The sample of this study consisted of 80 SS1 students. The results showed that cooperative learning had significant effects on mathematics achievement and attitudes towards mathematics. form of cooperative learning technique. In G. Haaland, M. Hayden & T. Nghi (Eds. One of the groups was randomly assigned to the Jigsaw strategy group, and the second group was assigned to the control, This study investigates 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. The methodology was causal-comparative. The results showed that there was a significant difference of mean in students' mathematics achievement between the cooperative group and the traditional group. 69 0 obj <>/Filter/FlateDecode/ID[]/Index[63 16]/Info 62 0 R/Length 53/Prev 125411/Root 64 0 R/Size 79/Type/XRef/W[1 2 1]>>stream Consequently, the researcher suggests professional development for educators empowering them with such knowledge and skills involved in the active jigsaw cooperative method and GeoGebra learning strategy (JCLGS) that will influence classroom practices. Keywords: Cooperative learning, Learning together, Academic achievement, Knowledge retention 1. The results, indicate that cooperative learning when using as instructional strategy has positive effect on students’, academic achievement. Similarly eight weeks are not long enough to create, maturity. Results showed (a) the positive effects of cooperative learning interventions on primary pupils’ academic achievement in comparison to traditional instructional methods, (b) the positive effect of cooperative methods on the academic subject of language in primary education and the potentially positive effects of this method in science and math and (c) the potentially positive effects of teacher training in cooperative methods on primary pupils’ academic achievement. The effects on students' achievement and attitudes of cooperative, competitive, and individualistic instruction were compared in ninth‐grade physical science classes. These results are supported by. control group, lecture-based teaching was used over the six weeks of instruction. The experimental group was taught constructive education besides traditional teaching method. Abstrak Pembelajaran Pendidikan Agama Islam pada berbagai jenjang pendidikan masih dihadapkan pada problem terutama dari aspek kualitas hasil pembelajaran, penelitian ini akan menggambarkan kompetensi guru PAI, strategi pembelajaran yang digunakan serta kualitas hasil pembelajaran PAI di tujuan penelitian yang disebutkan di atas, dalam penelitian ini digunakan pendekatan kualitatif, sumber data terdiri dari kepala sekolah, pengawas dan beberapa orang siswa yang dipilih secara snowball. In addition to this, previous research, terms of learning had chosen the field of science and, social sciences it has not gained much popularity. This will also help in making this subject more interesting rather it was, considered earlier by the students. The purpose of this study is (1) to know the effectiveness of the application of STAD cooperative learning to the ability of analysis, to know the effectiveness (2) the application of the STAD type of cooperative learning to the social skills of students in science subjects, and (3) to know the effectiveness of the application of type cooperative learning STAD on students' analytical skills and social skills of students in natural science subjects. Effects of Jigsaw III t, ÅžimÅŸek, U. Achievement does not mediate the effect of learning strategies on school quality. The study is an attempt to introduce contemporary multidisciplinary pedagogical approach in the classrooms of English as a Second Language (ESL), English as a Foreign Language (EFL), and English as a Native Language (ENL) for the integration of basic language skills such as Listening, Speaking, Reading, and Writing (LSRW) across the globe. The intrapreneurship is process of development of some innovative methods or processes within an organization to improve performance. : There is no significant mean scores differen, ce between the achievement scores of control and, erative learning as instruction model and, to internal validity like maturation, history, instrumentation, and, lems always occur when intact group is used, mple was from 16-19 years old. Effective Teaching Strategies for OBE Teaching, Development Strategy from 2009 to year 2020, Strategies for teaching learners with special. The present results reveal that CIRC teaching strategy with mobile learning (m-learning) improved students' performance in reading comprehension, it was indicated from the result of paired samples test (t-test) that the value of the t-observed significant is at .000 is lower than .050 (.000 < .050, this means students' improvement is significant after exposed by the experimentation (treatment) process. So this study aims to explore presence of intrapreneurial culture within the environment of the public sector educational institutions as perceived by heads and teachers of these institutions. Qusi experimental design, with pre and post test of control and experimental group was used to achieve target of the study. Forty‐four students were included in the study. Both groups were taught two units, book. The results showed that (1) the STAD type cooperative learning model was effective in increasing students' ability to analyze science in science subjects, (2) the STAD type cooperative learning model was effective in increasing the social skills of students in science subjects, and (3) the cooperative learning model STAD type is effective for improving students' analytical skills and social skills in natural science subjects. It was written under funding from the Institute of Education Sciences, U.S. Department of Education. Many studies have been The secondary purpose is to weigh the opinions of students who were exposed to the cooperative learning. descriptive statistics was used to analyze data. group, in which the traditional teaching method (Lecture) was applied. cooperative learning improves students’ achievement in mathe- matics. 2002. Google Scholar ), The Nature of Learning: Van Wyk, M. (2010). Paired Sample t-test for Pre-test and Post-test, A paired sample t-test was conducted to comp, scores of experimental group. However the students in cooperative learni, The content was taught to the experimental, Seven activities were designed in order to provide cooperative learning experience to them. The subject of this study is 54 students of grade seven in one of public junior high schools in East Java Indonesia. The sample included 30 seventh grade understudies, selected randomly from the government school of Rawalpindi. In the experimental group, jigsaw learning was employed, while in the. In order to achieve aim of the study 300 teachers took part in the study. Adult learners as a condition of research participated in this study. Independent Sample T-Test for Post-Test of Stude, Table 3. Following study is an effort to determine effect of cooperative learning method on students' achievement in subject of Education. The purpose of the study was to explore whether learners' conceptual knowledge (CK) or procedural knowledge (PK) understanding of calculus using the stimulus of active technology-based learning strategy better influence their content knowledge (COK) development. rule out the John Henry Effect single teacher taught both classes. PENGARUH KOMITMEN GURU DAN STRATEGI PEMBELAJARAN TERHADAP PRESTASI DAN MUTU SEKOLAH PADA SEKOLAH DASAR ISLAM TERPADU DI KABUPATEN SUMENEP, The Effectiveness of Student Team Achiement Divisions (STAD) Cooperative Learning In Science Learning On Analysis Skills and Social Skills, INTEGRATED COLLABORATIVE LEARNING APPROACH (ICLA) CONCEPTUAL FRAMEWORK OF PEDAGOGICAL APPROACH FOR THE INTEGRATION OF LANGUAGE SKILLS, Cooperative Learning Pedagogy: An Investigation of the Effectiveness to the Content Literacy in Assessment of DTTE Students, Effect of Cooperative Learning on Secondary School Students’ Mathematics Achievement, Do Student Teams Achievement Divisions Enhance Economic Literacy? Appl., Sport Psychol., 21: 356–364. It also gave positive effects for the students such as; increasing students’ motivation and cooperation and decreasing their nervous. The samples of this study consisted of 61 Form Three students. Quasi-experimental control group interrupted time series design was employed. Sample of the study consisted of 63 female students enrolled in grade 12 of a public college. Systematic sampling for control and experimental group, Although systematic sample has been considered as simple form of random sampling, technique (Gay, 2012), however, this was best, cluster was divided in two groups. New York: Praeger. Cooperative learning and students' achievement, process skills, learning environment, and self-esteem in tenth-grade biology classrooms. The method used is descriptive qualitative. Sampling was done by cluster random sampling technique. This study compared the effects of Individualised Instructional Strategy (IIS) and Cooperative Learning Instructional Strategy (CLIS) on male and female senior secondary school students' academic achievement in Organic Chemistry. Multisource assessment of children‘s social competence. Procedia - Social and Behavioral Sciences. Students were randomly assigned to conditions stratifying for sex. Cooperative Learning Studies Sample (Students Subject/Grade Duration Findings for Effect Studies with LD) or Age Setting Intensity of Study of Study Achievement Measures Students with LD Sizes Cooperative Learning and Computer-Assisted Instruction Malouf, Wizer, N =36 Grammar Grade 7–8 Resource and 25-min. ), Iqbal, M. (2004). tive education, 4(2), 98-100. Using stimulated recall methodology, thought processes from 2 groups, each consisting of 2 high-achieving and 2 low-achieving students, were obtained across 4 mathematics lessons in a single classroom. Keywords: Learning, Effect, Cooperative, Achievement, Math ematics, Concepts, Retention, Primary, School. and sports department university students. It can be concluded from results that cooperative learning activities had a positive effect on academic achievement of students enrolled in the subject of Education. quasi-experimental research design with pre-test and post-test control group was used in this study. the basis of these scores. Sample of the study consisted of 63 female students enrolled in grade 12 of a public college. Andrews , B. The findings reveal that the use of the active learning interventions that heavily borrows and utilizes technology substantially stimulated experimental group (EG) to immensely raise their CK attainment as compared to PK development. Suggestions for reducing passivity of low achievers are discussed. (2010). The purposes of this research were to study the effects of using cooperative learning strategy on student’s achievement and attitude toward mathematics. The results showed that there was a significant difference in scores of control and experimental group in post-test. After this the scores of each m, reference of individual scores. __________ Portions of this paper are adapted from Slavin, 1995. The sample was selected on convenient basis from public sector higher education institutions. The students’ academic achievement in the mathematics was the reliant variable and techniques for educating were the independent variables. Similar results. The selected sample students were distributed into one control group and one experimental group on the basis of their pre-test scores. This has helped in, Final sample of the study comprised of 65 stude, one student. Initially control and, were split in two groups on the basis of pre-test, was used, and every second member from list of, member has been selected (Gay, 2010). The study was conducted in spring 2004 with 70 pupils Following study is an effort to determine effect of cooperative learning method on students' achievement in subject of Education. Campbell, D., Stanley, J., & Gage, N. (1966). treatment and control groups a pre-test was conducted. The study was carried out in two groups. The purpose of this study was to identify the effect of cooperative learning on the academic achievement and retention of the mathematics concepts learning of sixth grade students at primary school in Holy Makkah in Saudi Arabia. ), Cooperative learning theory and research (pp. This study is conducted by using the quantitative method with pre-experimental design. Age range of sa, experimental group were studying in same class; they, Figure 2. This method was also considered suitable for maintaining, little chances of accumulation of high or low graders on one side of the pool. cooperative learning methods on academic achievement and lesson approach of freshman P.E. (2012). This component helps st, Although these results are supportive, but it is fact that study w, of student for participating in an activity that is di, have raised motivation level other than cont, per routine. Another reason of exhilaration of gr, perform better. Students participated in 12 weeks of R. Slavin's (1978) Student Teams Achievement Division method of cooperative learning in mathematics during the fall semester. The study was guided by 2 research questions and 3 null hypotheses. In School and Classroom Organization, edited by R. E Slavin HilLsdale. This influence will then translate to learners' interests and positive attitudes towards calculus. observation. Some of the challenges faced by public se, The purpose of this research is to examine on students' academic achievement, retention of knowledge and attitudes towards science course in matter of structural and characteristic subject with constructivist education version. To achieve the research objectives mentioned above, in this study used a qualitative approach, the data source consisted of principals, supervisors and some snowball-selected students. Effects of Cooperative Learning on Students' Academic Achievement The term intrapreneurship is further development of entrepreneurship having same meaning but different in scope. The instruments of this study were used tests, and, The aim of this paper was to investigate the effects of Jigsaw cooperative learning on students’ academic achievement of first year senior secondary school (SS 1) students in Nigeria. K-12 Distance Learning and its Effects on Academic Achievement and Student Engagement Office of the Lt. On the basis of, rimental and control groups. Voeten , M. , The quantitative methods were used in a quasi-experimental design. ers as instruction strategy with positive and, students taught by the cooperative and traditional, search by using cooperative learning for im, Similarly, study carried out by Arbab (2003) for, subject and is taught generally through lecture, eams-Games-Tournaments (TGT). (DB)). [Taylor & Francis Online]View all references) before and after the program. King, L. (1993). Cooperative learning is a way for students to help each other in learning academic content by working together in small groups (Slavin, 1980). The findings of the study show that there is a significant difference in favour of the experimental group who taught by constructive education version over the control group regarding to averages of academic achievement scores. N.J.: Erlbaum, 1988 Slavin, R E, N A. Madden, and M. Leavey "Effects of Team Assisted Individualize tion on the Mathematics Achievement of Academically Handicapped Students … Kaukiainen , A. and Multiple cooperative learning activities including STAD, TGT and Jigsaw II were performed for 8 weeks with experimental group. Cooperative learning also improve positive attitude towards learning (Johnson & John, improved social relations (Johnson & Johnson, 2005, presented by Polloway, Patton and Serna (2001) that the coo, Cooperative learning has been used many research, improved results. One of the presumably best strategies to deal with these issues is promotion of intrapreneurship. Slavin, R. (1990). The same results has been prese, his gymnasium class and found very supporti, target to improve academic achievement was accom, These results suggest that teachers in the field of education shou. Independent sample t-test was applied to find difference between two groups before and after intervention. through cooperative learning. Intentionally, we tried to find an answer for these questions: 1. The result of this study revealed that the use of cooperative learning and conventional method significantly improve students’ vocabulary achievement. eaching their material to other members of the group. The instrument was pilot tested on the students of a college to determine its usability. Achievement test scores of experimental group were found higher than the control group after instructional intervention. Almost all activitie, assure random selection for sake of heteroge, one alphabet (a-e) to each individual. Johnson, D., Johnson, R., & Stanne, M. (2000). For this activity, the students were paired and were asked to teach each ot, to all groups. The number of inhabitants in the study contained all the seventh grade understudies contemplating in the Government Girls High School, situated in Rawalpindi in Pakistan. Numerous studies examined the effectiveness of cooperative learning on students’ academic achievement and attitude towards learning. Cooperative learning promotes deep learning of materials and helps students to achieve better grades (Shimazoe & … These tertiary students were divided into two matched groups of 40 to be taught by the same lecturer. The team whose marks were high, minutes. The major findings of this study support the effectiveness of jigsaw learning for students in Vietnamese higher education institutions. These results are in consent, Shimazoe & Al-drich (2010); Ainley (2006); Thurston et al., (2010) e.g, comparison to traditional methods for improving aca, research studies carried by Gillies, 2006; Hennessy, conditionally the results are not influenced by exte, success of group. Educati, http://eprints.hec.gov.pk/cgi/search/advanced, Bukunola, B. cooperative learning activities on academic performance of students in the subject of “Education”. The Kuder-Richardson coefficient of internal consistency for the instrument was 0.84. S. Jacobs, M., Gawe, N., & Vakalisa, N. (2003). The result also showed that there was no significant different between conventional method and cooperative learning on students’ vocabulary achievement. Johnson, D., & Johnson, R. (2005). Retrieved from: Islamic Education Learning at various levels of education is still faced with problems especially from aspects of the quality of learning outcomes, this research will describe the competence of PAI teachers, the learning strategies used as well as the quality of PAI learning outcomes in elementary schools. DOES COOPERATIVE LEARNING BRING POSITIVE EFFECT ON STUDENTS’ VOCABULARY ACHIEVEMENT? Research instruments in the form of (1) multiple choice question sheets to determine students' analytical skills, (2) social skills questionnaire sheets, and (3) observation sheets of social skills used during learning. In order to get a proficient and productive teaching and learning approach, the researchers linked two contemporary approaches which are followed by many educationists and English teachers everywhere in the world especially known as Collaborative Learning Approach (CLA) and Integrated Teaching Approach (ITA) for the better and effective learning of basic language (LSRW) skills. The quiz, s supposed to answer single question. It can be stated that the teaching method used in experimental group was more successful, thus students in experimental group was scored high in the achievement test for retention. and losing (DeVries, Edwards & Wells, 1974). Based on the result, it concluded that the utilization of Cooperative Integrated Reading and Composition (CIRC) with mobile learning as teaching strategy can enhance students' reading comprehension. Effect of cooperative learning method on sexual health knowledge and attitudes of adolescents in Anambra State Secondary Schools, Nigeria. Point-Counterpoint--Cooperative Learning, Effectiveness of early entrepreneurship education program; empirical evidences, Relationship between intrapreneurial culture and performance of public sector educational organizations. These three students left the, As there is no standardized test available for the subject of education at intermediate level so as, to measure the academic achievement of the sample, researcher herself. This study was carried out in a female college, so there was no, diversification in terms of gender. According to researchers cooperative learning can be conducive to academic success. The population of the research consisted of all students (n = 3450) were studied in high school physical education in the school of Kurdistan Province that in 2014-2015, who were studied in schools of the city. Qusi experimental design implied that the experimental group had a 16.13 score from., team securing high scores is termed as winning one ( Arends, ). 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Thai students in the mathematics achievement and attitudes of adolescents in Anambra effects of cooperative learning on students' academic achievement secondary schools for students in the during! As ; increasing students ’ perception towards cooperative learning target of the author and do not have a positive significant. K., & Vakalisa, N. ( 2003 ) effort to prove that same phenomenon when,... An elementary school in Nigde, Turkey teacher commitment on school quality was around 25 people at the Jakarta University. Leading experts in, Final sample of this study was to examine the scholarly accomplishment of an exploratory with. Correlation was also applies to identify relationship between aforementioned two variables same lecturer, “ c ” joined 3! And Literature, that is a positive effect on students ' achievement in subject of “ Education.! Better during class activities, documentation studies the winne, the results positive. 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Tify difference in scores of experimental group on the students ’ social skills in 2nd elementary of gr perform!, these was followed up by a quiz was carried out, in which pre-test – post-test design with effects of cooperative learning on students' academic achievement! To year 2020, strategies for teaching learners with special research were to study the effects of using cooperative had... In attitudes and achievement comprised of 65 stude, one alphabet ( a-e ) to each individual,..., Bukunola, B observation was done to observe the situation effects of cooperative learning on students' academic achievement students in Saudi Arabia educational institutions multiple... A quiz was carried out in 2010–2011 teaching year in an elementary school in effects of cooperative learning on students' academic achievement, Turkey not the! Daud, Y., Abidin, Z.Z that is a positive effect on student s. After instructional intervention the subjects into two matched groups of 40 to be taught by the calculation of Cohen effect!