Browsing by Subject "Cooperative learning"
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    A comparative study of Grade 11 students' and teachers' attitudes towards cooperative learning in two international schools in Phnom Penh
    (Assumption University Press, 2018) Nou, Rith Han ; Lynchm Richard
    This research was conducted at two international high schools in Phnom Penh, in the school year 2016. The purposes were: 1) to determine the Grade 11 students’ attitudes towards cooperative learning; 2) to determine the Grade 11 teachers’ attitudes towards cooperative learning; 3) To determine if there was a significant difference between Grade 11 students’ and Grade 11 teachers’ attitudes towards cooperative learning. The study followed a quantitative research methodology employing both students’ and teachers’ questionnaires including three main elements of attitudes subscales (affective element, behavioral element, and cognitive element of the ABC model of attitude formation). The sample respondents were 337 Grade 11 students and 51 Grade 11 teachers at two international high schools in Phnom Penh. There were three main findings: 1) the overall level of Grade 11 students’ attitudes towards cooperative learning was highly positive; 2) the overall level of Grade 11 teachers’ attitudes towards cooperative learning was highly positive; 3) there was no significant difference between Grade 11 students’ and Grade 11 teachers’ attitudes towards cooperative learning. The article concludes with recommendations for practice and for future research.
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    A comparative study of student academic achievement and satisfaction in grade 4 science under traditional instruction and cooperative learning instruction methods at Sarssas Witaed Bangbon School, Thailand
    (Assumption University Press, 2017) Zuber, Pierre ; Lynch, Richard
    The National Education Act of B.E. 2542 (1999) as well as the Basic Education Core Curriculum of 2008 emphasize the importance of both the acquisition of the English language in present Thai society, as well as the development of 21st century skills for all Thai children. Furthermore, the Thai Ministry of Education supports and encourages cooperative learning as a way to create appealing, motivating, and meaningful learning. Unfortunately, this vision is often not shared by schools in Thailand, which prefer a more traditional instructional method. This comparative study aimed at measuring academic achievement as well as student satisfaction under two instructional methods - traditional instruction and cooperative learning instruction. The research was conducted in science grade four at Sarasas Witaed Bangbon School, Bangkok, Thailand. Science as a school subject is ideal for the implementation of cooperative learning. Indeed, science literacy develops critical thinking, analysis, and cooperative skills. A total of 122 students took part in this study over a period of six weeks during the second semester of the school year 2015. The research included six objectives. Objectives one and two were to determine student academic achievement under traditional instruction and cooperative learning instruction methods. Objectives three and four were to determine student satisfaction under traditional instruction and cooperative learning instruction methods. Finally, objectives five and six were to compare the results between the instructional methods in order to determine if an instructional method was more efficient and/or appealing. The findings of this study suggested that academic achievement of the cooperative learning group did not improve significantly. Student satisfaction was higher for the cooperative learning group than the traditional instruction group. Recommendations for school administrators and future researchers are provided.
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    A comparative study on student achievement in science through cooperative learning and individual learning at Nantawan International School
    (Assumption University, 2013) Hatipoglu, Vahide Gaye ; Assumption University. Graduate School of Education
    This study compared the differences in student achievement in science between cooperative learning and individualistic learning. The study had four objectives which were to determine 1) if there is an improvement in student achievement in science through cooperative learning, 2) if there is an improvement in student achievement in science through individualistic learning, 3) if there is a significant difference in student achievement in science between cooperative learning and individualistic learning activities, 4) if there is a significant difference in student achievement in science through cooperative learning and individualistic learning activities by year of study in Nantawan International School. The sample of 64 multinational students from the varying levels of primary Year 3 to 6 were given pretests and posttests through both cooperative and individualistic learning style in order to compare student achievement in science in the second semester of the academic year 2011-2012 at Nantawan International School. A major finding of the study was that there was a significant difference in student achievement in science between cooperative learning and individualistic learning activities in all four year levels from Year 3 to 6 in the direction that cooperative learning activities were more effective than individualistic learning activities for achievement in science. There was no significant difference in student achievement in science through both cooperative learning and individualistic learning activities by year of study in Nantawan International School. As a result of findings of this research, cooperative learning is recommended in the teaching/learning process to improve student achievement in science.
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