This book helps in understanding the impact of competitive and cooperative learning environment on enhancing public speaking skills in students. The study was conducted in 3 phases- In the 1st phase,an Intelligence test- Raven's progressive matrices(1936)was administered to select the students who had average intelligence and also students who had average level in public speaking skills were considered for the study. In the 2nd phase students were randomly put into two experimental groups- Experimental group1- Competitive group, Experimental group2-Cooperative group and one control group. Public speakings skills training was administered to the two experimental groups in both the learning environments. In phase 3 public speaking skills were again assessed.The results of the study shows that training had a major impact on enhancing public speaking skills of the students.The scores obtained by the students in public speaking skills increased in both competitive and cooperative learning environment after the training. when comparing the two learning environments, the results shows that both the learning environments impacted to the similar level in enhancing public speaking skills.
Creating a Learning Society has been the clarion call for any innovative school system and ,for that matter, the urge to innovate the teacher education scenario is considered to quite crucial.A learning society aims at developing individuals who are constantly keen and awake to examine and re-examine their goals, their thoughts and their models in pursuit of building a knowledgeable paradigm for lifelong learning as a shared version.A constructivist experiences and reflects on the phenomenon to 'create' knowledge and wisdom that suits the cooperative learning environment. The hallmark of the constructivist pedagogy is well reflected in the author's contention as the slogan "Together We Stand',Divided We Fall",in that the scholar ,have tried to piece together the merits of cooperative learning quite successfully highlighting various models and strategies that would positively contribute to creating cooperative learning environment in the classroom to make learning lasting and tangible.This study addresses these concerns,it makes a landmark contribution to the corpus of knowledge in the schooling context.
This study was a causal-comparative investigation of the reading achievement of disadvantaged African American students in Grade 8. The emphasis of this study was on the use of technology-supported cooperative learning including computer-assisted instruction, and Compass Learning Odyssey Reading software to enable students to achieve higher scores on standardized tests. The total study sample was 43 African American students of low socioeconomic status. The treatment group of 22 students received the computer-assisted instruction and cooperative learning, whereas the control group of 21 students did not. The researcher used scores from standardized pre- and posttests to determine the intervention's impact on academic achievement. In addition, the effects of situational and generational poverty on the students were factored into the analysis. Additional analysis of teacher, parent, and student responses to the Behavioral Assessment for Children of African Heritage provided a causal model that showed any relationship between student poverty and academic achievement.
The study investigates the rationale and value of using cooperative learning strategies in the mathematics classroom. The study sample was composed of 348 eighth grade students. Pre- and post-mathematical achievement tests were employed. Also, a programme evaluation questionnaire was applied. The study also addressed qualitative issues. All the teachers involved in the experiment, and a sample of students, were interviewed. Lesson observations were conducted within the research programme to evaluate the implementation of the cooperative learning strategies and teachers’ and students’ responses towards it. The study demonstrates that cooperative learning strategies enhance the teaching and learning process by transferring focus from a teacher-centred situation into a student- centred learning context. This enriches the cognitive, competitive and social interaction and, hence, develops outcomes in the cognitive, affective, motivational and social domains. The study proved the positive impact of applying such strategies in enhancing mathematical achievement and promoting problem solving skills compared with the impact made by traditional teaching strategies.
Since mobile phones and their developments are spreading rapidly and becoming efficient tools for self-management. They are everywhere. Therefore, mobile learning is emerging as a potential learning environment at the University of Zululand. This research is based on assessing the impact of mobile phones on students’ learning at the university referred to above with special focus on undergraduate and post-graduate students. They carry them (mobile phones) the whole-day. With the spread of and growth in the use of these gadgets, and their popularity, they are being used to support the learning environment for the benefit of students on campus. Not much existing research is available on how the mobile phones can best suit the learning environment, nor can these be integrated with traditional learning approaches. Therefore, this book shows how mobile phones have a positive impact on students’ learning at the University of Zululand. The median test / Wilcoxon’s signed test rank, chi-square test (x2), and the binomial test were tied to the objectives of this work.
Cooperative learning has ancient roots in many societies. As a field, it was originated from social psychology dating back to Norman Triplett’s observations in 1898 of cyclists’ enhanced performances when they cycled together rather than alone. The application of cooperative learning in the classroom has been the focus of research since early 1970s. In this study, quasi-experimental research design in which pretest-posttest non-equivalent groups design was employed to examine the effects of STAD cooperative learning against traditional lecture on social and mathematics achievement of primary school students. Most people consider cooperative learning as group learning. In practice, cooperative learning is not just group-learning rather it is more than group learning. It is also a cornerstone of inclusive education because inclusion is not something teachers do for a few students rather it is something teachers can do for every student in their class by applying the principles of cooperative learning.
This book consists of perceptions and practices of English language teachers on cooperative language teaching in Nepal. It also describes the cooperative language learning strategies of students in the classroom and ways of motivating students in language learning. Cooperative learning strategies are not only useful in a language classroom but also in other subjects. This book also suggests a number of ways to enhance cooperative learning and teaching style.
Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic, social, affective and psychological outcomes of students taught by cooperative learning are more positive compared with students taught by the traditional teaching method, there are many misunderstandings and disagreements about the reasons why. This paper investigated this question and suggested a range of theoretical models to explain the effectiveness of cooperative learning. These theoretical perspectives include the social interdependence theory, the cognitive perspective, and the social learning theory, all of which contribute to the theory of learning known as constructivism. In addition, the findings of recent research studies which investigated the effects of cooperative learning on students’ outcomes in both Western and Asian contexts will be examined to provide a wide view about this approach.
Medical students in problem based learning (PBL) are prone to burnout yet since the teaching approach was introduced in a College of Health Sciences in Kenya, no investigations on this risk has been done. The purpose of this study was to determine the prevalence of burnout ,the main, mediating and moderating effects of coping styles on the associations between learning environment and burnout.One hundred and eighty two (182) Students distributed across years 2,4,and 6 of study in a College of Health Sciences in a University in Eldoret, Kenya responded to 3 self report scales on learning environment,coping and burnout.Percentages were computed and hierarchical multiple regression analysis ran on the data using SPSS 17.Results showed 83.4% of students suffered moderate to high burnout.Coping styles had main and mediating but no moderating effects on the environment-burnout associations.Ineffective coping worsened student-burnout. Poor learning environment worsened burnout in students through the ineffective coping styles they adopted.It is suggested that learning environment be improved and students be coached on effective coping, and prevention and management of burnout.
This work based on problems of students and the use of strategic teaching practices/ methods to solve these problems in the classroom. The teachers of any level can use these strategies, practices and techniques to catch the interest of students towards learning which motivate them to score comparatively high through out the academic career. Additionally, I want to say thanks to God Almighty Allah, Muhammad (S.A.W.W), my parents, sisters, friends and expert to help me complete this book in proper pace.
This book describes 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 in the course of Management of Education and Administration. 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 than did the students in the control group. The attitude 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.
The new paradigm is student-centered, based on inclusiveness, cooperative learning, and encourages individual differences.Learning is influenced by many factors and there are many approaches that have influenced learning.The contents of this book is based on an experimental study which was conducted to find out the effectiveness of Individualized learning and Cooperative learning on comprehension, problem solving and divergent thinking abilities. The book narrates in detail concepts, models and theories of the 2 learning approaches and the 3 abilities.The design of the study is outlined in detail. It highlights the significance of Self Learning materials as a medium to enhance performance of students. The implications and suggestions are experientially practical to be integrated and internalized for effective classroom teaching. Every part of this book is strictly utilitarian and is designed to serve as a reliable guide to Teachers, Student-teachers,Teacher-educators, Educational administrators, practitioner & consultants in Education and researchers who are interested in increasing classroom performance of students in secondary schools.
Mental health problems seriously impairs academic performance and leads to confused or disturbed behaviour. The knowledge of health-seeking behaviour and health problems of students in university residences is too limited and social factors are rarely considered while treating medical ailments of the students. The book presents findings of the impact of student welfare on the mental health of students at the University of Nairobi. Through the study and analysis of the social, economic, and academic environment of the students in a public university key findings have been documented in a descriptive nature using both quantitative and qualitative approaches. Undergraduate student who reside in the university halls were found to be affected by their environment. Much more needs to be done in terms of policy decisions and implementation. The book provides insight to students of mental health, institutional and government policy makers.
Although cooperative learning is old method of classroom activities in the Western educational setting, it is not widely exercised in Nepalese academia. In this book, an attempt is made to apply cooperative learning in Oral Communication and English Composition class in a public college of Nepal to examine how effective it is perceived among students of various learning levels. The lessons are made in cooperative structure, the feedback from students and the data were analyzed to understand the cooperative learning in Nepal. Results of this study show that cooperative learning groups outperformed individual learners on many measures. Cooperative pedagogy, therefore, is effective approach to be promoted by teachers and educators in Nepalese ELT.