My Thesis
Chapter 1
THE PROBLEM AND ITS RELATED LITERATURE
Introduction
A well designed lesson with interesting activities becomes meaningful only when they affect the student in the process (Astin, 1993). A carefully designed teaching method can make teaching and learning effective (Chianson, 2008). One of these many teaching methods that result to positive effect on students’ achievement and retention of information is cooperative learning (Johnson & Johnson, 1991).
Cooperative learning due to its ancient history and positive outcomes has been the focus of many researches in the past century. Cooperative learning has received increase attention in recent years due to the movement to educate students. The use of classroom cooperative learning peer groups with cooperative goals is a promising alternative to better serve students. It also serves as a vehicle for improving the over-all social and academic climate for a school. Thus, it also considered to be an intervention of use in promoting appropriate behavior of student in school and in creating a positive behavioral climate in a school, thus preventing negative attitude of the learners (Slavin, 1995). Different researches defined cooperative learning in different ways.
Cooperative learning is a kind of learning strategy in which students study together and complete a common goal (Yi-Wen, 1999). Each student contributes his/her own efforts in small group to promote all students’ performance. Students produce interaction to involve in many learning activities such as communication, observation and support. The cooperative learning requires students’ cooperation and interdependence in its task, goal and reward structures.
Cooperative learning is a group learning activity organized in a way that learning is based on the socially structured change of information between learners in groups in which each learners is held accountable for his own learning and is motivated to increase the learning of others (Roger,
THE PROBLEM AND ITS RELATED LITERATURE
Introduction
A well designed lesson with interesting activities becomes meaningful only when they affect the student in the process (Astin, 1993). A carefully designed teaching method can make teaching and learning effective (Chianson, 2008). One of these many teaching methods that result to positive effect on students’ achievement and retention of information is cooperative learning (Johnson & Johnson, 1991).
Cooperative learning due to its ancient history and positive outcomes has been the focus of many researches in the past century. Cooperative learning has received increase attention in recent years due to the movement to educate students. The use of classroom cooperative learning peer groups with cooperative goals is a promising alternative to better serve students. It also serves as a vehicle for improving the over-all social and academic climate for a school. Thus, it also considered to be an intervention of use in promoting appropriate behavior of student in school and in creating a positive behavioral climate in a school, thus preventing negative attitude of the learners (Slavin, 1995). Different researches defined cooperative learning in different ways.
Cooperative learning is a kind of learning strategy in which students study together and complete a common goal (Yi-Wen, 1999). Each student contributes his/her own efforts in small group to promote all students’ performance. Students produce interaction to involve in many learning activities such as communication, observation and support. The cooperative learning requires students’ cooperation and interdependence in its task, goal and reward structures.
Cooperative learning is a group learning activity organized in a way that learning is based on the socially structured change of information between learners in groups in which each learners is held accountable for his own learning and is motivated to increase the learning of others (Roger,