Cooperative Learning: Effect on Prospective Teachers' Metacognitive Skills Development at University Level

This study was conducted while using the Quasi-Experimental design to examine the effect of Cooperative learning on prospective teachers' Meta cognitive skills. The sample for this study included two sections/ groups, each comprising 40 students (40 males 40 females=80) enrolled in the fifth Semester of the B.Ed Honors program in a public university. One of the sections was declared as the Experimental, whereas the other as the Controlled group. The understudy sections were pre-tested, and then the experimental group was exposed to the intervention (cooperative learning strategy), which lasted for one Semester. Both sections were post-tested after the completion of the intervention. Meta cognitive Skills Assessment Tool (MSAT) was used for pre and post-test. Based on the results, it is concluded that Cooperative Learning helps develop Meta cognitive skills in prospective teachers. Therefore, it is recommended that the teachers should teach while using the Cooperative learning approach.

Download Full-text

PENGARUH MODEL COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KETERAMPILAN LAY-UP SHOOT BOLA BASKET

Jurnal Educatio FKIP UNMA ◽

10.31949/educatio.v6i2.740 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Davi Sofyan

Keyword(s):

Cooperative Learning ◽

Sampling Technique ◽

Control Group ◽

Student Teams ◽

Post Test ◽

Quasi Experimental ◽

The Mean ◽

The Difference ◽

Experimental Group ◽

Cluster Random Sampling

The purpose of this study was to determine how much influence the cooperative learning model type student team's achievement division has on basketball shoot lay-up skills. The research method used in this research is a quasi-experimental method. The type of research design used was the non-equivalent group design. The population in this study were students of class XI SMA Negeri 1 Majalengka in 2019 totaling 424 students. The sampling technique used in this study was cluster random sampling technique. The sample in this study amounted to 214 students consisting of class XI IPS 1-4 and XI MIPA 7-8. The experimental group class XI IPS 1-2 and XI MIPA, control group class XI IPS 3-4 and XI MIPA 8. The results showed that the mean pre-test lay-up shoot of the experimental group was 4.09 while the control group was 3.92. The mean post-test shoot lay-up of the experimental group was 6.76 while the control group was 4.72. Furthermore, by looking at 95% confidence interval of the difference, there is a difference between the shoot lay-up results of the experimental group and the control group, which is -0.190 to 2.412. Thus, it can be concluded that STAD is effective in improving basketball shoot lay-up skills.

Download Full-text

Jigsaw Approach in Cooperative Learning: Its Effect in Problem Solving Skills for Physics

UIC Research Journal ◽

10.17158/222 ◽

2012 ◽

Vol 18 (1) ◽

Author(s):

Renan P. Limjuco ◽

Ma. Teresa M. Gravino

Keyword(s):

Problem Solving ◽

Cooperative Learning ◽

Learning Strategy ◽

Group Discussion ◽

Pharmacy Students ◽

Control Group ◽

Problem Solving Skills ◽

School Year ◽

Quasi Experimental ◽

Experimental Group

This study was conducted to determine whether or not the jigsaw approach as a cooperative learning strategy can significantly improve the problem solving skills in physics of the First Year Pharmacy students of the University of the Immaculate Conception for School Year 2011-2012. The researchers used the quasi-experimental design and purposively chose one class with forty students to compose the experimental group and another class of the same size to form the control group. The students from the experimental group were supervised through the jigsaw approach for three weeks as they studied Newton’s 2nd Law of Motion. The test scores from the 50-multiple choice-item Physics Questionnaire (α = 0.90) were the data used in the study. Frequency count, percentage, mean, standard deviation, and t-test were the statistical tools employed in the analyses of the data. Findings of the study revealed that the problem solving skills in physics of the Pharmacy students were significantly improved by the jigsaw approach. The researchers also employed a focus group discussion for the triangulation of the method which validated that students who were subjected to jigsaw approach became more proficient, responsible, facilitative, and approachable as learners. The students felt that they needed to study not only for themselves but also for their group mates.

Download Full-text

An Experimental Study of the Effect of Student Teams Achievement Divisions (STAD) on Vocabulary Learning of EFL Adult Learners

10.31235/osf.io/cya9b ◽

2017 ◽

Author(s):

Arab World English Journal ◽

Muhammad Ishtiaq ◽

Zuraina Ali ◽

Muhammad Salem

Keyword(s):

Experimental Study ◽

Saudi Arabia ◽

Learning Strategy ◽

Control Group ◽

Vocabulary Test ◽

Student Teams ◽

Significant Difference ◽

Post Test ◽

Quasi Experimental ◽

Experimental Group

Student Teams Achievement Divisions (STAD) has been considered as an important cooperative learning strategy in progressive pedagogy. A number of studies have supported the use of STAD in different subject areas and in different socio-cultural contexts. However, it is still an under-researched area in countries like Saudi Arabia where English is taught as a Foreign Language. This quasi-experimental study was conducted in Unaizah Community College, Saudi Arabia. Both the experimental group and the control group were tested on 2000-word vocabulary test. A vocabulary test was prepared and administered by the researchers at the beginning of the experiment as a pre-test. The experimental group was taught with Student Teams Achievement Divisions (STAD) strategy whereas the control group was taught with traditional whole-class instruction method. The treatment was carried out for two weeks. At the end of the experiment, the same vocabulary test was re-administered as a post-test. Independent samples t-test was used to analyze the data using SPSS 21. Results showed that there was a significant difference between the experimental group and the control group in favor of the experimental group (p= 0.002 < 0.05).

Download Full-text

The Use of Picture-Kwl Technique in Improving Students’ Reading Comprehension: A Cooperative Learning Approach

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v1i4.5765 ◽

2018 ◽

Vol 1 (4) ◽

pp. 530-541

Author(s):

Mutakhirani Mustafa

Keyword(s):

Reading Comprehension ◽

Cooperative Learning ◽

Control Group ◽

Learning Approach ◽

Teaching Reading ◽

Post Test ◽

Quasi Experimental ◽

Learning Progress ◽

Experimental Group

The objective of this research was to find out whether the use of Picture-KWL technique in improving students’ reading comprehension: a cooperative learning approach could improve the reading comprehension and the interest of the students in reading. The design of this research is quasi experimental which the experimental group would be employed treatment Picture-KWL in cooperative learning approach while the control group would be employed treatment using conventional techniques by the researcher. The findings indicated that the experimental class scored higher on the reading comprehension in post-test than their peers did in the control class. The researcher concluded that the technique was successful in improving the reading comprehension performance and recommended that the technique should be integrated into the English Syllabus specially in teaching reading comprehension. Moreover, based on the students’ respond on questionnaire, it shows that the students’ interest was categorized as interested. And also observation showed that the students’ progress were excellent in the classroom during learning progress.

Download Full-text

EFFECTIVENESS OF COOPERATIVE LEARNING METHOD ON STUDENTS REPEATING COURSES OF MATHEMATICAL COMPUTING ACHIEVEMENT

International Journal of Modern Education ◽

10.35631/ijmoe.38006 ◽

2021 ◽

Vol 3 (8) ◽

pp. 63-70

Author(s):

Sarizan Mursid ◽

Nor ‘Ainaa Syuhada

Keyword(s):

Student Achievement ◽

Cooperative Learning ◽

Teaching And Learning ◽

Learning Strategy ◽

Control Group ◽

Learning Method ◽

Learning Methods ◽

Student Centered Learning ◽

Quasi Experimental ◽

Experimental Group

The cooperative learning method is a learning method that is said to be efficient and in line with the transformation of the education system nowadays. This method is a student-centered learning method that emphasizing social interaction and collaboration between students in order to achieve the learning outcomes. From the preliminary observations, it was found that the level of student achievement in the Mathematical Computing course at Muadzam Shah Polytechnic is quite alarming with the failure percentage up to 36.75%. Therefore, as a teaching and learning strategy to overcome this problem, cooperative learning methods are implemented on students who repeat the Mathematical Computing courses. This study aims to examine the effectiveness of cooperative learning methods on student achievement in this course. This study uses a quasi-experimental method consisting of two groups of respondents: each consisting of 20 students from the control group and the experimental group. A pre-test was given to test student achievement before treatment and a post-test were given to test the effectiveness of the treatment given. The analysis was made based on the percentage of student achievement for the experimental group and the control group. The findings of the study show that cooperative learning methods have been successful in improving student achievement in the course. This shows that cooperative learning methods in teaching and learning are effective and suitable to be used as an approach in the teaching and learning process of Mathematical Computing courses.

Download Full-text

Perbedaan hasil belajar matematika siswa yang menggunakan model pembelajaran konvensional dengan model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) berbantuan media powerpoint

AKSIOMA ◽

10.26877/aks.v10i2.4732 ◽

2019 ◽

Vol 10 (2) ◽

pp. 285-293

Author(s):

I Putu Ade Andre Payadnya ◽

Ida Bagus Ketut Perdata ◽

Putu Yudi Antara

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Control Group ◽

Post Test ◽

Quasi Experimental ◽

Academic Year ◽

Experimental Group ◽

Cluster Random Sampling

AbstrakJenis penelitian ini merupakan penelitian eksperimen semu (quasi experimental), desain penelitian yang digunakan adalah Post-test Only Control Design. Populasi dari penelitian ini adalah seluruh siswa kelas X SMAN 6 Denpasar tahun pelajaran 2018/2019. Sempel diambil dengan teknik Cluster Random Sampling, diperoleh 2 kelas yaitu kelas X IPA 3 sebagai kelompok kontrol dan kelas X IPA 4 sebagai kelompok eksperimen dengan total sampel sebanyak 83 siswa. Data dianalisis menggunakan t-test satu pihak (pihak kanan) dengan taraf signifikansi 5%. Rata-rata hasil belajar siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe TAI berbantuan media powerpoint () adalah 80,00 sedangkan rata-rata hasil belajar siswa yang dibelajarkan dengan model pembelajaran konvensional () adalah 73,7. Hasil analisis data penelitian menunjukkan bahwa thitung > ttabel yaitu 4,01 > 1,98969. Diperoleh thitung > ttabel maka H0 ditolak dan Ha diterima. Berdasarkan hasil tersebut terlihat bahwa hasil belajar kelompok eksperimen yang diajar dengan menggunakan model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) berbantuan media powerpoint lebih baik daripada kelompok control yang diajar dengan model pembelajaran konvensional pada siswa kelas X SMAN 6 Denpasar tahun pelajaran 2018/2019. Penyebab lebih baiknya nilai rata-rata siswa pada kelas eksperimen dikarenakan model pembelajaran kooperatif tipe TAI (Team Assisted Individualization) adalah salah satu tipe atau model pembelajaran kooperatif yang mudah diterapkan, melibatkan, aktivitas seluruh siswa tanpa harus ada perbedaan status, melibatkan peran siswa sebagai tutor sebaya dan reinforcement.Kata kunci: Perbedaan, Hasil Belajar, Kooperatif, TAI, Konvensional. AbstractThis type of research is quasi-experimental research, the research design used is "Post-test Only Control Design". The population of this study was all students of class X SMAN 6 Denpasar in 2018/2019 academic year. The sample was chosen with the Cluster Random Sampling technique, obtained 2 classes namely Class X IPA 3 as a control group and Class X IPA 4 as an experimental group with a total of 83 students. Data were analyzed using a one-tail t-test (right tail) with a significance level of 5%. The average student learning outcomes taught by the TAI type cooperative learning model assisted by powerpoint media (1) is 80.00 while the average student learning outcomes taught by conventional learning models (2) are 73.7. The results of the analysis of the research data show that tcount> ttable is 4.01> 1.98969. Obtained tcount >ttable then H0 is rejected and Ha is accepted. Based on these results it can be seen that the experimental group learning outcomes taught using the cooperative learning model TAI (Team Assisted Individualization) assisted by powerpoint media are better than the control group taught with conventional learning models in class X students of SMAN 6 Denpasar in the 2018/2019 academic year. The reason for the better average scores of students in the experimental class is because the cooperative learning model type TAI (Team Assisted Individualization) is one type or model of cooperative learning that is easy to apply, involves, activities of all students without having differences in status, involving the role of students as tutors peer and reinforcement.Keywords: Differences, Results, Learning, Model, TAI, Conventional.

Download Full-text

Learner-Centered Approaches: Their Effect on the Oral Fluency of Students

Journal of language and Education ◽

10.17323/2411-7390-2018-4-1-6-17 ◽

2018 ◽

Vol 4 (1) ◽

pp. 6-17

Author(s):

Melody Joyce Maasin-Ceballos ◽

Roel Famat Ceballos

Keyword(s):

Experimental Study ◽

Cooperative Learning ◽

Oral Fluency ◽

Group Design ◽

Learner Centered ◽

Post Test ◽

Quasi Experimental ◽

Second Year ◽

Experimental Group ◽

Different Levels

The purpose of the study was to determine the effect of learner-centered approaches on the oral fluency of the second-year students in English 202-Communicative English. The study employed a quasi-experimental method, particularly the pre-test and post-test experimental group design. Two groups of students were utilized as the experimental groups of the study. The findings of the study revealed that both groups acquired the same level of oral fluency before the intervention but acquired different levels of fluency after. Based on the result, the conclusion was that the level of speaking fluency of the participants exposed to cooperative learning improved significantly more than those exposed to task-based teaching. An experimental study conducted over a longer period of time and employing randomization could be considered to further investigate the possible results.

Download Full-text

THE EFFECT OF MOBILE ACCESS (AUDIO VISUAL EASY LEARN ENGLISH) ON STUDENTS’ VOCABULARY ACHIEVEMENT AT SMPN 11 KENDARI

Journal of Teaching English ◽

10.36709/jte.v4i3.13962 ◽

2019 ◽

Vol 4 (3) ◽

pp. 335

Author(s):

Eva Veronica ◽

Mursalim Mursalim

Keyword(s):

Test Score ◽

Control Group ◽

Vocabulary Test ◽

Seventh Grade ◽

Mobile Access ◽

Post Test ◽

Quasi Experimental ◽

And Control ◽

Experimental Group ◽

Vocabulary Achievement

The objective of this study is to find out the effect of using mobile access (Audio Visual Easy Learn English) on students’ vocabulary achievement at SMPN 11 Kendari. Mobile Access (Audio visual easy learn English) as a media in learning teaching process. This research used quasi experimental design, the population is all seventh- grade students, and the sample is class VII1 as the experimental group and VII2as control group. The experimental group consisted of 30 students and control group consisted of 21 students. The research instrument consisted of 44 questions of vocabulary test. To collect the data, the researcher gave pre-test, taught by using Mobile Access (Audio Visual Easy Learn English), and giving post-test. Mean score of post-tests (79.63) in experimental class is higher than pre-test score (59.66). While, in control class also has improvement but not too significant. It can be seen on post-test score (64.80) is higher than pre-test score (55.19). Based on the calculation of T-test, it shows that tcount = 3.775, while t-table =2.010 at level of = 0.05 with DF = 49. It means that tcount is higher than table, Therefore H0 was rejected and H1 was accepted. This can be concluded that there was a significant effect of using a significant effect using Mobile Access (Audio Visual Easy Learn English) on students’ vocabulary achievement at the seventh-grade students of SMPN 11 Kendari. Keywords: MA, Mobile Access, Audio Visual Easy Learn English, vocabulary achievement

Download Full-text

Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽

10.3390/geosciences11040173 ◽

2021 ◽

Vol 11 (4) ◽

pp. 173

Author(s):

Tânia Pinto ◽

António Guerner Dias ◽

Clara Vasconcelos

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

Intervention Program ◽

Problem Based Learning ◽

Convenience Sample ◽

Post Test ◽

Quasi Experimental ◽

Within Subjects ◽

Two Phases ◽

Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

Download Full-text

A STUDY ON THE EFFECTIVENESS OF USING ALPHABET CARDS GAME IN TEACHING VOCABULARY FOR COMMERCIAL BUSINESS ADMINISTRATION STUDENTS

UAD TEFL International Conference ◽

10.12928/utic.v1.150.2017 ◽

2017 ◽

Vol 1 ◽

pp. 54

Author(s):

Arita Destianingsih ◽

Ari Satria

Keyword(s):

Business Administration ◽

Mean Value ◽

T Test ◽

Control Group ◽

Business Administration Students ◽

Post Test ◽

Quasi Experimental ◽

The Mean ◽

Experimental Group ◽

Administration Students

The aim of this study was to know the effectiveness of the use of alphabet cards game as interesting tool to explain vocabularies and it make it easier to remember their meanings. This study belongs to the quasi experimental research and presents pre-test, post test and to investigate the effect of using alphabet cards game on vocabulary mastery of commercial business administration students. The participants were the students from commercial business administration students at the third semester (N=54) of State Polytechnic Bengkalis and divided into two groups. Both groups were taught vocabulary, however, the experimental group students who are exposed to alphabet cards game and the controlled group students who received conventional method. Pre-test and post-test were given to both experimental group students and controlled group students. The score of the vocabulary tests were compared through independent sample t-test. The mean value of pre-test of experimental class was 61.35, while the control class was 52.23. After learning using alphabet card games in experimental class the mean value obtained in post-test was 78.85, while in control class was 59.04. The improved of learning outcomes can be seen from the level of significance was 0.000 and it was lower than t test 0.000<0.05. It means that the hypothesis null is not accepted. Therefore, it can be concluded that the score of the students in learning vocabulary between the experimental group and control group was significantly different. The experimental group students who learned vocabulary using alphabet cards game had increased their vocabulary mastery.

Download Full-text