EXAMINING THE IMPACT OF COOPERATIVE LEARNING STRATEGIES ON STUDENT PERFORMANCE IN GEOGRAPHY, NINE YEARS BASIC EDUCATION PROGRAM, GS MUSHERI, MUSHERI SECTOR, RWANDA

James Harindintwari, Josue Michel Ntaganira, Steven Mugunga, Betty Uwamahoro

Abstract


The study concerns the impact of cooperative learning on students’ performance in Geography in nine years of primary education in Musheri Sector. The study used a descriptive survey design; 46 subjects were used as a sample from 230 as a target population. Stratified sampling and purpose sampling were used to get the sample size, questionnaires and interview guides were used to collect data, and Microsoft Excel was used to analyze the data. The study found that teachers use different cooperative learning methods, including jigsaw, think pair share, three-minute review, teamwork and group performance. The study found that 17.4% of the respondents revealed that teachers use round tables as the simple cooperative learning structure used in the G.S Musheri, enabling them to cover much content, build team spirit, and incorporate writing. Of 46 respondents, 36.9% indicated that the teacher's negative attitude led to the lack of effective use of corporative learning in the classroom. This was brought up by the issue of lack of teachers' motivation. The study recommends having assessments such as daily competitions, quizzes, tests, and other types of assessments to increase student performance. The study recommended that the government train teachers on cooperative learning skills as one way of helping students acquire knowledge, skills and attitudes and also to have continuous professional development for teachers on teaching and learning methods.

 

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cooperative learning, student performance, Geography

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i6.5402

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