Show simple item record

dc.contributor.authorHatipoglu, Vahide Gaye
dc.contributor.otherAssumption University. Graduate School of Education
dc.date.accessioned2015-07-03T07:55:36Z
dc.date.available2015-07-03T07:55:36Z
dc.date.issued2013
dc.identifier.citationScholar: AU Graduate School of Education Journal 5, 1 (June 2013), 1-7
dc.identifier.urihttp://repository.au.edu/handle/6623004553/14072
dc.descriptionIn English ; only abstract in English.
dc.description.abstractThis 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.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherAssumption University
dc.rightsThis work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.
dc.subjectLearning styles
dc.subjectCooperative learning
dc.subjectIndividualistic learning
dc.subjectScience
dc.subject.otherAssumption University -- Periodicals
dc.subject.otherScholar: -- AU Graduate School of Education Journal
dc.subject.otherScholar: -- AU Graduate School of Education Journal -- 2013
dc.subject.otherScience -- Study and teaching 
dc.subject.otherScience -- Study and teaching -- Activity programs
dc.titleA comparative study on student achievement in science through cooperative learning and individual learning at Nantawan International School
dc.typeText
mods.genreJournal Article
au.identifier.bibno0021-5595
au.link.externalLink[Full Text](http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/31/23)


Files in this item

FilesSizeFormatView

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record