scholarly journals Narrowing the Achievement Gap between EFL Students in Oral Expression through Cooperative Learning

2019 ◽  
Author(s):  
Tarek Ghodbane ◽  
Hafida HAMZAOUI- ELACHACHI
Keyword(s):  
Achievement Gap ◽  
Cooperative Learning ◽  
Teaching Method ◽  
Low Achievers ◽  
Control Group ◽  
Closing The Achievement Gap ◽  
Oral Expression ◽  
Efl Students ◽  
The University ◽  
Oral Skills

Any learning is stimulated by the teaching method or technique adopted. When put in traditional competitive settings, students worry more about their self-esteem and tend to shy away from participating in the activities, while, only those with higher level of oral skills volunteer in answering the questions. This inequity in practice causes a discrepancy in students’ performance in the oral expression exams and thus, results in a gap in the achievement. This paper suggests cooperative learning as a means to reduce the achievement gap between high and low achievers in the oral expression classes. This study is an endeavor to highlight the effectiveness of cooperative learning in reducing the disparity between high and low achievers and also to accentuate the benefits of this method in the English as a foreign language (EFL) classroom. The study followed an experimental pretest-posttest non-equivalent groups design with a sample of 44 second year EFL students from the University of Khenchela, Algeria. The intervention lasted for a semester. The results showed that the achievement gap was reduced in the experimental group after using cooperative learning instructions, while the traditional method, in the control group, failed in closing the achievement gap between high and low-achievers. As a conclusion, some recommendations will be given with the aim of promoting the use of cooperative learning in the EFL classrooms as well as fostering teachers’ awareness of the effectiveness of such teaching method in improving students’ performance in oral expression.

Investigating the Need for Computer Assisted Cooperative Learning to Improve Reading Skills Among Yemeni University EFL Students

2019 ◽  
Vol 9 (2) ◽  
pp. 15-31 ◽  
Author(s):  
Amr Abdullatif Yassin ◽  
Norizan Abdul Razak ◽  
Nor Rizan Mohamad Maasum
Keyword(s):  
Cooperative Learning ◽  
Reading Skills ◽  
Teaching Method ◽  
Needs Analysis ◽  
Computer Assisted ◽  
Comprehension Skills ◽  
E Learning ◽  
Efl Students ◽  
The University ◽  
Reading Comprehension Skills

The aim of this needs analysis article was to investigate the students' needs for computer assisted cooperative learning (CACL) in studying reading skills. The needs analysis depends on present situation analysis (PSA). The result of the analysis showed that both professors and students use the internet for reading outside the university. Moreover, both professors and students showed that the students need CALL, cooperative learning in studying reading skills. There is a need, therefore, for implementing computer assisted cooperative learning in teaching reading comprehension skills because this is a new method for Yemeni students and it might help them to improve their reading skills as reading has not been improved among Yemeni university EFL students in the last two decades. More importantly, although Yemeni students have not experienced e-learning before, they are willing to accept CACL as a new teaching method.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP DAYA INGAT DAN HASIL BELAJAR SISWA PADA MATERI HIDROLISIS GARAM KELAS XI IPA SMA KEMALA BHAYANGKARI 1 SUNGAI RAYA

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Sahara Sahara ◽  
Dedeh Kurniasih ◽  
Rizmahardian Azhari Kurniawan
Keyword(s):  
Statistical Analysis ◽  
Data Collection ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Effect Size ◽  
Teaching Method ◽  
Control Group ◽  
Learning Method ◽  
Control Group Design ◽  
And Control

ABSTRACT The process of learning chemistry which only focused on teacher as informant caused the students’ memory lower. This could make the students’ learning outcomes lower, thus, it was needed STAD type of Cooperative Learning Method which had the process of interaction between student and teacher, and could help the students comprehend the material. Therefore, it was necessary to make a research which had the purpose to know the difference between students’ learning outcomes and memory which used STAD type ofCooperative Learning Method and lectures teaching method as well as how large the effect of STAD type of Cooperative Learning Method on salt hydrolysis material was. This research was Quasi Experimental Nonequivalent Control Group Design. The sample of the research was choosen by using saturated sampling which XI IPA 1 as experimental class and XI IPA 2 as control class. The techniques of data collection used measurement technique, observation, and interview while the tools of data collection used tests such as essayquestion, observation sheet, and interview guide. The statistical analysis of posttest result using U-man whitney test obtained significant value 0.000. This value was smaller than α (0.005) which meant that there was difference in learning outcome between experimental and control class. The statistical analysis result of U-man whitney delayed test obtained significant value 0.006, this value was smaller than α (0.005) which meant that there was difference between students’ memory in experimental and control class. The calculation of effect size showed value 1.64 with high criteria which gave high effect on students’ learning outcomes which was 44.95%, while the calculation of students’ memory effect size showed value 0.69 with moderate criteria which gave effect on students’ memory which was 26,42%. Keywords : Memory, Learning Outcomes, Salt Hydrolysis, STAD type of Cooperative Learning Method

scholarly journals Implementation of Cooperative Learning Model in Preschool

2016 ◽  
Vol 5 (3) ◽  
pp. 83 ◽  
Author(s):  
Nilüfer Okur Akçay
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Learning Model ◽  
Control Group ◽  
Traditional Teaching ◽  
Sense Organs ◽  
City Center ◽  
National Education ◽  
Jigsaw Method ◽  
And Control

<p>In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Ağrı city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N=20) and Control Group (CG, N=18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.</p>

scholarly journals Misconceptions in Projectile Motion and Conceptual Changes via Geogebra Applications

2021 ◽  
Vol 8 (3) ◽  
pp. 42-62
Author(s):  
Ferhat Aslan ◽  
Ugur Buyuk
Keyword(s):  
Science Teachers ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Projectile Motion ◽  
Post Test ◽  
The Difference ◽  
The University

The purpose of this work is to examine the issue of pre-service science teachers’ (PSST) Geogebra applications on misconceptions about projectile motion (PM) and the permanence of learning concepts. In this study, quantitative research method was used as scientific research method, and semi-experimental design with pre-test, post-test control group was used as a pattern. The accessible population of this study is PSST who study in a university located in Kayseri, Turkey in the 2019-2020 academic year. Sample of the study included 36 freshman PSST, studying at the university level in Kayseri. 18 of the participants are experimental-group (EG) and 18 of them are control-group (CG). Both groups learned the subject of projectile motion (PM) together in the classroom. In addition to the traditional teaching method, the EG participated eight-week in the Geogebra course based on the conceptual change model and prepared physics simulations with Geogebra. “Conceptual Questions on Projectile Motion” was used as a data collection tool and the data were analyzed by means of statistics (t-test) based on the difference between averages. The results revealed that both the post-test’s and permanence test’s mean scores of the EG PSST were significantly higher than the mean score of the CG PSST (post-test: t=2.525; p< .05) (permanence test: t=5.466; p< .05). Furthermore, in this study, many misconceptions about the PM were identified.

scholarly journals Teaching English Vocabulary with Greek or Latin Roots to Iranian EFL Students by PLS Sequential Structures

2020 ◽  
Vol 8 (4) ◽  
pp. p73
Author(s):  
Abolfazl Shirban Sasi
Keyword(s):  
Treatment Group ◽  
Teaching Method ◽  
English Word ◽  
Control Group ◽  
Teaching English ◽  
Control Group Design ◽  
Significant Difference ◽  
Efl Students ◽  
The Mean ◽  
And Control

PLS is a newly developed language teaching method which predominantly applies imaginative and random usage of pictures. The present paper explains and reports the application of a PLS technique in teaching English vocabulary with Greek or Latin roots to Iranian EFL learners. A pretest-posttest control-group design was used to investigate the effects of this sequential structures technique. Participants were intermediate level EFL students in two branches of the same language institute in Tehran (N = 94, p ? 0.05). The subjects were randomly assigned into two groups of treatment and control. The experiment lasted for seven one-hour lessons held in successive sessions in three weeks during which 35 Greek and Latin roots were taught with at least three English word examples. For the research instrument, the students were administered a 35-item multiple-choice vocabulary exam for the pre and post tests prior to and immediately after the teaching phase. Consequently, an independent sample T-test was used to examine the outcome of the experiment. At p = .009, the statistical test revealed a significant difference in the gain scores between the two groups. Also, the mean vocabulary gain score of 7.23 for the treatment group as opposed to the mean of 5.35 for the control group illustrated the relative more L2 vocabulary intake for the treatment group.

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