The Social and Academic Effects of Cooperative LEARN Strategy Instruction in Inclusive Elementary Classes

Abstract

This study reports the effects of instruction of elementary students in a complex package of social and academic skills designed for use in cooperative groups while studying important information in inclusive general education classes. Twenty-five teachers and 519 fourth and fifth graders, including 45 students with learning disabilities (LD), participated. A pretest/posttest control-group design with random assignment was used to determine the effects of the instructional program. Data were analyzed for students with LD, all students with exceptionalities, and average-achieving (AA) students. Results indicated that experimental students’ scores on study-group performance, study-card creation, and tests of social and academic knowledge were significantly higher than control students’ scores. Furthermore, the number of prosocial behaviors and teamwork behaviors significantly increased for all subgroups of experimental students during study-group tasks, including students with LD and students with exceptionalities. Also, the number of antisocial behaviors significantly decreased for students with LD and students with exceptionalities.

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

“…With some major change occurring in CTLArelated sub-scales: positive interdependence (gain=2.87), promotive face-to-face interaction (gain=2.25), individual accountability (gain=2.05), and group processing (gain=2.05). This observation as recorded in this study is in line with the results of recent studies (D'Eon & Zhao, 2022;Fernández-González & Franco-Mariscal, 2021;Jurkowski & Hänze, 2015;Nam & Zellner, 2011;Vernon et al, 2022).…”

“…Specifics is made on the social constructivism, which according to Prawatt and Floden (1994) maintain that the social nature of knowledge, the belief that knowledge is the result of social interaction and language usage, and thus is a shared, rather than an individual experience. As result, a meaningful learning occurs when individuals engage in social activities and consequently unite into a "dynamic whole"; in this way innovations from individual learners could be modified to reflect innovations of learners working together in groups (Kyndt et al, 2013;Roseth et al, 2008;Vernon et al, 2022). The theory therefore positions the facilitator to drive the individual learners' intrinsic motivation towards the completion of a task (Hamadi et al, 2022).…”

“…The teaching and learning of mathematics have been characterized by a myriad of problems that are often thought of as the remedy to the student's inability to construct their own understanding of the subject matter. In particular, the search for appropriate pedagogical approach within the context of a specific educational cycles has inundated literature in recent times (Asomah et al, 2022b;Vernon et al, 2022). Literature exemplifies pedagogy as the bane of teachers' effort in provoking students' interest and understanding of concepts in the subject matter (Asomah et al, 2018(Asomah et al, , 2019Core Practices Consortium, 2020;Jong & Brinkman, 1997).…”

“…Further, the used of CTLA as a pedagogical tool in the classroom context, advances a particular a kind of reasoning that is superior, motivates and improves the inter and intra relationships among individuals group members (Edekor & Agbornu, 2020;Slavin, 2013;Vernon et al, 2022). Again, by encouraging learners to work cooperatively, the individuals can appreciate the sense of belongingness to support each one another during the teaching and learning process (Bosson-Amedenu et al, 2021;Gillies, 2003;Gillies & Ashman, 1998).…”

Effects of Computerized Social Skills Instruction for At-Risk Adolescents

“…Thus, a logical notion that follows these findings is that social skills instruction might be one intervention of choice, not only to address behavior problems but also to improve interpersonal skills (Durlak et al, 2011;Gresham, 1998;Gresham et al, 2001;Mathur & Rutherford, 1994;Mathur et al,1998;Osher et al, 2008;, Vernon et al, 1996, 2020. Loeber and Farrington (1998), for example, suggested that the most effective treatments for youth with adjustment problems incorporated interpersonal skill training.…”