scholarly journals Effect of Cooperative Learning Approach on Ninth Grade Students’ Achievement in Chemistry

2020 ◽  
Vol 1 (3) ◽  
pp. 247-254
Author(s):  
Amin Khan ◽  
Dr. Rehmat Ali Farooq ◽  
Zahoor-ul-Haq
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Science Teachers ◽  
Traditional Method ◽  
High Achievers ◽  
Control Group ◽  
Learning Approach ◽  
Text Book ◽  
Post Test ◽  
The Difference

Effective science teaching methods can increase the learning process of learners. It facilitates both teachers and learners in creating an environment of learning. Therefore, the researchers tried to find the effect of a cooperative learning approach on student's achievement in the subject of chemistry.  The main objectives of the study were: a) to study the difference between cooperative learning and traditional methodologies in terms of achievement in chemistry teaching at grade-IX and b) to analyze the difference between both methodologies in terms of achievement while comparing students of diverse intelligence of both groups. To accomplish these targets null hypotheses were tested. The nature of this study was experimental (Pre-test, Post-test equivalent group design). Forty-Two students were selected as a sample from Government Boys High School No 1 Nowshera Kalan on basis of pre-test score. Then two equal groups were formed i.e. experimental and control having an equal number of students 21 each. Both groups were taught the same three lessons, selected from of 9th-grade chemistry book (Khyber Pakhtunkhwa, Text-Book board). The Control group was taught these three selected lessons through the traditional method of science teaching. On the other hand, some chapters were taught to the experimental group through Slavin's student's team achievement division (STAD). This treatment lasts for six weeks and in the end, a teacher-made post-test was administered to both groups. The collected data were analyzed by applying an independent sample t-test. It was concluded from the analysis of data that chemistry learning through STAD was more effective than the traditional method of science. The same was also noticed for low achievers and high achievers of both groups. Based on the conclusion, it is recommended that science teachers should implement this method in their classrooms. Furthermore, curriculum developers should design such a curriculum which will be in favor of teaching this method.

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

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.

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 Using Cooperative Learning Model to Enhance Academic Performance of Teacher Trainees in Some Selected Topics in Integrated Science at Saint Monica’s College Of Education

2020 ◽  
Vol 8 (04) ◽  
pp. 1276-1281
Author(s):  
Stephen Kwame Amoako ◽  
Kennedy Ameyaw Baah ◽  
Fidelis Kamaayi ◽  
Samuel Sylvester Dapaah ◽  
Charles Amoah Agyei
Keyword(s):  
Cooperative Learning ◽  
Science Teachers ◽  
Teaching And Learning ◽  
College Of Education ◽  
Control Group ◽  
Learning Approach ◽  
Female Teacher ◽  
Integrated Science ◽  
Teacher Trainees ◽  
Experimental Group

The study sought to investigate the effects of using cooperative learning on female teacher trainees of the Colleges of Education in learning some selected topics in Integrated Science. The investigation also sought to determine whether the Cooperative Learning Approach enhances the attitude and motivation of the trainees towards learning of Integrated Science. The study was carried out at the St. Monica’s College of Education in the Mampong Municipality of the Ashanti Region. In all, 80 teacher trainees consisting of 40 each from control and experimental groups were purposively sampled to participate in the study. The teacher trainees in the experimental group were exposed to the Cooperative Learning Approach and the trainees in the control group were lectured during the period of the study. The results of the study showed that the cooperative learning strategy was very relevant and beneficial in helping the teacher trainees of the St. Monica’s College of Education to improve on their performance in, and attitudes towards, the teaching and learning of Integrated Science. It was therefore recommended among other things that the science teachers should endeavour to integrate cooperative learning into their routine methods of instruction in the teaching and learning of Integrated Science. Keywords: cooperative learning approach, purposive sampling, experimental group, college of education, motivation

scholarly journals The Effectiveness of the Lecture Based Teaching Strategies and the Inclusive Teaching Strategies on High Achievers: A Comparative Study

sjesr ◽  
2020 ◽  
Vol 3 (4) ◽  
pp. 327-332
Author(s):  
Asma Naureen
Keyword(s):  
Teaching Strategies ◽  
T Test ◽  
High Achievers ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Lecture ◽  
Test Items ◽  
Post Test ◽  
Inclusive Teaching ◽  
The Difference

This research paper is dedicated to the investigation of the effectiveness of inclusive teaching strategies and traditional lecture-based teaching strategies on the learning of pupils in general but the main focus was on the high achievers of Class XII. The study was conducted to compare both types of teaching strategies in an inclusive setting with the diversity students. Two equal groups of pupils were made according to pre-test scores of teacher-made test items. Both the groups were representative of inclusion. The researcher used the pre-test post-test equivalent group design in the present experimental research. The pre-test was conducted before starting the treatment to judge the difference. The experimental group was taught through inclusive teaching strategies while the control group was taught through traditional lecture-based teaching strategies. The period of the experiment was sixty days. When the treatment period was completed, a researcher-made post-test was conducted to know the level of achievement of students especially the high-achiever students. To determine the effectiveness of both types of teaching strategies on students’ learning in an inclusive setting, the significance of the difference between the scores of the two groups was measured at 0.05 level. The t-test was applied to measure the difference of means of the two groups.  Then based on the t-test results were analyzed. It was revealed from the results of the post-test that inclusive teaching strategies were more effective as compared to traditional teaching strategies to teach pupils at Higher Secondary level.

scholarly journals Conceptual Understanding and Interest in Kinematics among Senior High School Students of MSU-Saguiaran in a Cooperative Learning Environment

2019 ◽  
pp. 65-75
Author(s):  
Monariza Bacaro
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Traditional Method ◽  
Science Curriculum ◽  
Control Group ◽  
Learning Approach ◽  
School Students

This study was conducted to determine the level of conceptual understanding and interest in Kinematics of 66 non-science curriculum high school students under a cooperative learning environment randomly assigned to the control (Traditional Method of Teaching) and experimental group (Cooperative Learning Approach). Student’s level of conceptual understanding was measured using a SOLO level-based Conceptual Understanding Test (CUT) and interest in kinematics was measured using a Student’s Interest in Kinematics Questionnaire. Before intervention, findings revealed that almost all of them could not answer questions that require one piece or more than one piece of given information, fact, or idea, obtained directly from the problem or ideas each used separately. They could not also answer two or more distinct steps, with no integration of the ideas or in doing algorithms with numbers using a set of useful information. Majority of them were on the prestructural and same level of conceptual understanding and has not really understand the concept asked, or with very little understanding, but they differ on interest level in learning kinematics in favour to the students assigned in the control group. After intervention, students exposed to Cooperative Learning Approach have significantly higher Pretest-Posttest mean gain score in the CUT than the students exposed to Traditional Learning Method. Almost half of the respondents were on the unistructural and less than one fourth were on the multistructural SOLO levels of conceptual understanding. However, students exposed to traditional method of teaching have interest that is significantly higher than the students exposed to cooperative learning approach. In terms of students performance students exposed to cooperative learning approach performed significantly higher than the students exposed to traditional teaching methods.

scholarly journals Effect of Group Work in Addressing the Misconceptions of Light

2020 ◽  
pp. 11-34
Author(s):  
Sangay Wangchuk ◽  
Tandin Penjor
Keyword(s):  
Science Teachers ◽  
Group Work ◽  
Traditional Method ◽  
Structured Interview ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Life Styles ◽  
Significant Difference ◽  
Post Test ◽  
Test Result

Physics is science that determines the living and life styles of the people. However, it has many misconceptions in the concepts. In this study, the effect of group work and traditional method in addressing the Class IX student’s misconceptions about light is investigated. The explanatory sequential mixed method was used for the study. It was carried out in one of the Middle Secondary School [MSS] under Trashigang district. The sample of this study consisted of 42 Class IX students and 5 science teachers. The data collection was done using multiple choice questions as pre-test and post-test with explanations. The semi-structured interview was conducted to support the quantitative findings. The data obtained indicated that the students in the experimental group were more successful in addressing the misconception of light concept than the control group. The independent t-test result showed the significant difference in terms of mean score p<0.05 in the post test result. The result obtained from the study rejects the null hypothesis. The findings confirm that the group work is effective in addressing the misconceptions of light comparing to traditional method of teaching and learning.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA KELAS X SMA NEGERI 1 KUPANG

2019 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Lidwina Felisima Tae ◽  
Fakhruddin Fakhruddin ◽  
Imelda Paulina Soko ◽  
Bagus Hary Prakoso
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Pattern Learning ◽  
Simple Pattern ◽  
Post Test ◽  
The Difference ◽  
Group Member ◽  
Share Information

Two Stay Two Stray  is a cooperative learning model which is majoring the cooperation of each member of group to finish the task given and give chance to its member to share information each other with another group member by following a certain pattern. The purpose of this research is  to investigate the difference of learning achievement between students who have been taught using cooperative learning model of Two Stay Two Stray  type with three intersection  pattern and students who have been taught using cooperative learning model of Two Stay Two Stray  type with the simple pattern. The participants of this research are two groups of 10th grader, the A class as the experiment group and the B class as the control group respectively.  The instruments used in this research is Two Stay Two Stray with three intersection pattern and simple pattern learning which is manifested in the syllabus, Teaching Implementation Plan (RPP), and the questions for pre test and post test. The results of the data analysis were: 1) There was a difference in achievement between students who have been taught using cooperative learning of Two Stay Two Stray  type with three intersection pattern and students who have taught using a model of cooperative learning by Two Stay Two Stray  type with simple pattern, 2) the learning achievements of students who have taught using cooperative learning model of Two Stay Two Stray  type with three intersection pattern were higher than students who have taught using cooperative learning model of Two Stay Two Stray  type with simple pattern.

scholarly journals Peningkatan Kompetensi Manajemen Asfiksia Bayi Baru Lahir Melalui Metode Cooperative-Learning

2014 ◽  
Vol 3 (3) ◽  
pp. 154
Author(s):  
Reni M. Kusuma ◽  
Anita D. Anwar ◽  
Dwi Prasetyo
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Control Group ◽  
Learning Method ◽  
Learning Group ◽  
Post Test ◽  
Quasi Experimental ◽  
The Difference ◽  
Teacher Centered

Background: The competence of asphyxia management on newborn baby is essential for midwife. The quality of learning process should be improved by applying interactive learning method. The cooperative learning method is often applied to enhance the effectiveness of clinical learning process. The purpose of this research was to analyze the influence of cooperative learning on competence which consists of student’s knowledge, attitude, and skill in comparison to teacher-centered learning method.Method: This is quasi-experimental research with control group pre-test and post-test design Samples were third semester students at Stikes A. Yani Yogyakarta. The samples were 80 students in cooperative learning group and 90 students in teacher-centered learning group.Result: The result showed that  there was an improvement of knowledge in cooperative learning group compared to teacher-centered learning group (p=0.002). The improvement od student’s attitude in cooperative learning group was significantly higher than teacher-centered learning group (p=0.001). In the field of skills, cooperative group, although not significant (p=0.671). The competence was significantly higher in cooperative learning group rather than in teacher-centered learning group (p=0.027). Correlation between competence and method of learning was weak (rpbi  = 0.134, p= 0.041).Conclusion: Cooperative learning method is proven to be improve student’s knowledge, attitude and skills. The difference is not significant for skills domain. Cooperative learning method is proven to improve student’s competence in carrying out the management of newborn babies asphyxia, even though the correlation is weak.

scholarly journals Studi Komparasi Metode Pembelajaran Kooperatif STAD dan Ekspositori dalam Meningkatkan Learning Outcome pada Computer for Communication

2021 ◽  
Vol 13 (1) ◽  
pp. 117
Author(s):  
Abdul Waris ◽  
Fatkhur Rochman
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Control Group ◽  
Learning Material ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Equivalent Control ◽  
The Difference

The problem often experienced in learning computer for communication to achieve maximum learning outcomes is the accuracy in presenting the materials, so the method used matches the characteristics of the learning material. In this case, the selection of teaching methods must be adjusted to the current situation and condition to obtain innovative and effective method because the students’ ability is heterogeneous. This study aims to determine students’ learning outcomes using cooperative learning STAD, to determine students’ learning outcomes using expository, as well as to find out the difference students’ learning outcomes between cooperative learning STAD and expository methods. Therefore, this study was designed using quasy-experimental with pre-test and post-test non-equivalent control group design. The population was students of D3 Business Administration Program of Politeknik Negeri Malang consisting of two groups, control and experimental class as a sample. Quantitative statistical analysis was used as a tool in this study. Through t-test, it is found the results of obtained t-count is 3.803 and higher than t table = 1.99. It means that there was a significant difference between the learning outcome of the control and the experimental group on computer for communication subject.

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

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.

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