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.
Cooperative learning encourages interactive learning wherein teachers and students construct new knowledge through social interactions in a context that enhances creativity and a free exchange of ideas. Cooperative work rarely replaces teacher instruction but, rather, replaces individual lectures and drill work. An important rationale of cooperative learning is allowing students to develop their latent skills and knowledge to the greatest extent possible. The safety of the group allows the quiet student to gain self-confidence to put forward ideas in a secure environment. Cooperative learning not only enhances students’ learning, but also improves critical thinking, communication and group process skills. If cooperative learning is organized and gives consideration to constructivism, students’ achievement and social skills will be improved.
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.
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.
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.
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.
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.
Communication is the process of making meaning through interactions between people. Teachers play a critical role in promoting interactions among students and engaging them in the learning process. Cooperative small-group learning is widely accepted as a way in which teachers can promote this interaction to benefit all students. Cooperative learning refers to the instructional use of small groups in which students work together to accomplish meaningful study tasks. In a cooperative learning approach, students and teachers are in a state of dynamic interaction in the classroom. When students interact in cooperative groups, they learn to give and receive information, develop new understandings and perspectives, and communicate in a socially acceptable manner. Pair and small group activities that involve interactions between learners are often used in second or foreign language classrooms for both theoretical and pedagogical reasons.
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.
Over the course of five years, I was educated on the concepts and the benefits of service learning, and given the opportunity to introduce service learning to a middle school. My goal in researching this topic was to discover the benefits of service learning for staff. The research data revealed staff members were able to see the impact of service learning on students, but they had a difficult time noticing the impact on themselves. More research is needed on how staff members perceive the impact of service learning.
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.
The main aim of this study was to investigate whether cooperative learning strategy would improve the learning and understanding of the topic “Human Breathing System” in Biology at Form 3. Both qualitative and quantitative data were collected during the research using checklists, classroom observation, and focus group discussion and also through assessments. Both formative and summative assessments were done in which together with the content, other skills were assessed. A focus group discussion was carried out at the end with the students to obtain their views on this new style of learning. It was seen that most students appreciated and accepted this new type of learning strategy and considered it as being beneficial to them in the learning of this topic. It was observed that cooperative learning had an impact, both academically and socially, on the students. They performed better in class and their communication skills were also enhanced. Finally, some common misconceptions were also cleared in this particular topic on using STAD as cooperative learning strategy.
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.
Cooperative learning is an approach to organizing classroom activities into academic and social learning experiences. Aim of the study was to analyze the effectiveness of cooperative learning method in select schools in Bangalore. The study was conducted in two phases. In the first phase a school that practices cooperative learning method as one of its teaching technique was selected. Students were observed and documented during a cooperative learning session. Still pictures and video recording was taken during the session. A semi-structured interview was conducted on two teachers who were specialized in cooperative learning method. In the second phase,a school that does not implement cooperative learning as one of its teaching technique was selected.To study the effectiveness of this method,a cooperative learning session was organized and implemented. Still pictures were taken. A semi structured interview was conducted on two teachers who were specialized in lecture method. The finding show that when this method was implemented observed on both the schools, it was found that cooperative learning was the most effective method as the success was very high compared to lecture method.