EFFECT OF COOPERATIVE TEACHING ON ACADEMIC ACHIEVEMENT

EFFECT OF COOPERATIVE TEACHING ON ACADEMIC ACHIEVEMENT

ABSTRACT

Teachers must have sufficient knowledge of their students, as well as subject knowledge and proper teaching strategies, in order to teach effectively. According to modern studies, even students with low Intelligence Quotient (IQ) can quickly learn if the necessary and appropriate procedures and approaches are applied. Cooperative Learning, is an example of a teaching strategy in which individuals seek outcomes that are beneficial to themselves and all other group members. Cooperation is working together to achieve shared goals within a cooperative situation. Given the fallen standard of education in Nigeria, it becomes very necessary that proper teaching methods be adopted for learning. As a result, this study focused on the Effect of cooperative teaching on academic achievement.

EFFECT OF COOPERATIVE TEACHING ON ACADEMIC ACHIEVEMENT

 

CHAPTER ONE

INTRODUCTION

Background of the Study

Co-operative Teaching Method has been around for a very long time—long  before John  Dewey  and  progressive  education  extolled  its  virtues  in  the  early  20th  century. Documented more than 3000 years ago, students of the Talmud paired up to engage in lively debates.  Later, in the United States, the practice of group learning was a natural extension of the one-room schoolhouse. It was a prominent component of John Dewey's experiential classroom and was present in most American classrooms  until  the  early 1940s,  at  which  point  it  fell  out  of  favor  for  about  30  years.  The introduction of co-operative teaching method stated, after finding that group work was more effective and efficient in quantity, quality, and overall productivity when compared to working alone. However, it was in 1937 when researchers May and Doobfound that people who cooperate and work together to achieve shared goals were more successful in attaining outcomes than those who strived independently to complete the same goals. Furthermore, they found that independent achievers had a greater likelihood of displaying competitive behaviors (Jacob, 2006). The structural approach to co-operative teaching method is based on the creation, analysis and systematic application of situation, structures of organizing social interaction in the class. It is the impact of two teaching method, to determine their effectiveness on student academic performance in accounting. Kagan, (2005) cited that Co-operative Teaching Method is an instructional method in which group of students work together on a common task, the teaching method is an excellent way which allow students to think critically without relying on lecturers for answers.

Cooperative learning studies, a type of student-centered method, have risen to prominence as an internationally important topic of social science research among researchers (Slavin, 2011). Many research have been undertaken in various educational contexts, employing various cooperative learning strategies. Learning Together (LT), Jigsaw Grouping, TeamsGames-Tournaments (TGT), Group Investigation (GI), Student Teams Achievement Division (STAD), and Team Accelerated Instruction (TAI) are examples of these strategies (TAI). A number of studies have discovered a strong link between cooperative learning and improved cognitive and affective results (Johnson & Johnson, 2005; Tran & Lewis, 2012a; Tran & Lewis, 2012b).

In the context of Vietnamese higher education, lecture-based teaching is still the most common instructional method (MOET, 2009; Harman & Nguyen, 2010). When compared to cooperative lecture-based education, for example, has been found to be ineffective in meeting the demands of high rates of cognitive and affective results (Slavin, 2011). Cooperative learning may be a viable alternative to lecture-based instruction for improving students' cognitive outcomes (Tran & Lewis, 2012a&b). Students' achievement and information retention have been reported to improve with this technique (Johnson & Johnson, 2009). "Instructional approaches in which teachers divide students into small groups who then work together to help one another understand academic content" are included in cooperative learning (Slavin, 2011, p.344). Positive interdependence, promotetive interaction, individual accountability, interpersonal and social skill instruction, and group processing quality are the five core pillars of cooperative learning. If students are placed in groups without positive interdependence, the learning environment is not cooperative (Johnson(2009). & Johnson. In cooperative learning scenarios, positive interdependence means that students must work together as a coherent group to attain common learning goals (Yager, 2000). Students must be accountable for their own learning as well as the learning of their classmates (Slavin, 2011). To put it another way, students must make sure that other members of their group complete the duties and meet the academic goals. If students don't "swim together" in group learning activities, the lesson will be less cooperative (Johnson & Johnson, 2008). To help students work and learn together, positive dependency must be built in cooperative learning groups. Positive interdependence leads to reciprocal engagement between individuals, which boosts productivity and accomplishment for each group member. Cooperative learning involves Interaction that individuals support and facilitate each other's efforts to achieve the group's objectives. Students in cooperative learning groups are required to converse verbally with one another while working on a learning assignment (Johnson & Johnson, 2008). Students are required to interact verbally with one another on learning activities as part of the cooperative learning condition (Johnson & Johnson, 2009), exchange opinions, explain things, teach others, and present their understanding (Johnson, 2009). Individual responsibility means that students ask for help, perform their best work, present their ideas, study as much as they can, take their assignments seriously, contribute to the group's success, and look after one another (Johnson, 2009).

To put it another way, the goal of group learning  is to clarify and improve the effectiveness of the members' contributions to the group's combined efforts to achieve its objectives. In summary, when these basic elements of cooperative learning are included in cooperative learning groups, students perform better, demonstrate superior learning skills (Johnson & Johnson, 2008), and have more positive relationships among group members, as well as between students and the teacher, as well as higher self-esteem and attitudes toward the subject area (Slavin, 2011).

Statement of the Problem

The goal of this study was to use a cooperative learning technique  to increase the performance of students' . According to Omosewo (1999), no research on teaching methodology can be considered a waste of time. This is due to the fact that before good communication can result in optimal permanent transformation, the teaching-learning environment must be crowded with trustworthy methods. To the best of this researcher's knowledge, no study on students' performance in biology at the tertiary level has been undertaken, especially in light of the instructional methods used. As a result, the purpose of this study was to see how effective a more advanced teaching style, such as cooperative teaching method can be use to boost academic performance.

Objectives of the Study

The main objective of the study is to determine the Effect of cooperative teaching on academic achievement. The specific objectives will be to:

1. To identify some of the most common teaching and learning methods used by teachers
2. To ascertain whether there is  any difference between students taught using cooperative teaching method and those taught using other teaching methods
3. To identify whether there is any  difference in the academic performance of male and female students taught using Co-operative teaching method

Research Questions

The following research questions were raised to guide the study;

4. What are some of the most common teaching and learning methods used by teachers?
5. Is there any difference between students taught using cooperative teaching method and those taught using other teaching methods?
6. Is there a difference in the academic performance of male and female students taught using Co-operative teaching method?

Research Hypotheses

Some of the hypotheses that will be investigated in order to support this study were developed by the researcher. It will be put to the test. The hypothesis to be tested are as follows.

Hypothesis 1: Students who are taught by learning together will have greater achievement in the  than those taught through lecture-based teaching.

Hypothesis 2: There is significant correlation on cooperative learning and student academic achievement.

 

Significance of the study

The value of cooperative learning over other learning methods will be presented in detail in this thesis. The outcomes of this study should provide extensive information on the effects of cooperative learning approaches in achieving high student success and performance, according to the authors. Teachers, students of , researchers, and society as a whole are expected to profit from the study.

Teachers will benefit from the findings of the study. The findings are designed to inform  teachers about the importance of employing cooperative learning methods and other available teaching method. Teachers were able to see the benefits of cooperative learning over traditional teacher-centered learning as a result of this experience. It's possible that this result will have the desired effect.

The findings  of  this  study  should  be  significance  to  the  following  groups  of beneficiaries: teachers, students, curriculum planners and Government in other to see  the  need  for  more  effective  teaching  of  in  the  following ways:

The findings of this study will provide guidance to teachers in implementing cooperative teaching  teaching method, as well as helps to enrich existing pedagogical skills.  It  will  also  be  useful  for teachers while they are planning the process of teaching-learning as this will bring the variety to the methods and techniques used in the process of teaching-learning, The results of this study will be of benefit to the curriculum planners because the results would  serve  as  suggestions  that  will  be  useful  for  the  improvement  of  the  curriculum  of at the junior secondary school level.

This study will provide information whether cooperative teaching  teaching are suitable, feasible and workable in respect to secondary school context and population. The findings may also serve as a catalyst for future research on the effect of cooperative teaching  teaching method on students’ performance.

 

Scope of the Study

This study was carried out in public secondary schools in Lagos State Education District IV. It will focus on all the teaching methodology adopted for this research and students in the sampled schools. This study will be delimited to Basic 9 students in the sampled schools selected under the education district.

Operational Definition of Terms

• Teaching method: teaching method are instructional techniques adopted by teachers in delivering subjects contents in the classrooms
• CooperativeLearning: Cooperative learning is an effective teaching technique in which small groups of students with varying levels of aptitude work together to increase their grasp of a subject via a range of learning activities.
• Academic Achievement refers to a student's ability to attain short- and long-term educational objectives. Academic achievement, in the broadest sense, entails graduating from high school or obtaining a college diploma. A student may be on the honor roll for a semester if they achieve great academic accomplishment.
• ConventionalLearning: In traditional learning methods, students are often given a lecture or an article to read, after which they are given standardized questions to answer depending on the material provided. In most cases, the expected answers to questions are limited to the material provided.

EFFECT OF COOPERATIVE TEACHING ON ACADEMIC ACHIEVEMENT

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