Cooperative Learning for Better Performance

Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other’s learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers’ abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.

Studies have shown that co-operative learning may and may not enhance academic performance. These mixed results lead to the following research question: "What do African undergraduate engineering students prefer, cooperative learning or self-directed learning, and how do these learning styles influence their academic performance"? The purpose of this paper is to contrast the advantages of cooperative and self-directed learning within an electrical engineering context, providing student perceptions and implications of these two learning styles. The final grade marks obtained by these students are correlated to each of the pedagogical approaches which suggest that co-operative learning does result in greater academic success for African undergraduate engineering students when compared to self-directed learning. Reasons for this positive correlation among African undergraduate engineering students are presented in this paper.

The purpose of this study was to investigate the effect of cooperative learning and motivation on student performance and satisfaction. Participants used either a cooperative or individual learning strategy while receiving instructional information, skill practice, and feedback during a woodball lesson. After receiving specific directions for implementing individual versus cooperative strategies, 60 university students, classified as high and low need for affiliation as a motivation factor were randomly assigned to treatments. Students completed an instructional woodball lesson, and the effects of cooperative learning and motivational factors were examined across the posttest. Satisfaction was also assessed. Results revealed that students in the low need for affiliation treatment outperformed those in the high need for affiliation treatment when the significant main effects on motivational factors were considered. Howeve, the results did not reveal a significant main effect for instructional method. This finding does not appear to support the large body of literature from motor skill instruction and traditional learning environments that cooperative learning is superior to individual conditions. This could be due to the nature of the sport when students participated in the various skill learning conditions. Furthermore, the results revealed a significant interaction between instructional method and motivational factors. The results indicated that the performance of participants with a high need for affiliation who worked alone was significantly lower than that of all other groups on the posttest. In addition, the data suggest that participants who worked cooperatively reported greater overall satisfaction with the instruction than those who worked individually. The implications for cooperative learning on motivational strategies for physical education, and future research directions are also discussed.

Studies indicate that group work accompanied by the cooperative learning elements of Individual accountability and structured independence among group members enhances student achievement. This article illustrates the implementation of a specific type of cooperative learning project called group investigation. The project is based on Slavin's (1995) six‐stage model of group investigation. It was implemented in a fourth‐semester college‐level French class and would be suitable for third‐ and fourth‐year high school French classes. The model could be adapted for Spanish or other language classes.

This study aims to improve student learning outcomes using the application of the cooperative method script fourth grade students of SD Negeri 167647 Tebing Tinggi City. The cooperative script method is one of several methods in the cooperative learning model (Cooperative Learning). This method was proposed by Danserau and friends in 1985. Cooperative learning is a group learning activity to work together to help construct concepts, solve problems or inquiry (Suyatno, 2009: 51). From the results of the learning activities that have been carried out it can be concluded that the application of cooperative script learning methods has a positive impact in increasing students' interest and learning achievement on Indonesian language subjects in Class IV 167677 SD Negeri Tebing Tinggi which is characterized by an increase in student learning completeness in each cycle. The application of the Cooperative Script method makes students more active, accountable for their assignments and delivers news / story ideas about Indonesian language learning material taught by teachers individually or in groups. Keywords : Learning Outcomes, Cooperative Scripts, Indonesian Language

This chapter examines the characteristics of cooperative and collaborative learning and the theories underpinning these as teaching strategies. It explores the benefits of collaborative learning for middle years students. The chapter considers strategies that enhance the success of collaborative learning. It explores the important role of the teacher as facilitator in collaborative learning and the implications for teaching. There is a significant amount of literature focused on cooperative learning and collaborative learning which explores their effectiveness and guides their use as pedagogical strategies to support student learning. Collaborative learning has been described as students working together to co-create and co-produce a product or a response to a problem. Collaborative learning has been reported to improve students’ academic outcomes. Individual responsibility and accountability can be created through a range of recording and reporting processes that track and create responsibility for individual contributions and effort throughout the group task.

The purpose of this study is to examine the design and implementation process of Project-Based Cooperative Learning (PBCL) teaching models. The research initially introduces the theoretical framework, encompassing cooperative learning theory, project-based learning theory, and the theory of PBCL. Subsequent sections elaborate on the construction of the PBCL teaching model, focusing on the design of teaching objectives, integrating cooperative and project-based learning, the provisioning of learning resources and support, and the establishment of evaluation and feedback mechanisms. Building upon this foundation, the study delineates the steps to implement PBCL teaching methods, including pre-class preparations, project initiation, collaborative learning and project implementation, project summarization and evaluation, and post-class extension. Finally, the study analyzes the strengths and limitations of this teaching approach. The strengths include deep learning experiences, enhanced collaborative abilities, and the cultivation of critical thinking skills. However, limitations are evident in the greater practical input and resource demands, inadequacies in the capabilities of some students, and deficiencies in assessment effectiveness.

“Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together.” –Ted Wohlfarth, PSYCCRITIQUES “This text's greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful.” —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing.; Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning.; Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities.; Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses. Talk to the author!

In Web-based cooperative learning environments, peer-to-peer interaction often suffers from the difficulty due to lack of exploring useful social interaction information, so that peers cannot find appropriate learning partners to make an effective cooperative learning. This problem easily results in poor learning outcomes in Web-based cooperative learning environments. Generally, learning partners assigned by instructors cannot ensure to compose suitable learning groups for individual learners in cooperative learning environments. Inappropriate learning partners not only easily lead to poor learning interaction and achievement, but also lose the meaning of cooperative learning. As a result, this study presents a novel scheme of mining social interactive networks for recommending appropriate learning partners for individual learners in a cooperative problem-based learning environment. The preliminary experimental results reveal that the proposed scheme provides likely benefits in terms of promoting learnerspsila learning interaction and learning performance in cooperative learning environments.

This research intend to know by its low grade in social studying student of class IIIB. Learning process is still dominated by teacher, while class discussion the student have been group not up on difference or student variety. Group discussion just have been done by seat. This research intend to know is it available see differences of the grade to social study student class III SD Negeri 115 Pekanbaru with learnings cooperative learning. cooperative's learning is activity series study that have been done by student in group to reaches to the effect learning already be formulated. This research is observational semi eksperiment (quation eksperiment).The subjek of this research is the student of class IIIB in SD Negeri 115 Pekanbaru that is from 2 classes, the total of class IIIB is 38 person and the total of class IIIC 37 person. the data analyzed tech that is used is t-test. the observational is have been done with three cycle, two times appointment work through material and once appointment pretest. Base of observational result have gotten pretest's studying result is found that among experiment class and control class average grade studying have no significan difference. Braze of experiment with control class to have t computing -2. 49dan t table 2,000. Based of the result to posttest's average value, known that student with cooperatives learning which is experiment class has average pretest 54,07 and posttest as big as 68,28 . Meanwhile control class has average pretest 62,70 and posttest as big as 64,05. Base of studying result rolled out point posttest experiment class and control class exist distinctive average, it can be concluded that exists distinctive result study among learned student by applying learning cooperative and learned student ordinary (conventional). So learning cooperative in social subject learning give impact to grade of study the better instead of social subject learning by use of conventional learning. This difference is based by afters marks sense difference among brazes experiment class and control class by use of t-quiz. The count of t acquired tcomputing 3.680 > ttable 2,000, Its mean the difference is exist which signifikan in class IIIB social study of class eksperiment student as by brazes control.Keywords: cooperative learning, students learned result

Background and Purpose: Previous studies have examined the efficacy of the cooperative learning approach to enhance speaking outcomes, but little is known about what happens in the interaction process of cooperative learning and how cooperative learning works to promote speaking interaction. The current study examines Chinese college students’ interaction strategies in cooperative learning activities and how cooperative learning instruction influenced their interaction strategy use. Methodology: This research adopted the sequential explanatory design. Thirty students from an intact class at a Chinese public university participated in a 12-week cooperative learning instruction and kept learner diaries over time. One cooperative learning team of four members was randomly chosen for observing their interaction strategy use throughout the semester fortnightly. The frequencies of their interaction strategies employed in the transcribed recordings were analysed through descriptive statistics and the learner diaries were analysed through thematic analysis. Findings: The findings indicated that the four students’ Modified-Interaction strategies were employed much less frequently than Social-Interaction strategies when they worked cooperatively, and training in Modified-Interaction strategies was greatly needed for promoting students’ effective interaction and language development. It has also been found that cooperative learning instruction was helpful in promoting students’ Social-Interaction strategy use as it provided a natural and conducive environment for students to socialize and cooperate towards the group goals. Contributions: This study can provide insights into implementing cooperative learning activities and training interaction strategies in a formal language classroom context. Keywords: Cooperative learning, peer interaction, interaction strategies, modified interaction, social interaction. Cite as: Jia, J., & Stapa, M. (2024). The use of English interaction strategies in cooperative learning: A case study of four Chinese college students’ spoken discourse. Journal of Nusantara Studies, 9(1), 25-52. http://dx.doi.org/10.24200/jonus.vol9iss1pp25-52

Cooperative Problem-based Learning (CPBL): Framework for Integrating Cooperative Learning and Problem-based Learning

PurposeCreating suitable learning conditions in university classrooms continues to be a topical issue in higher education. The above means that a continued search for innovative teaching and learning strategies in universities remains a priority issue. The study therefore investigated conditions that facilitate the effective implementation of cooperative learning (CL) as well as how CL influences the academic performance of students in universities in Zimbabwe.Design/methodology/approachThe research adopted a quantitative research approach located in the descriptive research design. A sample of 341 undergraduate students selected using a simple random sampling strategy from a sample frame of 701 undergraduate students participated in the study. The study first used a pre-test and later, a post-test to determine the initial and end of semester (EOS) academic performance levels of students, respectively, on a Calculus 1 course. A self-constructed structured questionnaire was also used for data collection on the views of students towards the use of CL with particular reference to the 5 dimensions of positive interdependence (PDI), promotive interaction (PI), individual and group accountability (IGA), social and interpersonal skills (SS) and group processing (GP). The questionnaire was validated using confirmatory factor analysis. Structural equation modelling was used to test proposed relationships. A total of 341 questionnaires were administered through an email survey. Of the total, 149 completed questionnaires were received from the students, giving a return rate of 43.7%.FindingsThe results showed that positive interdependence, promotive interaction, social and interpersonal skills, individual and group accountability as well as group processing were important antecedents to the effective implementation of CL in universities. The results further showed that CL plays a significant role in improving the academic performance of university students; hence, academic performance was viewed as a significant consequence of CL.Research limitations/implicationsThis is the first study on the application of CL to enhance the academic performance of university students in the context of Zimbabwe. As a result, caution should be exercised when generalising the results as more studies to either confirm or disconfirm these results in the context of Zimbabwe may still be required.Practical implicationsThese results have implications on policy and practice with regards to active teaching strategies in universities. With regards to practice, the results demonstrated that the use of group activities that allow students to share knowledge and support each other while the teacher plays a facilitating role is important for enhancing students' academic performance. With regards to policy, the results showed that universities can enhance the academic performance of students if policies that promote student-centered teaching and learning approaches to ensure that teaching in universities is more student-led than lecturer-led are developed.Originality/valueWhile many studies have been conducted in other contexts, to establish the influence of CL on the academic performance of university students, there is no known study on the influence of CL that has been conducted in the context of Zimbabwean universities. The results of this study therefore are an eye opener on the role of CL in enhancing the academic performance of students in Zimbabwean universities.

Background Self-regulation of learning is a key consideration in the process of acquiring workplace competences. One key assumption of self-regulated learning in the literature is that the learner themself is undertaking a process of learning. However, in adult and vocational educational settings it is common that tasks may be either individual or cooperative. Theoretically, self-regulatory demands are different when applied to different learning forms, such as an individual task vs a cooperative learning task; but to date there is a dearth of empirical studies in this regard. Method Part of the CADCoM2024 + study on measuring CAD and FEM competences at EQF 6, the present study was conducted with 175 students from four mechanical engineering technical colleges in Germany. Through quantitative analysis we compared progression in CAD and FEM competency development in two learning approaches: individual self-regulated learning vs cooperative self-regulated learning. Results Strict invariance was partially present in both cross-sectional and longitudinal analyses. The differences in mean values suggest that there was strong learning progression in both individual self-regulated learning and cooperative self-regulated learning treatment groups. Interestingly, progression in FEM competency was better through cooperative self-regulated learning; however, progression in CAD competency was better through individual self-regulated learning. This latter finding was surprising given that students had demonstrated that they could work well together cooperatively, as shown in the FEM learning tasks. Conclusion This original interdisciplinary study suggests that skills for both individual and cooperative self-regulated learning are important for optimally acquiring workplace competences. Indeed, an important finding from this original study was that both individual and cooperative self-regulated learning are recommended as learning strategies: students made strong progress in competency development in both learning forms. Whether individual self-regulated learning or cooperative self-regulated learning is chosen as a pedagogical strategy for fostering workplace competences may depend on a variety of factors (such as interest, previous experience, social environment, and nature of the task). Further studies, including studies with larger sample sizes, are required to unpick this complexity and to confirm which factors might influence the pedagogical choice between individual and cooperative self-regulated learning strategies for competency development.

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two categories: high logical thinking (HLT) ability and low logical thinking (LLT) ability. Past research has shown problems with regard to computer programming. Many discussion and debates among computer science experts agree that there are problems due to the traditional method used to teach computer programming which did not contribute to the development of above dependent variables. There were gaps or deficiencies identified in students' knowledge in computer programming in each phase of the programming processes. The critical problem, which was due to the lacking of skills in analyzing programming problems, was identified at the first phase of the programming processes. This problem consequently will have an effect on the next phase of a programming sequence. Based on the literature, the above independent variables identified can be used to help lessen the burden at the first phase of the programming processes. The study further investigated the effects of MMCL and CL among the students with high logical thinking (HLT) and low logical thinking (LLT) on the three above mentioned dependent variables. A quasi-experimental study with posttest-only control group method that employed a 3 × 2 Factorial Design was applied in the study. The sample consisted of 127 students from 2 classes in three Universiti Teknologi MARA campuses which were all randomly selected and assigned to the treatment groups (MMCL and CL) and control (T) group. The equivalence of all groups was established using the homogeneity test between the three groups based on the students' Malaysian Education Certificate (SPM) grades in Mathematics, Additional Mathematics, Physic, and Chemistry subjects. The results showed that the students in MMCL and CL groups have significant positive overall effects in programming performance, problem solving skill, and metacognitive knowledge. Students taught via the MMCL method significantly outperformed the students taught via the T method in programming performance and metacognitive knowledge. Meanwhile, students taught via the CL method significantly outperformed the students taught via the T method in metacognitive knowledge. Even though there was no significant effect between MMCL and CL on any dependent variables, the descriptive statistics for programming performance and metacognitive knowledge between the three instructional method groups did show some positive effects. For the effects of instructional methods on programming performance mean scores, there were two major findings. First, the results showed that the overall mean scores for programming performance for the students taught via MMCL method were higher than the CL group whose scores were, in turn, higher than the scores of the students taught via the T method. Second, both HLT and LLT students' mean scores in programming performance for MMCL method were higher compared to the mean scores acquired by the CL and T methods. For the effects of instructional methods on metacognitive knowledge mean scores, there were two major findings. First, the results showed that the mean scores for metacognitive knowledge for the LLT students taught via MMCL method was higher than LLT students taught via CL method whose scores, in turn, were higher than the LLT students taught via the T method. Second, the results showed that the HLT students taught via the CL method outperformed the HLT students taught via the T method in metacognitive knowledge. The results of this study also showed that the difference between HLT and LLT students among the three instructional methods were significant, overall in both programming performance and problem solving skills. Further analysis revealed that the HLT students taught via both MMCL and CL methods significantly outperformed the LLT students taught via the same method in problem solving skills. Finally, the results showed that there were no significant interaction effects between the instructional methods and the students' logical thinking levels for programming performance, problem solving skills, and metacognitive knowledge scores. The findings of this study suggest that mind mapping with cooperative learning method (MMCL) is preferred compared to CL and T methods in programming performance, problem solving skills, and metacognitive knowledge for students of all logical thinking levels.