Cooperative Learning: Another Avenue for Teachers to Enhance Students' Academic Achievement at School Level

Abstract

Cooperative learning is an emerging trend around the globe. Educationist and teaching community are accepting its importance as compare to other traditional methods of teaching. In this study the researcher tried to explore the effects of cooperative teaching method on students' achievement in the subject of General Science. It was an experimental study, where two groups; the control group and the experimental group were formed. The objective of the study is to find the effectiveness of the cooperative teaching method on students' achievement both on short question and multiple choice type questions. The sample size of the study was 54 pupils which were involved in experimental and control group. Experimental group consist of 29 pupils and controlled group consist of 25 pupils. Control group was treated by traditional method while experimental group treated by cooperative learning. Jigsaw strategy as an instructional tool was used and teacher made test as a measuring tool were used. After the treatment a post-test has been applied on both groups. T-test was applied to investigate the effectiveness of cooperative learning scores between the groups at 0.05 levels. Results indicate that experimental group students taught by Jigsaw strategy have a better result from the controlled group students which treated by traditional method.

Headnote

Abstract

Cooperative learning is an emerging trend around the globe. Educationist and teaching community are accepting its importance as compare to other traditional methods of teaching. In this study the researcher tried to explore the effects of cooperative teaching method on students' achievement in the subject of General Science. It was an experimental study, where two groups; the control group and the experimental group were formed. The objective of the study is to find the effectiveness of the cooperative teaching method on students' achievement both on short question and multiple choice type questions. The sample size of the study was 54 pupils which were involved in experimental and control group. Experimental group consist of 29 pupils and controlled group consist of 25 pupils. Control group was treated by traditional method while experimental group treated by cooperative learning. Jigsaw strategy as an instructional tool was used and teacher made test as a measuring tool were used. After the treatment a post-test has been applied on both groups. T-test was applied to investigate the effectiveness of cooperative learning scores between the groups at 0.05 levels. Results indicate that experimental group students taught by Jigsaw strategy have a better result from the controlled group students which treated by traditional method.

Keywords: Cooperative learning, Jigsaw Strategy II, Teaching method, Students' achievement

Introduction

Teaching is a fundamental element of education and it is well known fact that learning mainly depend on instruction. So we can say that there exists a cohesive relationship between teaching and learning. In the process of education a senior member of the society transmits knowledge and culture to young ones. But due to gradual and continuous practice teaching becomes ritualized and only a limited amount of information is transfer to the learner and students memorized classified information just for marks or degree that help them in acquiring a job. For the transmission of knowledge a teacher may use single or combination of method which is called teaching method and according to Salawu (1999), "Teaching method is a vehicle which helps in transferring the message from one person to another or it is similar to pouring the information form one mind to another." The basic purpose of the education is diverted due to many factors for example one of the factor is the large classes where a teacher has to control an average of 80 students during a period of 30 to 35 minutes and second teachers have obligation to be the part of various provincial or the national activities like census, compulsory education program, election activities etc. Therefore, a teacher invest relatively limited times among their students and this is the cause of lack of interest in teaching learning process and the aspect of individual differences is totally ignored. Basic objective of education is to train the student how they can learn and to find new ways of learning. So in this context a fresh approach about teaching a large class is required and that is called cooperative learning. Cooperative learning consists of a group of 4 or 5 students group as a team for the accomplishment of their goal.

AT different level, there are various subjects that are general in nature but certain areas of learning for example general science at elementary level is important and conceptual discipline; therefore students feel difficulty to understand it by traditional teaching method and students cannot ask question due to hesitation. Moreover, students have limited time to cover the syllabus. In Pakistan, teachers have to teach seventy to eighty pupils in class which learn together. Mostly students are taught by direct and lecture method. Due to large classes sometimes students are not able to understand what teacher wants to clarify and they don't ask questions due to shyness or over crowdedness in classrooms. Traditional teaching method may prove useful for high achiever but not true for low achiever. So there is ample need for such a teaching method which is helpful for whole the class i.e. for high as well as for low achiever and cooperation should be held between students and teachers. So Cooperative learning is best in such a situation because cooperation will be established between the students and teachers; and it becomes easy for the teachers to give attention to all students in the forms of groups. Students give their ideas in cooperative learning.

Although traditional teaching method is in used every in most part of the world but in spite of popularity it remains under criticism for example Jhonson and Jhonson agreed (1998), "Traditional teaching method has been used by some teachers in which group members work together but have lack of interest in group work. The fixed teaching style creates competition, while students in cooperative learning style work together for the accomplishment of their task, in such a way that all students take advantage from shared experience." On the other hand, cooperative learning is best for those activities which are not possible in Traditional Teaching like games, creativity, brains storming etc. In cooperative learning, members of small group work together to accomplish their shared task, while in traditional method students remains in competitive mood. Skills are developed in cooperative learning and this sense is often over looked in traditional method. In cooperative learning students depend on their group members because individual success is linked with group achievement. Equally chances are provided to each student for success in cooperative learning, while there is no interdependence in traditional method.

Objectives and Hypothesis of the study

This is an experimental study and having two groups; one is the controlled group and the other is the experimental group. The study has two major objectives; the first objective is to evaluate the effects of cooperative learning on the students' achievement in general science in our culture and second objective of this study is to investigate the effectiveness of cooperative learning as compare to other method of teaching.

In order to enhance the study, researcher has decided to test the following hypothesis:

Ho: Cooperative learning has no significant effect on students' achievement as compare to traditional method.

H1: Cooperative learning has no significant effect on students' achievement both in short questions and multiple choice questions.

Back Ground of the Study

Learning is the permanent change in behaviour which occurs through repeated practice. We daily learn many things in our lives but sometimes we need the cooperation to sort out the solution of the problem. According to Aristotle, "Man cannot live without society." When we established cooperation to fi nd out the solution of the problem, we share our experience with others which helps in finding the solution and the accomplishment of the task, that process is termed as cooperative learning method. Cooperative learning is the small group of pupils working together to solve or accomplishment of their task (Artz & Newman, 1990, p 448). If cooperative learning is organized well then each individual can perform their duty accurately. They will not only achieve their goal but learning will also become joyful for them. According to Salvin (1996), "Cooperative learning is established when students are supposed to be helped with each other and want to find the solution of the problem by themselves."

Salvin (1990), investigated cooperative learning on 68 studies and found that about 72% of the respondents were in favour of cooperative learning while 12% like the traditional method. Ozsoy and Yildiz (2004) studied the effect of cooperative learning method on students' achievement. They concluded that technique of le arning together is better than traditional method because students are engaged in learning and share their ideas with peers while this sense is ignored in traditional method. This researcher is also agreed with because learning together technique promotes relationship and rapport between teachers and students. Cooperative learning is helpful for average and slow learner because sometimes students are unable to understand the things from their teacher and later they seek help from their peers, while in traditional method slow learner cannot ask question due to hesitation. Chaisnson, Kurumch and Obida (2011), investigate the effect of cooperative learning technique on students' retention in circle geometry. For this purpose treatment remained continuously for five weeks. After treatment, the post-GAT (Geometry Achievement Test) was taken after four weeks to check which teaching style have an impact on students retention. At the end, results indicate a huge difference between cooperative learning and conventional method.

Cooperative learning method was better than that of traditional method. David, Francis and Hallmark (1995), observed that cooperative learning method suits to both gifted and non-gifted students because in cooperative learning teacher pays full attention on students while in traditional method teacher are unable to concentrate on whole students. In traditional method slow learner moves slowly with the class and feel hesitation in telling someone about their learning conditions, while in cooperative learning peers help one another because no one can enjoy success unless the whole group is succeeded. Jhonson, R. Jhonson and Stanne (2000), explain the importance of cooperative learning method, and he provided a Meta-analysis. According to them there are various types of cooperative learning and this method is better than the individualistic learning method because cooperative learning provides the consistency of the results of students. So, the researcher aimed in this study is to evaluate the effects of cooperative learning on students' achievement in our culture and perspective. Iyer, (2013), explain that there is the strong relationship between cooperative learning and student achievement. Cooperative learning usually promotes and enhances the student achievement.

Research Methodology

In this paper the researcher divided the students into two groups; control group and the experimental group. Control group was treated by traditional method while experimental group was treated by cooperative learning. The subject of general science was chosen because there are various concepts form physics; chemistry and biology are gathered in this subject. Moreover students of fifth class were selected as a sample. A pre and post test was conducted and through pre-test slow learner, average learner and high learner were identified. Jigsaw strategy was used as an instructional tool and a teacher made test serve the purpose of measuring tool. After the treatment a post- test has been applied on both groups. T-test was applied to investigate the effectiveness of cooperative learning scores between the groups at 0.05 levels. The total number of students and their composition in the two groups is mentioned in the table given below.

Sample of the Study

Purposive sampling technique was considered best for the situation where researcher need to researcher targeted sample quickly and where proportionality for sampling is not main concern. The sample consist of 54 students in which 15 female and 39 male of 5thclasses out of which 29 students were in experimental group and treated through cooperative learning method and 25 students were in controlled group and instructed through traditional method. They were 9 to 10 year old children. Experimental group have eight teams, in which five teams consisted of four members and three teams consisted of three members and one high achiever is select as team leader in each teams. Experimental group have eight high achievers, eight were low achiever and thirteen were average students. Traditional group consist of 25 students in which six students were high achiever, six students were low achiever and thirteen were average. Same teaching materials were provided to both groups. The daily period of the study was consisting of 40 minutes.

Instrument Tools

Jigsaw strategy as an instructional tool and teacher made test as a measuring tool were used. Post-test was administered by the researcher after fifteen days of treatment. The post-test have 25 marks and consisted of 2 types of items i.e. multiple choice and short question. The multiple choice paper was consisting of 15 items and each question has one mark each and short question was consisting of 5 items and each short question has 2 marks. As far as the validity of the test is concerned, it was first judged by experts of Education Faculty, Educational training Department, The Islamia University of Bahawalpur. About 50% items fulfil the criteria of validity by the experts. More over necessary changes were made keeping in view the suggestion of the experts.

Data Collection Procedure

The treatment was operated in a private school called Al-Falah located within territory of Multan. The students were of fifth grade. The two sections of the fifth class (A & B) were mixed up before the start of the treatment, and then randomly select to make both groups equally with all aspects. Before the start of exper iment, a brief guidance was given on cooperative learning process. Later experimental group was divided into subgroup with a leader. The experimental group was treated by Jigsaw Strategy II and control group was treated by traditional methods of teachings. After the treatment, the post test was administrated on both groups.

Result Discussion

The findings of post-test have been presented in following tables.

Table no 1 indicates the result of two groups. The experimental group has 29 students which were taught and trained by cooperative learning technique and 25 students were in controlled group and they were taught by traditional techniques. This table indicates that mean value of control group have 11.61while experimental group have 15.06 mean value on post-test and the result is in favour of cooperative learning. Standard deviation of the experimental group is 4.14 and 4.9 of the control group, which is high from experimental group and shows that experimental group has minimum variance which is good. The table shows that there was a significant difference between means at 0.05 levels which is in favour of experimental group. The significant value shows that cooperative learning is better from the traditional method. Hence the Null hypothesis Ho, cooperative learning has no significant effect on students' achievement as compare to traditional method was rejected.

The table-2 indicates the mean value of control group is 3.53 and mean value for experimental group is 5.1. This score represent the result of short question of post-test which is in favour of cooperative learning. Standard deviation of the experimental group is 1.95 and 2.3 of the control group which is high from experi mental group and shows that experimental group has minimum variance which is good. The table shows that there was a significant difference between means at 0.05 levels which is in favour of experimental group. The significant value shows that cooperative learning is better from the traditional method. Hence the Null hypothesis Ho, cooperative learning has no significant effect on students' achievement as compare to traditional method on short question of general science was rejected.

The table-3 indicates that mean value of control group is 8.15 while experimental group have mean value of 9.96 in short question of post-test which favours the cooperative learning. Standard deviation of the experimental group is 2.45 and for control group is 2.73 respectively which is high from experimental group and shows that experimental group has minimum variance which support the experimental group. The table-3 shows that there was a significant difference between means value at 0.05 levels which favours the experimental group. The significant value shows that cooperative learning is better from the traditional method. Hence, the Null hypothesis Ho, cooperative learning has no significant effect on students' achievement as compare to traditional met hod when treated students in the objective type test of general science was rejected.

The above outcomes show that the students of experimental group which were dealt with cooperative learning performed better than the control group instructed by traditional method. This means that attainment level of pupils in cooperative learning is better than the students of controlled group in General Science.

Result Discussions

After comparison of post-test, the mean scores of both groups reflects that cooperative learning method is better than traditional teaching method because students accepted the change and innovation. Moreover, high achiever tries their best for the success of the group. While in traditional method the results are in normal range. Cooperative and communication skills are developed through cooperative learning, and these skills are necessary to acquire for an individual student to live in the society. While in traditional method students remain passive. Cooperative learning is best for slow learner because they can learn easily from their peer group as well as from their teachers and the teaching during increases two folds i.e. they learn from students and teacher, while in traditional method slow are learner did ask question due to hesitation. Students are cooperative with each other and share their ideas and they have single objective of success only and in traditional method students individually try to solve problem and promote competitive situation.

Ho: indicates, "Cooperative learning has no significant effect on student's achievement as compare to traditional method" was rejected. The outcome of the research is sustained by the findings of studies operated by Khan and Ahmad (2014). It reflects that cooperative learning has a significance effec t on student's achievements. When we test the null hypothesis for the short questions and for the multiple choice question the results are given below:

H1: indicate, "There is no significant effect of treatment on students achievement both in short question and multiple choice question" was also rejected. The result sustained by the findings of study by Dheeraj and Kumari (2013). It reflects that cooperative learning has a significance effect on student's achievements in short question of General Science.

Conclusion Recommendations and suggestion

First of all researcher will try to submit the suggestion in order to improve the cooperative learning method. As mentioned by the name the method is cooperative, so cooperation between teacher and students is necessary. The method is followed by the lecture method. In first step teacher provide the instruction to his students with a good pace in the stipulated period of time. When S/he finishes the course then there comes the phase of revision and at the second stage teacher formulate the groups within the class. The group should be heterogeneous in nature i.e. it will consist of average, high achiever and the low achiever. In third phase the teacher will convert the teacher centred class into students centre class by making a small circle for each group at various places in the class. For this purpose the size/ space of the class room should be accommodate for whole of the class.

Then a chapter wise discussion should be started with in the group and the topic of the chapters are distributed in such a way that difficult area should be discussed by the high achievers of the group and the normal topics should be handled by the average or slow learner. An ideal group will consist of five to eight students. The role of the teacher is very important and requires lot of activeness by the teacher. The teacher will visit and observe the group without disturbing them. Teacher will work as active listener by moving from one group to another and where the teacher feel the blockage in ideas or problem in explanation S/he will help the group. By providing a hint to the student of one group the teacher will move forward so that each group has a strong feeling that teacher is the part of this activity. So teacher role is like a Catalyst, S/he does not take part in the activity but fasten the whole process. Before closing the event teacher may have oral summative evaluation by asking one or two question of varying nature form each group. The whole activity throws bundle of energy to the whole class and group. Furthermore, a group competition can also be generated to foster the whole process. The session can be close by paying the thanks to students.

Although the method has significant role in teaching learning process, but to adopt this method teacher must be trained and have passion of devotion. In addition to this the everyday use of this method may create the slackness among teachers. Self-study is important but teacher should play his/her role effectively. The teacher role is participatory in cooperative learning and for this purpose a proper training to teachers should be arranged.

With the help of statistical analysis and findings it can be drawn that cooperative learning has a significant role in teaching learning process and it is better that the traditional teaching method. So the researcher can conclude that, Cooperative learning method is considered to be more competent in enhancing student's achievement both in short questions and in multiple choice questions in the subject for General Science. The cooperative teaching method may be also fruitful in other subject areas provided that teacher has some expertise and knowledge of this method. Change is the innate character of the human nature, therefore teachers should vary their teaching methods from time to time for the betterment of students at various level of education.

References

References

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