Cooperative learning and its application in the field of economics 1. Introduction Do cooperative learning methods actually help students? Do they help student complete the gauntlet that is the modern course in economics, and do they help young adult, fresh out of university to assimilate in to the work place and overcome its myriad of challenges? With the advancement of the human race a greater understanding of the psychology of the mind has allowed educators to create learning methods – under which cooperative learning is the most well-known – that allow learners in any setting to reach their full potential. The aim of this assignment is to discuss whether or not cooperative learning methods actually help students.
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.
And also encourage pupils to become more motivated to take greater task for their own learning and participate in class discussion. In addition, those who work in teams scored advanced on a test assessing critical think when compared with pupils who studied individually. The purpose of this study was to determine the effectiveness of the cooperative learning on academic performance of the intermediate pupils. For this study, the researcher focused on the intermediate pupils of which it includes the grade IV, V, VI pupils of Saint Michael College of Caraga. The researcher suggests that cooperative learning, in spite of the pressure it should be promoted by the teacher and educational administrators as it can stimulate; pupils motivation, develop pupils possible and critical ability, which are all important of pupils academic
2.1 Cooperative Learning Model According to (Christison, 1990) cooperative learning is a classroom learning approach which is used to increase motivation and retention, to help students to develop positive thoughts about themselves and their friends .This helps to develop students ability to solve problems and think critically and helping the student to develop cooperative skills. Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, using a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas,
1.0 Introduction Cooperative learning is an approach in which small groups of students cooperate and work together on a general task to accomplish an objective. Cooperative learning also is a planned and an organized scheme to utilize in small groups to improve students’ learning. As mentioned by Beth Lewis (2016), cooperative learning is a form of active learning where students work together to perform specific tasks in a small group. Etin Solahetin (2008) stated that cooperative learning implies as an attitude or behavior in work or help in co-operation between the members of the regular structure of the group, which consists of two or more people in which the work is strongly influenced by the success of each member of the group.
What is collaborative learning? Collaborative learning is an informative way to deal with teaching and learning that involves groups of students working together to tackle an issue, finish a task, or make a product. According to Gerlach (as cited in McLaren, 2014), collaborative learning is “based on the idea that learning is a naturally social act in which the participants talk among themselves.” When collaborative learning strategies are utilized to support instruction, students have a tendency to be more engaged, retain information better and have better learning results over those of individual learners (McLaren, 2014). Collaborative learning situation is an important move away from the typical teacher centered or lecture- centered process
An application of cooperative learning is the study of Bulaon (2011). Devising what he coined as ‘Team-Achievement Challenge (TAC) Model,’ he made pairings among the combination of his criminology and business administration students taking up College Algebra. His problem arose from the “poor academic performance of University of the Cordilleras freshmen in college algebra, where he had to review past and basic lessons in arithmetic, high school algebra, and even college algebra in order for students to cope with current lessons (p.19).” He made use of the quasi-experimental method whereby he paired one control group of criminology and business administration students and another set of students for the experimental group. The experimental
Accordingly, in cooperative classrooms, the students are expected to help each other, to discuss and argue with sharing their ideas.it helps to assess each other’s current knowledge and fill in gaps in each other understands. According to Johnson and Johnson (1989) and Colburn (1991) described cooperative learning as one which promotes positive interdependence, face to face promotive interaction, individual accountability, social skills, group processing, shared leadership and responsibility for each
Others support this argument by stating that Cooperative learning can be an effective way to manage the classroom, to contribute to the development of social skills, to acquire a better knowledge of concepts, to improve problem solving skills as well as to increase communicative and linguistic skills. Due to the interactional nature of language, learning a language in a Cooperative environment let the students integrate the language and content if adequate learning conditions are established. (Fathman & Kessler, 1993). Likewise, Johnson and Johnson (2005) pointed out the use of cooperative learning to promote a culturally plural society within school. One of the topics they discussed was research on the use of cooperative learning and its positive influence on diversity.