scholarly journals Enhancing social skills through cooperative learning

2008 ◽  
Vol 4 (2) ◽  
Author(s):  
M J Booysen ◽  
M M Grosser
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Intervention Programme ◽  
Cooperative Teaching ◽  
The Social ◽  
Group Members ◽  
Latent Potential

The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12) who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate.The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners.The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

scholarly journals Efektivitas Pembelajaran Kooperatif Tipe STAD Pada Materi Pokok Perbandingan Di SMPN II Megaluh Jombang

2018 ◽  
Vol 4 (2) ◽  
pp. 141-152
Author(s):  
Rifa Nurmilah
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Descriptive Analysis ◽  
Learning Outcome ◽  
Cooperative Teaching ◽  
Conventional Teaching ◽  
Quasi Experimental ◽  
Better Than

The aims of this research are: 1) to investigate the effectiveness of cooperative teaching practice using STAD type in the topic of comparison; 2). investigate whether the learning outcome of the students who were involved in cooperative learning process is better than those who were involved in conventional learning process in the topic of comparison. This research was quasi experimental research. The samples of this research were the students of VIIA as the experimental classroom and the students of VIIB as the control classroom. Based on the descriptive analysis, it was concluded that the use of cooperative learning using STAD type in the topic of comparison in SMPN II Megaluh was proven effective with criteria 1) students mastery reach 87.09%, 2) the students active participation is effective, 3) the teachers capability in managing classroom is effective, 4) the students response of the teaching and learning practice are positive. Based on the analysis by using inferential t-test, it was gained ttest= 2.197 and ttest > ttable,. It means the students learning outcome using cooperative teaching and learning process was better than those using conventional teaching and learning process in SMPN II Megaluh Jombang, academic year 2013/2014.

scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

Social Competence as a Multifaceted Construct: How do Students with Learning Disabilities Fare?

1994 ◽  
Vol 17 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Sharon Vaughn ◽  
Diane Haager
Keyword(s):  
Learning Disabilities ◽  
Social Skills ◽  
Social Competence ◽  
Behavior Problems ◽  
Peer Acceptance ◽  
Students With Learning Disabilities ◽  
Prospective Longitudinal Study ◽  
The Social ◽  
Students With Ld ◽  
Prospective Longitudinal

This article summarizes and extends the findings from a prospective, longitudinal study that examined the social competence of students with learning disabilities (LD) from kindergarten through fifth grade. Four components that represent a model of social competence were measured: peer relations, social cognition, behavior problems, and social skills. Findings revealed that over time youngsters with LD demonstrated the same trends on all aspects of social competence as nonLD students. Students with LD did not differ significantly from low-achieving (LA) nonLD students on any of the measures of social competence; however, they were significantly different from average/high-achieving (AHA) nonLD students on social skills and behavior problems, but not peer acceptance or self-concept. The discussion addresses the social competence of students with LD from a developmental perspective as well as how they contrast with other achievement groups (LA and AHA). Issues and suggestions for future directions for research on the social-emotional development of youngsters with LD are presented.

Social Competence of Children and Adolescents

1991 ◽  
Vol 8 (4) ◽  
pp. 147-147 ◽  
Author(s):  
Alan Ralph
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Children And Adolescents ◽  
General Problem ◽  
Practice Research ◽  
The Social ◽  
Abstract Notion ◽  
Goals And Objectives

For those aiming to improve the social competence of others, the choice is usually between shaping specific micro-skills or more general problem-solving. While these are not mutually exclusive in practice, research has tended to investigate them separately. One of the major issues facing those targeting micro-skills is their validity in the setting of concern. For those targeting problemsolving, the issue is predominantly one of triggering problem-solving behaviour in the absence of trainer prompts. Other major issues which still have to be satisfactorily resolved include the identification and assessment of children requiring improved social skills and social competence. In addition, there is a need to remind ourselves that while improved social skills should lead to improved judgments about an individual's social competence, the latter is a somewhat abstract notion which tells us little about an individual's goals and objectives. While improved social competence should be one of our goals, it must be anchored to well defined behavioural objectives. One can be the life and soul of a party and receive high social competence ratings, yet be lonely and isolated once the party ends.

scholarly journals The Effectiveness of Student Team Achiement Divisions (STAD) Cooperative Learning In Science Learning On Analysis Skills and Social Skills

2020 ◽  
Vol 4 (1) ◽  
pp. 22-27
Author(s):  
Yunita Aryanti ◽  
Eko Widodo
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Natural Science ◽  
Sampling Technique ◽  
Learning Model ◽  
Control Group ◽  
Analytical Skills ◽  
The Social ◽  
Quasi Experimental ◽  
Equivalent Control

The purpose of this study is (1) to know the effectiveness of the application of STAD cooperative learning to the ability of analysis, to know the effectiveness (2) the application of the STAD type of cooperative learning to the social skills of students in science subjects, and (3) to know the effectiveness of the application of type cooperative learning STAD on students' analytical skills and social skills of students in natural science subjects. This type of research is a quasi-experimental design with a non-equivalent control group. The population in this study were all class VII SMP Negeri 4 Wonosari, amounting to 5 classes. Sampling was done by cluster random sampling technique. The sample of this study, namely class VII A as an experimental class and class VII B as a control class. Research instruments in the form of (1) multiple choice question sheets to determine students' analytical skills, (2) social skills questionnaire sheets, and (3) observation sheets of social skills used during learning. Hypothetical test is parametric through the MANOVA test, followed by the calculation of Cohen's effect size. The results showed that (1) the STAD type cooperative learning model was effective in increasing students' ability to analyze science in science subjects, (2) the STAD type cooperative learning model was effective in increasing the social skills of students in science subjects, and (3) the cooperative learning model STAD type is effective for improving students' analytical skills and social skills in natural science subjects.

scholarly journals Student’s Social Skills Through the Application of Cooperative Learning Rotating Trio Exchange at Class X MIPA SMA

2021 ◽  
Vol 8 (2) ◽  
pp. 140
Author(s):  
Ressy Rilianika ◽  
Nur Islami ◽  
Zulirfan Zulirfan ◽  
Yati Gusneli
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Learning Model ◽  
Active Listening ◽  
Research Subjects ◽  
Intact Group ◽  
High Category ◽  
The Social ◽  
Asking Questions ◽  
Almost All

 The purpose of this research was to describe the social skills of students in class X MIPA SMA Negeri 5 Pekanbaru, through the application of the rotating trio exchange (RTE) type of cooperative learning model on momentum and impulse material. This type of pre-experimental research with intact-group comparison design. The research subjects were students of class X MIPA 4 and class X MIPA 2, each of which totaled 36 students. The data were obtained from direct observation related to aspects of students' social skills by filling out the observation sheet for five indicators, namely: active listening, taking turns in sharing tasks, asking questions, cooperation, and tolerance. The results showed an increase in students' social skills through the application of the RTE cooperative learning model. The increase occurred in each indicator of students' social skills, where the indicators of active listening were 85.33% high category, taking turns in sharing tasks 86.33% high category, asking questions 66.67% medium category, cooperation 84.67 % high category, and 82.00% tolerance high category. These results indicate that almost all of the observed indicators of students' social skills are in the high category, except the indicators asking questions which are in the medium category. Thus the application of the RTE cooperative learning model, in general, can improve students' social skills well in class X MIPA4 SMA 5 Pekanbaru.

scholarly journals POLA PEMBELAJARAN KOOPERATIF MODEL JIGSAW BAGI SISWA SEKOLAH

2018 ◽  
Author(s):  
Didik Rinan Sumekto
Keyword(s):  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Quality Improvements ◽  
Multiple Perspectives ◽  
Analytical Thinking ◽  
The Social ◽  
Group Members ◽  
The Subject ◽  
Academic Assignments

Cooperative learning covers either academic assignments or social goals. The important aspects of cooperative learning herewith are to assist students in developing the cooperative behaviors by implementing a good relationship among them mutually to any subject matters mastery they are learning for. The complex learning assignments, such as solving the problems, adopting critical thinking, analyzing the matters, and learning the concepts are applicably needed to the cooperative learning concept. Cooperative learning reflects views in which students may learn it from their own active participation and empirical experience through the small groups. These activities will help students to learn the social skills accordingly, besides they may mutually develop democratic behaviors, logical thinking skills, and creative quality improvements as well. The jigsaw model cooperative learning adopts some students’ potencies to interact with each other. This learning model is intended to stimulate the cooperative capability in critical and analytical thinking and to assist students who have insufficient understanding to any subject matters. The heterogenic participants (race, religion, social and economic strata, learners’ capability, etc.) of the jigsaw learning model are chosen randomly. The randomly group members determination will benefit to students, because they are able to fit their self-adaptability as well as this condition is fair-regarded. The teacher’s role in the jigsaw model is as a facilitator, skills trainer, controller to the learning process, motivator to students’ mutual responsibility and evaluator to the multiple perspectives on the subject matters given.

‘I owe it to my group members…who critically commented on my conducting’ – Cooperative learning in choral conducting education

2014 ◽  
Vol 34 (1) ◽  
pp. 116-130 ◽  
Author(s):  
Maria Varvarigou
Keyword(s):  
Cooperative Learning ◽  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
Master's Level ◽  
Choral Conducting ◽  
Regular Group ◽  
Face To Face ◽  
Group Processing ◽  
Group Members

This article explores cooperative learning in choral conducting education. The five characteristics of cooperative learning identified by Adams and Hamm ((1996). Cooperative learning: Critical thinking and collaboration across the curriculum (2nd ed.). Springfield, IL: Charles Thomas Publishers): positive interdependence; face-to-face interaction; individual accountability and personal responsibility for reaching groups goals; frequent practice with small-group interpersonal skills; and regular group processing and reflection have been used to structure the discussion on the learners’ perception of their development and their module’s effectiveness. The context in focus was an elective module on choral conducting education at master’s level. Cooperative learning in choral conducting education was shown to support the learners’ motivation for active participation in the teaching and learning process; to increase respect for diversity; to support the learners’ development of interpersonal, communication, leadership and teaching skills at both an individual and at a collective level; and to improve teacher effectiveness.

scholarly journals The effect of cooperative learning on the social skills of first grade elementary school girls

2011 ◽  
Vol 15 ◽  
pp. 1802-1805
Author(s):  
Masoud Gholamali Lavasani ◽  
Leila Afzali ◽  
Shahrzad Borhanzadeh ◽  
Farokhlagha Afzali ◽  
Maryam Davoodi
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Cooperative Learning ◽  
First Grade ◽  
The Social ◽  
School Girls
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