Cooperative learning technique for teaching general science at ECE level: An experimental study
DOI:
https://doi.org/10.30971/jecce.v7i2.1151Keywords:
Academic Success, Cooperative Learning, Learning AccelerationAbstract
The goal of the research was to create cooperative learning strategies for young ECE students to accelerate their learning. A pretest and posttest design was used for this study. All ECE students in Punjab Province were the population of the research. From three distinct schools, 120 first-graders were chosen, with 40 from each school were containing the research sample. Three types of research —rural, suburban, and urban—were chosen for the schools using the random sample technique. Experimental group were taught through cooperative learning while the control group received instruction using the conventional approach. All the groups, both experimental and control, pre- and post-testing. The study discovered that cooperative learning has an important impact on students' academic progress. The study has implications for the application of cooperative learning techniques to improve the academic performance of first-graders.
Downloads
References
Allen, R. (2006). Priorities in practice: The essentials of science, grades K-6: Effectivecurriculum, instruction, and assessment. Alexandria, VA: ASCD
Azizbek, K., & Sabokhat, S. (2021). Cooperative Learning as an Innovative Method in Teaching English. International Journal on Orange Technologies, 3(4), 306-309.
Banchonhattakit, P., Duangsong, R., Muangsom, N., Kamsong, T., &Phangwan, K. (2012). Effectiveness of brain-based learning and animated cartoons for enhancing healthy habits among school children in KhonKaen, Thailand. Asia Pacific Journal of Public Health, 27(2), 2028-2039.
Benson, A. A. (2016). Structural modeling of teacher characteristics, skills in teaching, and students’ achievement in secondary schoolphysics. PhD thesis, Institute of Education, University of Ibadan, Nigeria.
Brown, H., &Ciuffetelli, D.C. (2009). Foundational methods: Understanding teachingand learning. Toronto: Pearson Education.
Caulfield, S. K & Kocher, T. (2000). Brain-based instruction in action, Educational Leadership, 58(3), 62-65. Retrieved from https://eric.ed.gov/?id=EJ617853
Connell, J. D. (2018). The global aspects of brain-based learning: Educational Horizons, 88(1), 28-39. Retrieved from https://files.eric.ed.gov/fulltext/EJ868336.pdf
Genç, M. (2016). An evaluation of the cooperative learning process by sixth-grade students. Research in Education, 95(1), 19-32.
Gregory, G. H., &Kuzmich, L. (2005). Differentiated literacy strategies for student growth and achievement in grades. 7-12. Corwin Press.
Heeden,T. (2003). The reverse jigsaw: A process of cooperative learning and discussion. Teaching Sociology, 31 (3), 325-332.
Jensen, E. (2005). Teaching with the brain in mind. 2nd Edition, ASCD Publication, North Beauregard, St. Alexandria, VA 22311-1714.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Corwin Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
Johnson, D. W., Johnson, R. T., &Holubec, E. J. (1994). The new circles of learning: Cooperation in the classroom and school. ASCD.
Khan, S. A., & Ahmad, R. N. (2014). Evaluation of the effectiveness of cooperative learning method versus traditional learning method on the reading comprehension of the students. Journal of Research & Reflections in Education (JRRE), 8(1).
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Ascd.
Morgan, K. (2019). Applying mastery target structures to cooperative learning in physical education. Journal of Physical Education, Recreation & Dance, 90(3), 27-32. Retrieved from https://www.tandfonline.com/doi/full/10.1080/07303084.2019.1559677
Naested, I. M., Potvin, B. L., & Waldron, P. (2007). Understanding the landscape of teaching. Special materials services, Manitoba Education.
Pearcy, M., & Duplass, J. A. (2011). Teaching history: Strategies for dealing with breadth and depth in the standards and accountability age. The Social Studies, 102(3), 110-116.
Ross, J. A., & Smyth, E. (1995). Differentiating cooperative learning to meet the needs of gifted learners: A case for transformational leadership. Talents and Gifts, 19(1), 63-82. Retrieved from https://journals.sagepub.com/doi/abs/10.1177/016235329501900105
Sabbah, S. S. (2016). The effect of jigsaw strategy on ESL students. Arab World English Journal (AWEJ) 7(1), 453.
Seifert, T., Brassard, P., Wissenberg, M., Rasmussen, P., Nordby, P., Stallknecht, B., ... &Secher, N. H. (2009). Endurance training enhances BDNF release from the human brain. American Journal of Physiology-Regulatory, Integrative and Comparative Physiology, 298(2), R372-R377.
Shimazoe, J., & Aldrich, H. (2010). Group work can be gratifying: Understanding & overcoming resistance to cooperative learning. College teaching, 58(2), 52-57.
Siltala, R. (2010). Innovativity and cooperative learning in business life and teaching. University of Turku, 100-106.
Siltala, R., Suomala, J., Taatila, V. & Keskinen, S. (2007). Cooperative Learning in Finland and in California during the innovation process. In Andriessen D. (Eds). Intellectual capital. Haarlem: Inholland University.
Slavin, R. E. (1996). Cooperative learning: Theory, research and practice (2nd ed.) Needham Heights, MS: Allyn and Bacon.
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference?. Journal of the Scholarship of Teaching and Learning, 78-89.
Tüfekçi, S., &Demirel, M. (2009). The effect of brain based learning on achievement, retention, attitude and learning process. Procedia-Social and Behavioral Sciences, 1(1), 1782-1791.
Vcsmr, P., & Rao, D. S. (2013). Encouraging co-operative learning among students. Journal of Business Administration and Education, 2(1).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 If the paper is accepted for publication, author(s) will have to sign an authors’ declaration form which will transfer the copyright of the article to Journal of Early Childhood Care and Education (JECCE). JECCE by AIOU is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. Based on a work at www.aiou.edu.pk. Permissions beyond the scope of this license may be sought from the editor of the journral (editor.jecce@aiou.edu.pk).
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published by JECCE are licensed under the Creative Commons Attribution 4.0 International License . For academic purposes, anyone can copy, redistribute, transmit and adapt the work provided the original work and source is appropriately cited as specified by the Creative Commons Attribution License. For commercial use, please contact at editor.jecce@aiou.edu.pk
