Effects of cooperative learning plus inquiry method on student learning and attitudes: a comparative study for engineering economic classrooms

Cooperative learning is one of the PAK-21 learning methods that emphasize student-centered learning. This method makes students work together in seeking knowledge which in turn makes the learning process more interesting. Thus, the Ministry of Education Malaysia has strived to improve student development by encouraging the use of cooperative learning methods during the teaching and learning process. The objectives of the study are to identify the differences in high-achieving and low-achieving students’ perceptions of the effectiveness of cooperative learning, to identify high and low-achieving students' perceptions of the effectiveness of cooperative learning and to identify high-achieving and motivated learning motivations in cooperative learning in English primary school. A total of 227 Year 5 students from 3 schools were randomly selected using the survey method. The results show that there is no significant difference in the perception of high-achieving students and low-achieving students on the effectiveness of cooperative learning. Meanwhile, the average mean for the level of perception of high-achieving and low-achieving students on the effectiveness of primary school cooperative learning is high at 4,076 and the mean for the level of learning motivation of high-achieving and low-achieving students on the effectiveness of cooperative learning in primary school English is also high at 3.998. Cooperative learning has a positive impact on the learning motivation and perception of the next high-achieving students and low-achieving students can work together and establish good relationships during the teaching and learning process.

Purpose: The aim of this paper was to investigate the effect of cooperative learning on on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. 
 Methodology: Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4, 5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression.
 Findings: The results of the findings indicated that the teaching of mathematics via the cooperative learning method was more correlated with the performance of students in Karongi District (r = 0.611; p= 0.000). Multiple linear regression analysis showed that cooperative learning method contributed to 71.9% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that cooperative learning method increases positive attitudes toward learning the subject.
 Unique Contribution to Theory, Policy and Practice: Social constructivism was used. A key factor in social constructivism is that the children’s development is enhanced by participating in activities that are slightly above their level of competence with mastery occurring as a result of help from others; which is enhanced as students are given opportunities to teach each other and practice in a social context. Interactions among students are crucial to cooperative learning and it is the interactions that occur in the groups that help to inspire the learning motivation. The study recommended that to promote the implementation of cooperative learning method effectively, Mathematics teachers should attend seminars, workshops and conferences.

The implementation of cooperative learning methods remains disparate in primary schools despite their widely recognised benefits. To explain this paradox, we first examined whether teachers’ inclination towards cooperative methods is motivated by their values. Second, we tested whether motivational connections between personal values and cooperative methods are undermined when conflictual values are activated in context. Study 1 demonstrated that pre-service teachers strongly endorsed self-transcendence (ST) values (expressing compatible motivations with cooperation) relative to self-enhancement (SE) values (expressing conflictual motivations with cooperation). Adherence to ST values was also positively associated with their beliefs and attitudes regarding cooperative methods. In Studies 2, 3 and 4, educational sciences students were experimentally exposed to different contexts, wherein ST, SE or neutral values were promoted. Our findings indicate that when SE values were emphasised in the context, the positive association between ST values and beliefs/attitudes regarding cooperative methods disappeared. Although the results of Study 4 regarding the intention to use cooperative methods were not statistically significant, the pattern was similar. Finally, Study 5 showed that primary school teachers’ ST values positively predicted the self-reported use of cooperative methods when they perceived their school to weakly endorse SE values, but not when they perceived it to strongly endorse them.

The article discusses the importance of understanding how the built environment of schools relates to the socialization process of students. School can be affective systems that promote social, emotional and academic skills of children and can foster motivation. The school has become a primary agency of socialization. It is the first large-scale organization of which the child becomes a member and which reflects what is going on in the wider society. The modern school is facing a challenge of creating the educational environment in a modern form which develops both academic and necessary learning skills, allowing looking for what is needed in future work cases. These skills include the ability to recognize and manage emotions, develop feelings of respect and care for others, build positive relationships, make responsible decisions and cope with various challenges. The school’s potential for socialization lies in the amount of times students spend in school and in activities related to the school. During this time the students acquires a lot from teachers and fellow students.
 To enhance achievement and socialization among students cooperative learning can be used as an effective teaching strategy. It is a social construction where knowledge is negotiated and acquired through social interaction rather than being transmitted by the teacher. Cooperative learning is suitable to promote a social construction of knowledge, mutual learning, personal and social development. It requires students to work in small groups in order to make possible face-to-face interactions between members. Effectiveness of cooperative learning is that every member of the group is involved in the learning process obtaining the experience of interaction. It represents situations in which teachers structure group work with the aim to maximize both social and cognitive outcomes. Consequently, cooperative learning methods can notably improve the process of socialization of students in school.

The aim of the study was to explore the effects of cooperative learning on General Science achievement among 9th class students. Based upon previous research literature it was hypothesized that significant difference existed between the mean posttest scores of General Science achievement of experimental group and control group. The pretest posttest control group design was chosen for the experiment. The study sample consisted of 36 students of 9th class who were equally distributed among experimental group and control group, matched on the basic of their annual examination at general science scores. The dependent variable of General Science achievement was measured through self-constructed 30-item achievement test used as a pretest as well as a posttest. The experiment group was taught through cooperative learning while control group was taught through traditional teaching. The material was used such as lesson plans, worksheets and quizzes, designed to implement cooperative learning methodology. The data were analyzed through mean, standard deviation and t-test and .05 was the selected level of significance. The main result of the study was that cooperative learning method is superior to traditional method in general science achievement of 9th grade students.

Influential 20th Century activists such as Mahatma Gandhi, Martin Luther King Jr. and Thich Nhat Hanh were motivated by love, a key feature of the human condition (Maturana & Verden-Zoller 2008). However, the social work profession generally avoids love as an ethic of practice (Banks 2006; Butot 2004; Morley & Ife 2002). Yet feminist bell hooks (2000) claims love can transform dominant structures of inequality, such as capitalism, patriarchy, racism and environmental exploitation. Drawing from Peck (1978), hooks describes love as ‘[t]he will to extend one’s self for the purpose of nurturing one’s own or another’s spiritual growth’ (2000, p. 4). Ingredients of love are care, affection, recognition, respect, commitment and trust, with honest and open communication, forgiveness and giving. This Thesis including Published Works considers the love ethic in international rural community work. It includes six sole-authored journal articles with an exegesis to analyse my research regarding love in community work and contribute an alternative paradigm to social work and community work theory and practice. The research questions are: What is love in international rural community work? and, How can love transform structural inequality? My methodology was informed by change-oriented research, a four-part epistemology of change I developed that involves shared power (McCall 2005; Mikkelsen 2005), participation (Arnstein 1969; Davidson 1998; Heron 1996; Pretty et al. 1995), action (Greenwood & Levin 2007; Stringer 2007) and contextual reflexivity (Delva, Allen-Meares & Momper 2010; Denzin & Giardina 2009; Saukko 2003). Change-oriented research is a collaborative process to understand and transform social injustices through cycles of action and reflection, generating multiple and contextualised knowledges that empower participants to collectively take action for sustainable change. Through the co-operative inquiry method (Heron 1996), I worked with community workers, volunteers, activists and community members as co-inquirers (also referred to as co-researchers) in three case studies in Timor-Leste, Australia and Peru to collaboratively develop knowledge regarding love-based community work. Each co-operative inquiry used creative methods such as visual art, theatre, dialogue and storytelling (Bessarab & Ng'andu 2010; Holt 2013; Knowles & Cole 2008; Leavy 2008; Markula 2006; Pauwels 2011). I combined the inquiry outcomes into a theory of practice entitled The Love Ethic for Transformational Change. The Love Ethic is grounded in hooks’ love-centred radical feminism, dialogue (Freire 1989; Westoby & Dowling 2013), nonviolence (Gandhi 2005; Hanh 1993; King Jr. 1967a; Kelly & Sewell 1988) and the interconnectedness of people and nature. The Love Ethic has four features: • It is based on values and universal rights of humans and nature; • It promotes participatory, democratic and gender transformative community work processes that intertwine people and nature and actively challenge structures of power and inequality; • It aims for structural change for universal wellbeing of people and nature; and, • Love-based action is reciprocal and cyclical. The Love Ethic supports social movements to collectively critique and transform inequitable systems. This research is a radical contribution to social work theory and practice. I argue love is an ethical philosophy of action for progressive people’s movements to bring about a new world order of equality and sustainability

This chapter describes the current slate of the art in cooperative learning and student achievement. There are dozens of distinct cooperative learning methods, plus many variations. All cooperative learning methods share the idea that students work together to learn and are responsible for one another's learning as well as their own. The chapter explores the outcomes of cooperative learning studies according to several criteria. Student Team Learning methods are cooperative learning techniques developed and researched at Johns Hopkins University. Teachers who make regular use of cooperative learning methods are still a small minority of all teachers, but they nevertheless number in the tens of thousands. However, reviewers have differed sharply on the cOl1ditiolls under which cooperative learning affects student achievemcnt. In addition to the idea of cooperative work, Student Team Learning methods emphasize the use of team goals and team success that can only be achieved if all members of the team learn the objectives being taught.

Mathematics instruction would be more effective if students were able to help each other and exchange information actively. This can effectively be done when students are engaged in cooperative learning. The study was intended to analyse the extent to which mathematics education is supplemented with cooperative learning in Grade 9 of Secondary Schools in Alamata and Korem, Tigray. In order to address the research objectives, mixed methods design was employed. Questionnaires, interview and classroom observation were used to collect quantitative and qualitative data from a sample of 15 teachers and 322 students. The data was analysed using descriptive statistics. The results of the study revealed that the extent of practicing cooperative learning methods was not up to the expected level. The attitude of teachers toward using cooperative learning methods was favourable and yet, teachers’ action in dealing with the basic components of cooperative learning was not promising. The findings showed that the major factors that inhibit the implementation of cooperative learning were lack of adequate training, lack of classroom facilities, lack of administrative support, lack of time, dependency of slow learners on more able learners, and traditional teaching methods. It is suggested that teachers should take basic training about the use and deliberation of cooperative learning as one of innovative teaching methods of mathematics education and as a means to realize their commitment.

The authors reviewed published experimental studies to examine the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). Eight articles met search selection criteria for inclusion in this review. Results of the studies are discussed within the context of their methodological strengths and weaknesses, as well as the implications for using cooperative learning methods with students with E/BD. Implications for future research are discussed.

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

Scientific and technological developments rely strongly on mathematical skills. However, mensuration is a challenging topic in school mathematics, leading to poor performance by many students. Various factors are responsible for the unsatisfactory performance, including inappropriate teaching methods where students passively absorb knowledge transmitted through reading and explanations of textbook contents. Thus, this study examined how a cooperative learning method affected students' performance in mensuration. A quasi-experimental research design was used in the study. The sample comprised two intact classes of 80 students assigned to experimental and control groups selected from one senior secondary school in Ogun State. Data were collected using an adopted standardised mensuration achievement test (MAT), which takes an analytical approach that includes problem-solving, geometric reasoning, formula application, and conceptual comprehension. The results showed a statistically significant difference between the mean score (M=11.18, SD=3.09) of students taught mensuration using the cooperative learning method and the mean score (M=7.66, SD=3.32) of students taught mensuration without using the learning method of teaching (t (78)=9.50, p=0.00). Also, the mean score varied statistically significantly (M=7.66, SD=2.63) of male students taught mensuration using the cooperative learning method and the mean score (M=8.73, SD=3.08) of female students taught mensuration without using the learning method of teaching (t (78) = 6.58, p=0.00). Therefore, cooperative learning in mathematics classrooms fosters students' ability to create and achieve learning objectives.

Being a professional midwife in the future is not enough to have good hard skills, but also a good soft skill, and for students to have good soft skills, a proper learning method is required, and the lecturer has an important role in determining the learning method. The purpose of this research is to know the method of learning that can improve students’ soft skills on Maternal and Neonatal Emergency Care. The method in this research is Classroom Action Research which measure soft skills of students DIII midwifery. The attributed used soft skills consisted of 15 items. The population of this research is the students of DIII Midwifery of PEMKAB Jombang Institute of Health Science semester IV who follow the Subject of care of Midwifery Emergency Maternal and Neonatal care, which are number 43 respondents. Sampling used is total sampling Method of data collection in this research is lecturers apply three kinds of learning method in 3 times meeting: conventional method, Case Based learning and Cooperative Learning (Jigsaw).The results of this study shows that the case-based learning method is better than the conventional method in improving the soft skills of DIII Midwifery students., cooperative learning (jigsaw) is better than conventional methods in improving the soft skills of DIII midwifery students. There is no significant difference between case based learning method and cooperative learning method (jigsaw).Thus cooperative learning is an appropriate method for midwives students because it is proven to improve students’ soft skills.

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.

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.

This study aims to analyze the differences in physics learning outcomes between students who are taught with game-based learning, experimental, and cooperative learning methods. The research method used a pseudo-experimental design with three treatment groups. Participants consisted of 33 students in class X who were given 3 learning method treatments: game-based learning, experimentation, and cooperative learning. Data was collected through learning outcome tests and interviews with teachers and students. Statistical analysis using one-way ANOVA showed a very significant difference between the three methods (F=53.03; p=3.06E-16). The highest average learning outcomes were achieved by the game-based learning group (81.82), followed by experimentation (87.58), and cooperative learning (93.3). The results of the interviews revealed that the experimental method was preferred by students because it was interactive and contextual. This study concludes that the selection of innovative learning methods in accordance with the characteristics of the material can significantly improve students' physics learning outcomes.