the meaningful and permanent realisation of learning. In addition, thanks to the activities in which the student plays a central role, it is understood that it develops positive attitudes towards the science course depending on the results such as making the course enjoyable and fun, making it popular and interesting; it is effective in gaining 21<sup>st</sup> century skills such as creativity, communication and cooperation, productivity and entrepreneurship. It is thought that examining the effects of cooperative learning method in science education with mixed-meta method will contribute to the literature by providing comprehensive results on the subject.

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The Effect of Cooperative Learning on Students Academic Achievement

Cited by 3 publications

References 0 publications

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

Developing in-service mathematics teachers’ pedagogical content knowledge and skills to teach trigonometry: Using cooperative teaching and learning approach

Hypothetical Approach to the Teaching of Trigonometric Concepts Using Cooperative Learning

Evaluation of cooperative learning in science education: A mixed-meta method study

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