scholarly journals THE IMPACT OF COOPERATIVE LEARNING METHOD ON YEMENI ADULT STUDENTS’ KNOWLEDGE OF GLOBAL ISSUES VOCABULARY

2020 ◽  
Vol 5 (34) ◽  
pp. 102-115
Author(s):  
Lamis Abdulkarim Al-Shuga’a ◽  
Kamariah Yunus ◽  
Mohammed Abdulgalil Abugohar
Keyword(s):  
Cooperative Learning ◽  
Adult Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Learning Method ◽  
Learning Methods ◽  
Global Issues ◽  
Positive Effects ◽  
The Impact ◽  
Experimental Group

The cooperative learning method is one of the most effective student-centered learning methods used in teaching English language classes. It is an updated and effective pedagogic method that should be integrated into classrooms. The previously reviewed studies showed that the use of cooperative learning method may improve students’ knowledge of the language. This paper aims at investigating the impact of cooperative learning methods on Yemeni adult students’ knowledge of global issues vocabulary. The study employed an experimental method research design where the quantitative data collection method was conducted. A pretest and posttest (of the same test) were administered to the 25 respondents in the experimental group and the other 25 respondents in the control group. The Statistical Package for Social Sciences (SPSS) version 25.0 was used to analyse the difference between the two groups’ performance using the t-test. Results showed that the students in the experimental group performed significantly better than the students in the comparison group in the required tasks relating to global issues vocabulary knowledge. Findings also indicated that the cooperative learning method had positive effects on students’ vocabulary knowledge in classrooms. The participants gained confidence and their language skills were improved. Social skills like leadership, decision-making, trust-building, communication, and conflict-management skills were also developed. The study concludes that cooperative learning contributes to cognitive growth, increased autonomy and productivity of adult learners. The cooperative learning method should be integrated into English language classrooms to improve the growth and productive knowledge of students at the tertiary level.

scholarly journals STUDENTS’ PERCEPTIONS AND ATTITUDES TOWARDS THE LEARNING OF GLOBAL ISSUES VOCABULARY USING COOPERATIVE LEARNING METHODS

2020 ◽  
Vol 5 (36) ◽  
pp. 150-161
Author(s):  
Lamis Abdulkarim Al-Shuga'a ◽  
Kamariah Yunus
Keyword(s):  
Cooperative Learning ◽  
English Language ◽  
Survey Method ◽  
Learning Method ◽  
Learning Methods ◽  
Student Centered ◽  
Student Centered Learning ◽  
Intervention Phase ◽  
Global Issues ◽  
Perceptions And Attitudes

As a matter of fact, the cooperative learning method is considered one of the most effective student-centered learning methods used in teaching English language classes. It is an updated and effective pedagogic method that should be incorporated in classrooms. The previously reviewed studies showed that group work is better than individual work since student-centered learning methods may improve students’ knowledge of the language because of their effective cooperative engagement. This paper aims at investigating students' perceptions and attitudes towards the learning of global issues vocabulary using cooperative learning methods. The study employed a survey method research design where the quantitative data collection method was conducted. 25 participants are subjected to the intervention phase for seven weeks (40 hours) at MALI institute in Taiz, Yemen. Then a well-prepared questionnaire was conducted on the participants within a period of two days, immediately after the intervention phase. The descriptive statistic SPSS (Statistical Package for Social Sciences) version 25.0 was used to analyze data. Percentages were used for the questionnaire. The results from the questionnaire indicated that cooperative learning techniques had positive effects on students’ writing in classrooms. The participants gained confidence and their language skills were improved. Social skills like leadership, decision-making, trust-building, communication, and conflict-management skills were also developed. The study concludes that cooperative learning contributes to cognitive growth, increased autonomy, and productivity. The cooperative learning method should be integrated into English language classrooms to improve the growth and productive knowledge of students.

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

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.

The Impact of Cooperative Learning on Grammar Learning among Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 1429
Author(s):  
Abdolvahed Zarifi ◽  
Azimeh Taghavi
Keyword(s):  
English Language Learners ◽  
Cooperative Learning ◽  
Learning Activities ◽  
Control Group ◽  
Efl Learners ◽  
Grammatical Competence ◽  
Positive Effects ◽  
Grammar Learning ◽  
The Impact ◽  
Experimental Group

The purpose of this study was to investigate the effects of cooperative learning activities on Iranian intermediate EFL learners' grammatical competence. This research was a quasi-experimental study and its design was comparison group design. The study included one control and one experimental group. In total, 50 students participated in the study. They were male and female intermediate English language learners studying English in EFL department at Shokuh-e-Danesh Institute, Dehdasht, Iran. Following a workshop on the implementation of cooperative learning activities, the experimental group was exposed to cooperative learning activities. The control group was, on the other hand, provided with traditional grammar learning methods. 25-item grammar tests were given to both groups before and after the eight-week treatment. T-tests were employed to analyze the obtained data. The results of the tests revealed significant differences between the control group and the experimental group regarding their grammar learning through cooperative learning. The findings of the study suggested that cooperative learning had positive effects on Iranian intermediate EFL learners' grammatical competence.

scholarly journals The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110035
Author(s):  
Aziz İlhan
Keyword(s):  
Collaborative Learning ◽  
Control Group ◽  
Conventional Instruction ◽  
Game Based Learning ◽  
Mathematical Literacy ◽  
Learning Methods ◽  
Learning Groups ◽  
The Mean ◽  
The Impact ◽  
Experimental Group

The present study aimed to investigate the effects of geometry instruction activities conducted in nature based on modeling, game-based, and cooperative learning methods on achievement, mathematical motivation, and visual mathematical literacy perceptions of third-grade elementary school students. The present study is a quantitative study conducted with a pre-test/post-test experimental design with a control group. The study was conducted with 61 students (35 students in the experimental group and 26 students in the control group). Modeling-, game-, and collaborative learning-based activities were conducted with the students in the experimental group. It was determined that the achievements of students who were instructed with modeling-based activities in geometry were high when compared to that of the students instructed with collaborative learning- and game-based methods, and those in the control group where no intervention was applied. This group was followed by the game-based and collaborative learning groups. Based on the variable of motivation, the mean motivation of the students in the modeling group was higher when compared to that of the students in the collaborative learning, game-based, and conventional instruction groups. This group was followed by the collaborative and game-based learning groups. Also, based on the visual mathematical literacy perception variable, the mean visual mathematics literacy perception of the students in the collaborative learning group was higher when compared to that of the students in the groups where the modeling, game-based, and conventional instruction methods were used. This group was followed by the modeling and game-based learning groups.

scholarly journals THE EFFECTIVENESS OF COOPERATIVE LEARNING METHOD TO REDUCING STUDENTS ANXIETY IN LEARNING MATH AT GRADE VII SMP NEGERI 1 BAUBAU

2021 ◽  
Author(s):  
Suwarni La Usa
Keyword(s):  
Experimental Design ◽  
Cooperative Learning ◽  
T Test ◽  
Control Group ◽  
Learning Method ◽  
Round Numbers ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group ◽  
Research Show

The problem of this research is whether the application of cooperative learning method is effective in reducing student’s anxiety in learning Math at grade VII at the topic of round numbers. The objective of the research is to know the effectiveness of cooperative learning in reducing student’s anxiety in learning Math at the topic of round numbers at grade VII SMP Negeri 1 Baubau. This research is descriptive quantitative by applying quasi experimental design. The sample taken consisted of 54 students which is each group consisted of 27 students. The instrument used in this research is test. The result of the research show that (1)The mean score of students learning in Math in experimental group before treatment is 56,48 with standard of deviation is 18,65 and after treatment is 83,70 with standard of deviation is 15,54. (2)The mean score of students learning in Math in control group before treatment is 56,67 with standard of deviation is 17,26 and after treatment is 73,51 with standard of deviation is 17,58. (3)Based on the mean score of students result in learning who is taught through those model of learning and seeing the result of statistic inferential of t test shows that learning through cooperative learning method is more effective to reduce students anxiety in learning Math.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

scholarly journals The Impact of Mediation on EFL Learners’ Interpretation

2017 ◽  
Vol 1 (2) ◽  
pp. 197
Author(s):  
Mandana Yousefi
Keyword(s):  
English Language ◽  
Peer Mediation ◽  
Language Test ◽  
Efl Learners ◽  
Paired Sample ◽  
Self Confidence ◽  
Effective Role ◽  
English Language Institute ◽  
The Impact ◽  
Experimental Group

<p><em>The present study was an attempt to examine the EFL intermediate learners’ interpretation performance in translating texts from English to Persian on mediated mode vs. non-mediated one focusing on two different kinds of mediation (clip-mediated vs. peer-mediated mode). It has also investigated the participants’ attitudes toward the mediation sessions. It was conducted in an English Language Institute in Bojnourd, Iran. To this aim, a standardized 50-item Nelson English Language Test was administered to 31 participants. Following the homogenizing procedure, the number of the participants decreased to 24. Then, they were randomly divided into two equal groups (control and experimental), each consisting of 12 students. Both groups took part in interpretation classes twice a week, during which the experimental group received mediation as the treatment. The collecte</em><em>d data were analyzed by conducting ANCOVA and paired-sample t-test. </em><em>The results indicated that the EFL learners’ interpretation performance was better in mediated mode vs. non-mediated one, and peer-mediation was more effective than clip-mediation in improving their listening performance. In addition, all the participants stated </em><em>mediation had an effective role in improving their interpretation performance by reducing their anxiety and increasing their self-confidence.</em></p>

scholarly journals Kelas Gitar Akustik Berbasis Pembelajaran Kooperatif

2020 ◽  
Vol 4 (2) ◽  
pp. 137
Author(s):  
Riyan Hidayatullah ◽  
Prisma Tejapermana
Keyword(s):  
Cooperative Learning ◽  
Music Theory ◽  
Positive Response ◽  
Theory And Practice ◽  
Learning Design ◽  
Learning Method ◽  
Learning Methods ◽  
Home Group ◽  
Acoustic Guitar ◽  
Musical Understanding

This article examines learning acoustic guitar in formal schools employing cooperative learning design. The problem is focused on students’ perceptions of the difficulty of interpreting theory, teacher mastery of music theory, and the learning methods used. This study aims to describe the cooperative learning method implemented in acoustic guitar classes at schools (N = 30). Data were collected through observation, interviews, and documentation to be analyzed qualitatively using an interactive model (Miles et al., 2014). The guitar learning process is carried out in groups by breaking the home group and the expert group. Music material in group interaction is in the form of theory and practice. Based on observations of students’ musical abilities, there is an increase in knowledge of music theory and practice in guitar classes. Students receive the highest score on the aspects of sound accuracy, chord progression to the song, and the time expended learning the song. This study concludes that learning acoustic guitar applying cooperative learning methods is effective in enhancing students’ musical understanding through appreciation and creation. Appreciative attitude turns out as a manifestation of a positive response affective.

scholarly journals The Effect of Comparative FonF Structure on Learning L2 Verb Components

2018 ◽  
Vol 8 (1) ◽  
pp. 8
Author(s):  
Gholam Reza Parvizi
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Judgment Task ◽  
Control Group ◽  
Perfect Form ◽  
Quasi Experimental ◽  
Grammatical Judgment ◽  
L1 And L2 ◽  
The Impact ◽  
Experimental Group

This study focuses on the impact of the type of form-focused instruction (FFI) on its efficiency in mastering L2forms. The hypothesis that FFI, which induces structural and metalinguistic salience on the basis of contrastiveanalysis of the learner’s L1 and L2, would be particularly effective at facilitating the acquisition of difficult L2 formswas tested in a quasi-experimental study comparing the effectiveness of two types of FFI, one with and one without acontrastive component. The contrastive FFI explicitly drew learners’ attention to the cross-linguistic differences inthe tense-aspect systems of their L2 and L1 while the non-contrastive treatment only focused on the tense-aspectsystem of the L2. The effects of these two types of FFI were assessed by analyzing the learners’ pre-test and post-testperformance on two tasks differing in the extent to which they involve the activation of explicit and implicitlinguistic knowledge: a grammatical judgment task and a controlled translation task. The subjects of the studycomprised of 43 students majoring in English language in the Iranian capital university, Tehran, 22 were selected asfor experimental group and 21 for control group randomly. The results of the study revealed that the quantitativeanalysis of the Grammatical Judgment Test (GJT) data indicated no significant effect of CFFI due to the novelty ofthe translatory technique, or the potential individual differences in the learning orientation of the learners. On thecontrary, the qualitative analysis indicated differential effects of this type of FFI according to the nature of targetform, i.e. CFFI was beneficial in raising the grammatical judgment of Persian Learners of English (PLE) regardingpresent perfect form but not effective in their judgment of ungrammatical progressive forms. In terms of translationtask, the CFFI appeared to be effective in the correct use of the target structures by PLE. This may be mainly due tothe fact that Translation Test (TT) needed explicit knowledge which was presented in CFFI and that translation is acontrastive activity in nature.

scholarly journals The Impact of WhatsApp on Learners’ Achievement: A Case Study of English Language Majors at King Khalid University

2018 ◽  
Vol 6 (2) ◽  
pp. 69 ◽  
Author(s):  
Abdulkhaleq Q. A. Hassan ◽  
Sayed Salahuddin Ahmed
Keyword(s):  
Content Knowledge ◽  
Mobile Application ◽  
English Language ◽  
Traditional Classroom ◽  
Control Group ◽  
E Learning ◽  
Additional Support ◽  
The Impact ◽  
Experimental Group

To investigate the effectiveness of e-learning by using a particular mobile application, namely WhatsApp, an empirical study was conducted on sixty undergraduate English language majors at King Khalid University in Saudi Arabia. The objective of the study was to determine whether the levels of motivation, content knowledge and grades of the students (who took the course “Syntax”)-, developed after receiving additional support through WhatsApp apart from traditional classroom lectures. The results showed that the experimental group that got extra support from fellow students and the course teachers through WhatsApp outperformed the students of the control group who studied the course only through traditional method. Moreover, the gap of success rate between the experimental group and the control group is about eighty nine percent with zero failure in the experimental group. The study proved that WhatsApp can be effectively used for providing supplementary support to motivate students to study properly and to get higher grades.

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