Cooperative Learning Contribution to Student Social Learning and Active Role in the Class

An emphasis on providing authentic and inclusive educational experiences to students has been recommended in many educational systems as essential for motor, social, and psychological development. Despite the focus of recent studies on the preparation of physical education (PE) teachers for entering the profession, little attention has been paid to beginner teachers and how these teachers can promote educationally rich PE experiences. Therefore, this study sought (1) to understand how a novice PE teacher implemented the cooperative learning model and shared the responsibility for teaching–learning processes with students; and (2) to examine students’ perspectives about their cooperative experiences and student-centered learning. Participants included 25 high school students and one novice PE teacher. Through an action-research design, data were collected by utilizing three qualitative techniques and analyzed using thematic analysis. CL was found to be a complex model that needed time to be implemented effectively and allow students to take advantage of its potential. The development of cooperative relationships allowed students to assume greater responsibility in the lessons. Novice teachers should be encouraged to adopt CL and promote a gradual process of sharing responsibility with students.

Download Full-text

Connecting Research to Teaching: Cooperative Learning and Its Effects in a High School Geometry Classroom

Mathematics Teacher ◽

10.5951/mt.96.2.0112 ◽

2003 ◽

Vol 96 (2) ◽

pp. 112-116

Author(s):

Angela L. E. Walmsley ◽

Joe Muniz

Keyword(s):

High School ◽

High School Students ◽

Cooperative Learning ◽

Active Role ◽

School Mathematics ◽

High School Mathematics ◽

School Students ◽

Mathematics Classrooms ◽

High School Geometry ◽

Learning Mathematics

During our experiences as high school mathematics teachers, we have discovered these three things. First, many high school students do not like to take mathematics courses. These students sometimes find that mathematics is boring and believe that it will be of no use to them after they graduate from high school. Stuart (2000) states that many people think of mathematics as something that causes stress and is unpleasant. Such students have high anxiety about learning mathematics and trying to succeed. Second, students have difficulty expressing their thoughts on paper or in front of their mathematics class. This phenomenon may occur because many traditional mathematics classrooms foster a competitive atmosphere among students (Johnson and Johnson 1989). Third, the students are not accustomed to taking an active role in learning mathematics. In light of these discoveries, we wanted to find a method of teaching high school mathematics classes that would help our students understand and enjoy the mathematics. In particular, we asked the following question: Would our students understand and enjoy mathematics more if we tried a cooperative learning approach rather than the traditionally taught teacher-centered method?

Download Full-text

Perceptions about Teaching in Times of COVID-19 Pandemic: Experience of Secondary Education in Chile

European Journal of Educational Research ◽

10.12973/eu-jer.11.1.457 ◽

2022 ◽

Vol 11 (1) ◽

pp. 457-467

Author(s):

Alejandro Almonacid-Fierro ◽

Andrew Philominraj ◽

Rodrigo Vargas-Vitoria ◽

Manuel Almonacid-

Keyword(s):

High School Students ◽

Focus Groups ◽

Qualitative Methodology ◽

Emotional Impact ◽

Educational Systems ◽

School Students ◽

Pedagogical Strategies ◽

Sudden Appearance ◽

Learning At Home ◽

Teaching Learning

<p style="text-align: justify;">The following article is a qualitative study that analyses the perception of parents and high school students regarding teaching in times of Coronavirus disease COVID-19, with the idea of recognizing the facilitators and barriers for the teaching-learning process in the pandemic. The above, in the understanding that due to the sudden appearance of SARS-CoV-2, educational systems around the world had to adapt to virtual teaching, as a result of the confinement to which the population has been subjected during the year 2020 and a good part of the year 2021. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which considered the realization of four focus groups with students and four focus groups with secondary school parents, from two public high schools located in the province of Talca, Maule region, Chile. The findings of the study are related to the adverse effects of the pandemic on student learning, as a result of connectivity difficulties, and the emotional impact on the quality of life of young people and their families. On the other hand, learning at home is related to limited pedagogical strategies and evaluative aspects that do not allow verifying the real learning of the students.</p>

Download Full-text

Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

AVANCA | CINEMA ◽

10.37390/ac.v0i0.20 ◽

2020 ◽

Author(s):

Nélia Lúcia Fonseca

Keyword(s):

High School ◽

High School Students ◽

Video Art ◽

Theory And Practice ◽

First Year ◽

School Students ◽

Forest School ◽

Moving Images ◽

History Of ◽

Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

Download Full-text

HIGH-SCHOOL STUDENTS’ OPINIONS ON COOPERATIVE LEARNING IN MATHEMATICS

EDULEARN21 Proceedings ◽

10.21125/edulearn.2021.0045 ◽

2021 ◽

Author(s):

Lidon Moliner ◽

Francisco Alegre ◽

Gil Lorenzo

Keyword(s):

High School ◽

High School Students ◽

Cooperative Learning ◽

School Students

Download Full-text

Stratégies de prise de notes à l'aide d'une tablette électronique chez des étudiants du secondaire | Digital Tablet Note-Taking Strategies among High School Students

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t29316 ◽

2017 ◽

Vol 42 (5) ◽

Author(s):

Patrick Giroux ◽

Diane Gauthier ◽

Nadia Cody ◽

Sandra Coulombe ◽

Andréanne Gagné ◽

...

Keyword(s):

High School ◽

High School Students ◽

21St Century ◽

Active Role ◽

Educational Success ◽

Note Taking ◽

Ict Integration ◽

School Students ◽

Technological Tools ◽

Digital Tablet

Both media and digital literacies are essential for the 21st century. Consequently, several governments have integrated technologies with school curriculums. Recently, ICT integration efforts, particularly with the digital tablet, have multiplied. Several academic uses of the tablet are explored, and some raise questions. This is the case of note taking as viewed in a single Quebec high school. Which application should students use, and should it be the same one for all subjects? Is it effective? Which strategies should be promoted? These are not trivial questions where educational success is concerned. Whereas note taking using certain technological tools has already been studied, little research has focused on with the use of a digital tablet. Students who use a tablet daily were asked a series of questions related to note taking. Our analysis suggests that teachers should play an active role in the appropriation of this tool.Les littératies médiatique et numérique sont essentielles pour le 21e siècle. Plusieurs gouvernements les intègrent par conséquent aux curriculums scolaires. Actuellement, les efforts d’intégration de la tablette numérique se multiplient. Plusieurs usages scolaires sont cités et certains soulèvent des interrogations. C’est le cas de la prise de notes qui soulève des questions auprès de plusieurs enseignants d’une école secondaire québécoise. Avec quelle application? Une seule? Toujours la même? Dans toutes les matières ? Est-ce efficace? Quelles stratégies de prise de notes doit-on favoriser? Ces questions sont importantes pour la réussite scolaire. La prise de notes à l’aide d’outils technologiques a déjà fait l’objet d’études lors de l’intégration d’autres technologies mais peu de recherches se sont intéressées à cette stratégie d’apprentissage avec les tablettes numériques. Un questionnaire a été rempli par des étudiants du secondaire qui utilisent la tablette quotidiennement. L’analyse des résultats montre que les enseignants doivent jouer un rôle actif dans l'appropriation de cet outil.

Download Full-text

Creativity and Intelligence: Research Implications for Equal Emphasis in High School

Council review ◽

10.1177/001440297003600801 ◽

1970 ◽

Vol 36 (8) ◽

pp. 565-569 ◽

Cited By ~ 10

Author(s):

Vernon J. Damm

Keyword(s):

High School ◽

High School Students ◽

Well Being ◽

Educational Systems ◽

School Students ◽

Psychological Well Being ◽

Significant Difference ◽

Self Actualization ◽

Creative Abilities

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.

Download Full-text

The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

10.31235/osf.io/6ufgq ◽

2019 ◽

Author(s):

Abdallah Mohammad Salem Almahasneh ◽

Samsiah Abdul-Hamid

Keyword(s):

High School ◽

High School Students ◽

Peer Assessment ◽

School Students ◽

Design Data ◽

Writing Performance ◽

English As Foreign Language ◽

Significant Difference ◽

Quasi Experimental ◽

Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

Download Full-text

Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION ◽

10.22437/ijolte.v3i2.7701 ◽

2019 ◽

Vol 3 (2) ◽

pp. 130-141

Author(s):

Anida Fadhilah Jati ◽

Endang Fauziati ◽

Agus Wijayanto

Keyword(s):

High School ◽

High School Students ◽

Disruptive Behavior ◽

Learning Process ◽

Senior High School ◽

School Students ◽

English Classroom ◽

Teaching Learning ◽

Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom. Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

Download Full-text

Classroom Process and Causes of Worsening High School Students' Failure of Literature-in-English in Nigeria

African Journal of Teacher Education ◽

10.21083/ajote.v10i1.6637 ◽

2021 ◽

Vol 10 (1) ◽

pp. 282-306

Author(s):

Eucharia Okwudilichukwu Ugwu

Keyword(s):

High School Students ◽

Language Proficiency ◽

Sampling Technique ◽

Active Participation ◽

Mixed Method Research ◽

School Students ◽

English Classrooms ◽

Senior Secondary Schools ◽

Teaching Learning ◽

Senior Secondary

Current theories of teaching favour students-centred classrooms. In Literature-in-English lessons, active participation of students is essential for optimal learning. This study examined the level of students' active participation in Literature-in-English classrooms as the major reason for the high failure rates of Nigerian students who take this subject in the yearly senior secondary school examinations. The study was carried out in Ibadan metropolis, Oyo State. The mixed method research design was adopted. Class Observation Schedule (r=0.9) and Interview Guide for Teachers were used to gather the data. Random sampling technique was used to select three Local Government Areas (LGAs), 27 public senior secondary schools (9 from each LGA) and one Literature-in-English teacher from each school. All the teachers were observed twice during lessons while 12 of them were interviewed. Results from the quantitative data showed that the classroom process was teacher-dominated, and students' level of participation was very low. Students hardly asked questions and teachers did not use teaching techniques that encouraged active participation. Teachers identified students' inability to buy the prescribed literary texts, lack of interest in reading and poor language proficiency as some of the factors that contribute to students' failure. Several recommendations were made to enhance the teaching-learning process and maximize learning.

Download Full-text