The major weaknesses of this study are concentrated on the cooperative learning groups in mathematics. This paper concerns the positive and negative effects of cooperative learning; its key components and models/strategies; connection of cooperative learning and higher order thinking…
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The researcher states that scholars, educators, and school officials have become more and more interested in students’ performance in mathematics. Several studies have reported that, starting from middle school, girls are prone to develop more unconstructive attitudes towards math and score low on standardized exams. Moreover, a significant relationship has been found between performance and attitudes. Certain factors that are associated with performance of students in math comprise learning experiences, sense of belongingness, racial or ethnic affiliation, gender, self-worth, stereotyping and attitudes. National Council of Teachers of Mathematics claimed that instruction, competent educators, high expectations and equity should be awarded to every learner. By doing so, performance of students in math has a better chance to progress. The topics crucial for every student are usually included in Geometry, Algebra I and Algebra II subjects. However, only 62 percent of the overall population of high school graduates in 2000 finished three years of math in a manner that successfully introduced them to this integral content. This figure implies that students are not gaining the knowledge and proficiency they should possess to perform well in the world outside schooling. In fact, of roughly 70% pupils who promptly advance to college, approximately 28% should enroll in refresher or remedial programs in math or English. Moreover, a significant number of fourth grade and eight grade students poorly performed in the National Assessment of Educational Progress (NAEP) in 2003. (DiMaggio, 2001, p. 5). Every state that participated in the NAEP 4th grade math assessment test in 2000 and 2003 reported improvements in mean scores. Among the states that participated in the NAEP 8th grade assessment test in 2000 and 2003, the mean scores improved in numerous states (DiMaggio, 2001, p. 5). In a nutshell, the mean scores at all grade levels improved. Such progress is inspiring and rewarding but the scores still show the unsatisfactory outcome of collaborative attempts to greatly improve the performance of all students. To sum up, the performance of students in math is not where they should be when measured up to the nation’s standards, the achievement levels of their international counterparts and their capacity to function well beyond high school (Strebe, 2009). The nation needs individuals that is capable of performing in the contemporary world, which implies that new teaching and learning strategies are needed to achieve the desired outcomes in math and other major subjects. Cooperative Learning Groups Learning has traditionally been focused on ‘competition’, hence, the emergence of cooperative learning. Cooperative learning is a model of instruction where small groups composed of learners of distinct capability levels team up to achieve common objectives and take full advantage of their potentials. Cooperative learning facilitates individual responsibility within the framework of cooperation or group dynamics (Williams, 2002). Teamwork is an important component of the attainment of learning objectives of the course. In the context of cooperative learning, the learning is planned and organized to ensure that learning is actually occurring (Kagan, 1994). The teacher picks the groups to think about a multitude of perspectives, capabilities, ethnic/racial affiliations, gender and other attributes. Furthermore, cooperative learning builds a classroom partnership and harmonizes individual responsibility and interdependence. Because the task of the group is incomplete until every member has accurately and clearly understood the topic, every student is contributing to the attainment of a shared objective. With every student accountable to a specific part of the
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“Cooperative Learning Groups Essay Example | Topics and Well Written Essays - 2750 Words”, n.d. https://studentshare.org/education/1396075-cooperative-learning-groups.
The sporting events, classroom environment, home setting and social circle are all embedded with the concept of competition in one way or the other. Children, as a result, perceive the competitors as their rivals. They tend to build negative behaviors and attitudes towards others in their aim to compete and win.
Qualities of effectiveness and efficiency of an approach are indicated by the level of retention, capacity to keep learners interested for long periods, and the overall performance of learners in analyses of their learning experience. There are two main approaches to learning which are the cooperative learning approach and the individualistic or competitive approach.
In this manner, this literature review exemplifies the most essential aspects of cooperative learning.
Cooperative learning is hailed as a successful teaching strategy wherein small teams, which are having students of different levels of ability, use a variety of learning activities to improve their understanding of a subject.
Cooperative learning therefore is the 'instructional' use of small groups to propagate the idea of students working together for shared tasks and goals. The idea is relatively simple. The class is first assembled into groups and then assigned tasks. The groups are expected to accomplish those tasks till all the members of the group understand to task and complete it.
This has been a traditional practice in many schools and for centuries. There are however more productive strategies of group work employed to achieve both curricula (academic) and extra-curricula (such as psycho-social development of students) objectives. One of such strategies is the cooperative learning strategy.
Learning includes academics, training and further encompasses the physical, cognitive, emotional and social development of every individual.
Learning activities combined with an instructional sequence produces various kinds of acquisition of
lassroom, organizing the day, deciding the time to be taken to teach subjects, maintaining time consuming behavior problems of students, and recording the progress of students. Effective utilization of time in school starts with efficient organization and management of the
Still resurgence cases of violence and overt racism are being witnessed and are manifested in form of prejudice and discrimination in schools. This poses a challenge to the school managements to come up with ways of ensuring that schools remain safe havens for
The classroom instructor should also build awareness of language, literacy, ICT, numeracy and skills. This is because all these are needed in making the programme being taught more holistic. The instructor must
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