scholarly journals Fostering Achievement of Low-, Average-, and High-Achievers Students in Biology through Structured Cooperative Learning (STAD Method)

2019 ◽  
Vol 2019 ◽  
pp. 1-10 ◽  
Author(s):  
Sangeeta Yaduvanshi ◽  
Sunita Singh
Keyword(s):  
Cooperative Learning ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Low Achievers ◽  
Analysis Of Covariance ◽  
Cognitive Domain ◽  
High Achievers ◽  
Control Group ◽  
Teaching Learning ◽  
The Impact

Cooperative learning is one among the most innovative and popular strategies of learning for present century students. It is theoretically grounded and extensively researched teaching-learning practice which is believed to foster the achievement of all types of students. Since cooperative learning is in the nascent stage in India and it is not much trendy method of teaching, the investigator carried out the present study. The present study is an experimental investigation that explores the impact of the structured cooperative learning strategy (STAD method) on the achievement of low-achievers, average-achievers, and high-achievers students in biology at the secondary level. The pretest and posttest experimental design was used, and control and experimental groups are equated on the basis of pretest scores. The sample consisted a total of 63 students of ninth class students from Varanasi city. Data were collected and analyzed with t-test, and analysis of covariance (ANCOVA) was performed to test the hypotheses at 0.05 levels of significance with the use of the biology achievement test (BAT). The results revealed that students taught by the cooperative learning strategy perform better on the BAT at three levels of the cognitive domain of knowledge, understanding, and applying, than those taught using the conventional method of instruction. The study revealed that low-achievers, average-achievers, and high-achievers students of the experimental group outperform the control group. So, it can be concluded from this study that the STAD method of structured cooperative learning fosters the achievement of low-, average-, and high-achievers students in Indian context. It was therefore recommended that teachers should be encouraged to use the cooperative instructional strategy to teach biology and other subjects in secondary schools to facilitate learning of higher levels of cognitive domains to meet challenges of the twenty-first century.

scholarly journals The impact of the cooperative learning strategy in improving the performance of eighth grade students in reading comprehension  and motivation of learning: أثر استراتيجية التعلم التعاوني في تحسين أداء طلبة الصف الثامن في فهم المقروء ودافعية التعلم

2020 ◽  
Vol 4 (8) ◽  
Author(s):  
Anwar Abdulkarim Mattar Alazzam
Keyword(s):  
Reading Comprehension ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Positive Impact ◽  
Statistical Significance ◽  
Eighth Grade ◽  
Control Group ◽  
Eighth Grade Students ◽  
The Impact ◽  
Experimental Group

The study aimed at revealing the impact of the cooperative learning strategy in improving the performance of eighth grade students in reading comprehension and motivation of learning. The study was limited to the eighth grade students in the schools of Irbid governorate. In the second semester of the academic year 2018/2019 was followed the approach semi-experimental, In order to achieve the objective of the current study، Where the members of the sample of students from the eighth grade to two tests on the tool to measure the strategy of cooperative learning، one of them the prior and the other post, This type is depends on one group and considered as a case study, and by presence of prior measurement that provides some information on the performance of the study group before the experiment to be then - compared prior -measurement by post-measurement The study reached the following results: - There were statistically significant differences at the level of statistical significance (α≤0.05) In the average signs of students in the experimental group (who are studying using a cooperative learning strategy) and the average signs of students in the control group (who are studying using the normal method) in the test to solve the post-reading comprehension. - There were statistically significant differences at the level of statistical significance (α≤0.05) average student signs in the experimental group (Who are studying using a cooperative learning strategy) and average student signs in the control group (who study using the usual method) In the test of solving the comprehension of post-reading, when reviewing the arithmetic averages, the differences were found to be in favor of the experimental group; It reached the arithmetic average of the experimental group (17.43) while the arithmetic average of the control group (13.34) which indicates the high skill of solving reading comprehension among members of the experimental group compared to the control group, This indicates a positive impact of the use of collaborative learning in improving students' ability to solve reading comprehension In the light of the findings of the study, the researcher made several recommendations, including: Modern teaching strategies use modern teaching in the teaching of Arabic language because of their positive impact on positive learning. The need for the teachers of Arabic to know the modern teaching strategies to learn and teach different language skills.

Effectiveness of Peer Tutoring on The Academic Achievements of Tutors and Tutees With Respect to Knowledge, Comprehension and Application Levels of Cognitive Domain

2020 ◽  
Vol 14 (4) ◽  
pp. 68-79
Author(s):  
Irfan Ullah ◽  
◽  
Muhammad Kaleem
Keyword(s):  
Peer Tutoring ◽  
Low Achievers ◽  
Cognitive Domain ◽  
High Achievers ◽  
Control Group ◽  
Academic Tasks ◽  
Academic Achievements ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

Peer tutoring provides an opportunity to students of diverse abilities to work on academic tasks in pairs, in a democratic, cooperative and friendly approach. In this context, the study was an attempt to analyse how peer tutoring played the said role in enhancing the academic achievements of tutors and tutees at secondary level in reference to the key levels (knowledge, comprehension and application) of the cognitive domain. The study explored data from 40 purposefully selected participants of ANSI school Mardan, by applying the Pre-test Post-test Equivalent Group Design and conducting achievement tests before and after the treatments in order to accomplish the target objectives. The analysis of the data through inferential statistics (t-test) confirmed that though the tutors of the experimental group achieved better score at knowledge and application levels of the cognitive domain; however, they were not better in the comprehension level on post-test in compare to the high achievers of the control group. In the same way, the performance of the tutees of the group under investigation was significantly better with regards to academic ability, knowledge and comprehension at cognitive domain; however, at the application level there was no significant difference as compare to their correspondent low achievers of the controlled group. In the light of the findings it was concluded that the academic performance of the tutors as well as the tutees was significantly affected by peer tutoring.

scholarly journals Jigsaw IV Cooperative Learning Strategy: Closing the Gender and School Type Gaps in Physics Achievement of Senior Secondary two Students

2021 ◽  
Vol 4 (2) ◽  
pp. 18-28
Author(s):  
Macmillan M.J. ◽  
Mangut M.
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Heat Energy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Type ◽  
School Students ◽  
Senior Secondary

The study investigated the effects of jigsaw iv cooperative learning strategy (J4CLS) on secondary school students’ achievement in Physics in Jos metropolis, Nigeria. It employed the quasi-experimental research design of the non-equivalent control group pre-test, post-test type. One hundred and forty-five (145) senior secondary two (SS II) students from four co-educational secondary schools were used as samples for the study. A 50-item multiple-choice instrument called Heat Energy Achievement Test (HEAT) was used to test students on the concepts of heat energy measurements. The internal consistency of HEAT was estimated at 0.83, using Kuder-Richardson formula 20 on the SPSS Version 25. Three research questions were raised and answered using mean, while two hypotheses were formulated and tested at α = 0.05 using Analysis of Covariance (ANCOVA). Findings revealed, amongst others, that students taught heat energy measurements using J4CLS achieve significantly higher than students taught under conventional lecture method (CLM); those who were taught heat energy measurements using J4CLS achieved high, without gender and school type bias. Based on the findings, recommendations were made which included encouraging physics teachers to employ J4CLS in teaching secondary school students, since the method has been found to enhance students’ achievement in heat energy measurements and it is gender-friendly and independent of school type in terms of improving their achievement in the subject.

scholarly journals Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

2017 ◽  
Vol 4 (1) ◽  
pp. 111 ◽  
Author(s):  
Ambreen Ahmed ◽  
Nawaz Ahmad
Keyword(s):  
Academic Performance ◽  
Deep Learning ◽  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Low Achievers ◽  
High Achievers ◽  
Rote Learning ◽  
Snowball Sampling ◽  
The Impact

<p>A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles<br />on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.</p>

Effect of Cooperative Learning Strategy on Students’ Achievement in Secondary School Chemistry.

2019 ◽  
pp. 165-171
Author(s):  
Eze G.N. ◽  
Okorie Q.A.
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Learning Strategy ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Achievement Scores ◽  
Significant Difference ◽  
The Mean ◽  
Research Questions ◽  
Level Of Significance

The study investigated the effect of cooperative learning strategy on students‟ achievement in secondary school chemistry. The design adopted for the study was quasi-experimental, precisely pretest, posttest non-equivalent control group. Two research questions guided the study while two null hypotheses were tested at .05 level of significance. The population for the study comprised 800 SS one students who offered Chemistry in 2014/2015 academic year in Abia State, Nigeria. The sample consisted of sixty students (30 males and 30 females) drawn from the target population using simple random sampling technique. The instrument for data collection was the chemical bonding achievement test (CAT) consisting of 25 item questions adopted from past WAEC and NECO question papers. The research questions were answered using descriptive statistics while the null hypotheses tested at .05 level of significance were analyzed using analysis of covariance. Results of data analysis revealed a significant difference in the mean achievement scores of cooperative learning group and conventional lecture method in favour of cooperative group. Again, a significant difference was observed in the mean achievement scores of male and female students exposed to cooperative learning strategy and the difference was in favour of the males. It was recommended among others that teachers should embrace the use of cooperative learning in chemistry classrooms.

scholarly journals Impact of learning interventions on mathematics achievement among learners with hearing impairment

2020 ◽  
Vol 10 (4) ◽  
pp. 131-143
Author(s):  
Olaotan Oladele Kuku ◽  
Samuel Olufemi Adeniyi
Keyword(s):  
Experiential Learning ◽  
Hearing Impairment ◽  
Instructional Strategy ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Lagos State ◽  
Achievement In Mathematics ◽  
The Impact

There had been consistent concern and reports on the low achievement of learners with hearing impairment in mathematics with mixed observations about the ability and influence of learning environment of learners with hearing impairment. However, there are consensus that impactful teaching effort could aid in stimulating innovative approaches in teaching and learning of mathematics of learners particularly among learners with hearing impairment. This study seeks to appraise the impact of gamification and experiential learning on achievement in mathematics among learners with hearing impairment in Lagos State, Nigeria. The study population comprised learners with hearing impairment in Lagos State. Purposive and simple random sampling were used to select sample of 24 learners. The research design used was quasi-experimental pretest posttest control group. Mathematics Knowledge Check (MKC) was used to collect data and the data collected were analyzed using mean, standard deviation, mean difference and analysis of covariance (ANCOVA). The hypotheses were tested at 0.05 level of significance. The study found out that achievement in Mathematics improves as a result of exposing learners with hearing impairment to gamification and experiential methods of instruction. Besides, the study observed that the two interventions were of benefit to male and female learners with hearing impairment. The employment of gamification and experiential instructional strategy was recommended for mathematics lessons of learners with hearing impairment.   Keywords: Achievement in Mathematics; Experiential Learning; Gamification; Learners with Hearing Impairment

scholarly journals Impact of Brain-Based Instructional Strategy on Academic Performance of Deaf Students in Mathematics in Oyo School of Handicapped, Nigeria

2016 ◽  
Vol 3 (2) ◽  
pp. 447 ◽  
Author(s):  
Samuel A. Olaoluwa ◽  
Catherine A. Ayantoye
Keyword(s):  
Academic Performance ◽  
Mathematics Anxiety ◽  
Instructional Strategy ◽  
Rating Scale ◽  
Study Data ◽  
Instructional Materials ◽  
Control Group ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

This study investigated the impact of brain-based instructional strategy on academic performance of<br />students who are deaf or hard of hearing (D/HH) in mathematics. A pre-test, post-test, control group<br />quasi-experimental design was adopted with a 2 x 3 x 2 factorial matrix. The sample size of 41 students<br />who are D/HH were randomly selected in the school. Two intact classes each were randomly assigned<br />to the experimental group (Brain-Based Instructional Strategy-BBIS) and the Control Group<br />respectively. The instruments used were, Mathematics Attitude Questionnaire (r = 0.81), Cognitive<br />Style Test (r = 0.80), and Mathematics Anxiety Rating Scale (r = 0.81). Three research questions<br />guided the study. Data obtained were analyzed using descriptive statistics of mean scores and standard<br />deviations to explain and compare pretest and posttest scores of the experimental and control groups in<br />all the criteria measured. Brain-based instructional strategy was more effective at improving students’<br />attitude to mathematics than the conventional method. The findings of the study also indicated that<br />tension and test-phobia which normally permeates the teaching-learning process of mathematics was<br />highly reduced due to the optimal use of diverse brain compatible instructional materials among<br />students who are D/HH.

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

The effect of body-movement teaching, learning motivation and performance

2016 ◽  
Vol 24 (3) ◽  
pp. 414-437 ◽  
Author(s):  
Satoshi Sugahara ◽  
Hisayo Sugao ◽  
Steven Dellaportas ◽  
Takahiro Masaoka
Keyword(s):  
Body Movement ◽  
Learning Motivation ◽  
Control Group ◽  
Content Type ◽  
Entry Level ◽  
Quasi Experimental ◽  
And Performance ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Purpose This research applies a quasi-experimental research method to investigate the impact of an innovative resource titled “Accounting Exercise” (teaching intervention using physical movement and lyrics) on learning motivation and performance on a group of students enrolled in a first-year undergraduate accounting course in Japan. Design/methodology/approach Five classes were randomly assigned to either an experimental group (two classes) or a control group (three classes). In the experimental group, 90 students participated in a 15-min “Accounting Exercise” at the commencement of lectures over three consecutive weeks. The remaining 133 students assigned to the control group did not participate in the Accounting Exercise. Findings The findings indicate that the Accounting Exercise provided stimuli in maintaining students’ learning motivation. This finding is important for entry-level students where learning motivation has the potential to influence students’ future decisions on major areas of study and career choices. Originality/value This finding is important for entry-level students where future career options are decided. This effect is also believed to contribute to reducing the declining numbers of students in accounting majors.

scholarly journals PENGARUH COOPERATIVE LEARNING DIPANDU INQUIRY TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SMA BERKEMAMPUAN ATAS DAN BAWAH DI KOTA METRO

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Handoko Santoso
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Strategy ◽  
Academic Ability ◽  
Control Group ◽  
Control Group Design ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Quasi Experimental

The purpose of this research is to know the influence of biology teaching through inquiry integrated with cooperative towards the critical thinking ability. This research addresses the role of inquiry and cooperative learning strategy as well as these interactions towards the increase of the critical thinking ability. Quasi experimental research of Pretest-postest nonequivalent control group design with factorial design 2x2x2 were implemented on the odd semester in academic years of 2006/2007  on X grade student of the state SMA in Metro City Lampung. The  research sample consists of 96 students, comprising of student from high and low academic abilities. To examine hypothesis, it is used Ancova technique and continued by LSD test. There was a difference on the critical thinking ability  between students who learn by inquiry level 1 with student who learn by inquiry level 2, between students, who have high academic ability and students who have low academic ability, and there was not difference on the critical thinking ability  between students who learn by STAD cooperative  with student who learn by TPS. There is no effect of interaction between inquiry with cooperative, inquiry with student’s academic ability, cooperative with student’s academic ability, inquiry with cooperative and student’s academic ability towards the cognitive achievement Kata kunci: cooperative learning, inquiry, berpikir kritis

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