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This study aimed to investigate the effects of cooperative learning on student achievement was accomplished. This study aimed to investigate the effects of cooperative learning on student achievement was accomplished. The methodology was causal-comparative. The population of the research consisted of all students (n = 3450) were studied in high school physical education in the school of Kurdistan Province that in 2014-2015, who were studied in schools of the city. According to the study was quasi-experimental studies, students were classified into two distinct groups trained and untrained 25 people. These students were selected by using stratified cluster random sampling. To collect the data, first 5 lessons were trained (religious life, social studies, English, science, mathematics) by used cooperative learning methods for 10 weeks. Collecting data to test hypotheses was used of independent t-test. It should be noted that all the statistical analysis and confidence by using SPSS software version 22 in error level 0.05 was fulfillment. The results of the analysis of findings showed that the cooperative learning has a significant impact on student achievement. One of these processes is celebrating of unison the gathering and students' constructor interaction together within class that is known as cooperative learning. Therefore, in order to increase students' academic achievement, to pay attention to this method is important that one should always be considered.
THE ANTHROPOLOGIST
An Experimental Study on the Effect of Cooperative Learning on Students Acdemic Achievement at Primary LevelThe main purpose of the study was to see the effect of cooperative learning on the academic achievement and academic self-concept of the students at the elementary school level. The study also investigated these effects across the gender. In this particular study all the 5th class students comprise the population of the study. The sample of the study consists of 40-students of class 5th selected randomly and equated on the basis of pre-test from Nayab English medium School Dera Ismail Khan. Two instruments were used for data collection. One was self-made academic achievement test which was made valid and reliable through experts view. This test was to check the academic achievement after experiments. The second instrument was modified version of the Self-description Questionnaire–I prepared by Marsh (1992) which was used to check the academic self-concept of the students. The result shows that the Cooperative learning method was better than the lecture method in the development of academic achievement and academic self- concepts of the students. Across the gender the self-concept of female was significantly better than the male while there was no difference on academic achievement across the gender.
In the present study the researchers have tried to explore the effect of cooperative learning-STAD on academic achievement in Chemistry of secondary school students. This is a quasi- experimental study based on simple random design for preparing two groups such as experimental and control group. Total 140 students of class VIII of St. Mary’s school, Bijnor (U.P.) were selected as a sample for the present study. Out of which 70 students were considered in experimental group and were exposed to cooperative learning method while another 70 students were named control group and taught through traditional method (Lecture+Demonstration+Discussion). The students of both the groups were taught one period of 40 minutes per day for 30 days. After that a self made achievement test for chemistry is administered on both the groups. After experimentation Academic achievement test scores were obtained. The data, thus collected, were analyzed through t-test. The results related to this study show that Cooperative learning oriented teaching is significantly effective for increasing the level of Academic achievement in Chemistry. Keywords: Cooperative Learning, Achievement, Traditional method, Chemistry teaching
Procedia - Social and Behavioral Sciences
The Effects of Learning Together Technique Which is based on Cooperative Learning on Students’ Achieevement in Mathematics Class2012 •
Creative Education
Effect of Cooperative Learning on Secondary School Students’ Mathematics Achievement2013 •
Jurnal Inovasi Pendidikan Agama Islam (JIPAI)
Effectiveness of Cooperative Learning Model and Direct Instruction for Student Learning AchievementBased on the problems that occur where there are still many students who have not completed their learning achievements, they try to apply a model like this, the study aims to determine the extent to which the effectiveness of cooperative learning and direct instruction learning models can can be used to teach the practice of worship in the management of corpses. The research method used in this study was a quasi-experimental design with a pretest-postest control group design and a quantitative approach. Where the population of this research is all 8th grade students of Mts Darul Falah PPI 61 Cisurupan. The data obtained is the result of the instrument in the form of test questions for the pretest and posttest, and documentation of research results. The instrument analysis includes data validity, reliability, level of difficulty, discriminatory power, normality test, T test, and man whitney test. The result of this research is that when doing a pretest to students the result is that...
International Education Studies
Effect of Cooperative Learning on Achievement of Students in General Science at Secondary Level2012 •
2008 •
This study investigated the impact of Cooperative Learning techniques on the performance of high school seniors in the subject of Lines in the Analytic Plane, which is a unit of the Analytic Geometry course that they take as part of their mathematics curriculum. The study adopted the pre-test/post-test model with a control group. Cooperative Learning was applied to a group of students in Uskudar American Academy in Istanbul, who were divided into a treatment group (N=17) for twenty six class periods. Concurrently with this, the traditional Whole Class Instruction was applied to the control group (N=16). A performance test was developed and used as pre-test/post-test to measure students’ performances. According to the ANCOVA results, Cooperative Learning had no significant effect (p>0.05) on the post-test performances when pretest performances were controlled.
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