Advantages Of Cooperative Learning
Some of the advantages that researchers have found when studying co-operative learning are as follows (World Education Inc., http://www.kapekh.org/files/report_file/38-en.pdf) :
• Learning : This includes (i) Increased academic learning, (ii) Increased critical thinking ability, (iii) More time spent on learning tasks (less day dreaming), (iv) Increased student retention, (v) Increased student motivation to learn and (vi) Enhanced student satisfaction with their learning experience.
• Social Development : This includes (i) Reduction in disruptive behaviour, (ii) Development of peer relationships, (iii) Promoting student self-esteem, (iv) Students use of appropriate social skills and (v) Improved attitude towards school.
• Communication
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Students‟ academic achievement in mathematics is seen as vital due to its association with job prospects and life chances. Besides, it is imperative to understand whether a student’s implicit theory of intelligence interacts with co-operative learning and influences students‟ academic achievement in mathematics. Thus, it is expected to enhance academic achievement in mathematics in students with incremental theory of intelligence. Prior research has found that co-operative learning enhances students’ attitude towards learning. Besides, peer support in co-operative learning is expected to create an environment which nurtures students with an entity belief in intelligence. On the other hand, in the Indian context, co-operative learning approach was found to be more effective for students with mastery goals (which are a part of incremental theory of intelligence) whereas the traditional lecture method is found to be more effective for students with performance goals (which are a part of entity theory of intelligence) (Pandya, 2011). Thus, there is a gap in knowledge concerning the interaction effect of students‟ implicit theory of intelligence and cooperative learning on students‟ academic achievement in mathematics. This forms the basis of the present research. If the co-operative learning approach is effective, the question arises as to what moderating variables are responsible for this effectiveness. The present study hypothesises that the co-operative learning approach will have differential effectiveness for students with different levels of implicit self-theory of intelligence on students’ academic achievement in mathematics. In comparison to direct instruction, there will also be a better chance to feel autonomous because students have more flexibility in structuring the learning process. However, for autonomy in learning to be
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