Importance of Cooperative Learning Activities

Importance of cooperative learning activities
Departing from Gonzales and Torres’ (2015) quantitative quasi-experimental study on the effectiveness
of cooperative learning (CL) on Grade 8 students in a private school in Manila, the present study
attempts to uncover possible )ndings in the affective dimension through a 25-item survey questionnaire
that quantitatively gauges the Grade 8 Filipino ESL learners’ attitudes towards CL. The effectiveness of
the approach was further assessed by correlating the attitudes with reading comprehension test scores
in Gonzales and Torres’ (2015) study. Adopting both quantitative and qualitative approaches, it was
discovered that, despite certain reservations, the Grade 8 learners had positive attitudes towards CL. In
addition, )ndings indicate a very weak positive relationship between learner CL attitudes and reading
comprehension. The current study has implications not only limited to Philippine ESL classrooms, but
also to ESL classrooms around the world.
Wilkinson Daniel Wong Gonzales* National University of Singapore, Singapore Patrisha Lliane O. Torres
Colegio San Agustin – Makati, The Philippines
https://files.eric.ed.gov/fulltext/ED571834.pdf
The study was conducted to determine the effect of cooperative learning strategies in the
computational skills of first year high school students at Binugao National High School, Toril District,
Davao City for School Year 2007-2008. It made use of the experimental method of research using non-
equivalent control group. The experimental group was exposed to the cooperative learning strategies
while the control group adopted traditional lecture-discussion method. The students score on the Otis-
Lennon School Ability Test (OLSAT) served as the criteria for grouping. To evaluate the effect of
cooperative learning strategies on the mathematics performance of the first year high school the pretest
â€“posttest were analyzed using ttest for independent and dependent sample means. The result
showed that cooperative learning strategies were found to be effective tools in improving the
performance of the students. The findings of the study revealed that traditional lecture-discussion
method of teaching was also effective; however, it was not as much as the experimental group. It was
recommended that cooperative learning strategies be used in teaching by mathematics teachers to help
students improve their computational skills. Luciano O Marimon Jr
https://ejournals.ph/article.php?id=14495
As a response to the demands of the 21st century, innovative strategies are encouraged to help
students develop 21st-century skills. In Social Studies, cooperative learning (CL) has been one of
the strategies used by teachers to answer the call for innovation. In line with this, this study aimed to
explore the student's attitude towards CL in Social Studies. Following a convergent parallel-mixed
method, the study concurrently gathered, analyzed, and interpreted quantitative and qualitative data.
Quantitative data were collected using a descriptive-survey method that required 200 students from
public and private school as respondents. Qualitative data, on the other hand, were gathered
through face-to-face interviews among 20 selected students. Quantitative results showed that
students both from public and private school possess positive attitude towards the use of CL in
Social Studies. However, the qualitative data suggested that students seem to have reservations
about the use of CL in the classroom instructions. Based on the findings of the study, teachers both
from public and private schools are recommended to use this strategy, but to maximize the benefits
of CL, teachers must be reminded that in essence CL is not only cooperation among students but
cooperation between students and teachers. Teachers are recommended to design CL
appropriately, act as a facilitator of learning in CL, and reflect and learn from the process itself for
continuous improvement.
Rowin de Leon
Angeles City National High School
Lawrence Bucayu
Philippine Normal University
https://www.researchgate.net/publication/
348678484_Exploring_Filipino_students'_attitude_toward_the_use_of_cooperative_learning_in_social_
studies
This study attempted to determine the cooperative learning strategies and academic predictors
among Bacoor National High School students. This study identified the level of quality of cooperative
learning strategies inside the classroom using the following criteria such as positive interdependence,
face-to-face interaction, individual accountability, small group and interpersonal skills, group self-
evaluation, the level of academic predictors in terms of academic motivation and academic
engagement and the significant relationship of cooperative learning strategies and academic
predictors among the low performing students. The descriptive method was used to gather the
desired data and information for the one hundred ninety-eight student-respondents. Attainment of
the study's objectives was made possible through the utilization of the questionnaire. Likert's scale
was used to gather the student respondents' answers who scored "Strongly Agree, "Agree,"
"Moderately Agree,” “Disagree," and "Strongly Agree." The study's statistical treatment applied the
computation of frequency and percentages, mean and weighted mean, standard deviation, and
Pearson product-moment correlation. Based on the conclusions drawn in the study, the following
recommendations are suggested 1.) It is strongly recommended among teachers to utilize
cooperative learning strategies to build up the evaluation phase of the process when employed in
classroom learning. 2.) The teachers are advised to utilize updated educational resources to provide
fresh and novel ideas. The use of educational technology, blogs, websites, web applications,
computer program applications, etc., is agreeable to this objective. 3.) Teachers are encouraged to
continue utilizing current methodologies and classroom discipline approach, which are conducive to
developing and sustaining positive emotions among low-performing students. 4.) Positive and
significantly high relationship of quality cooperative learning strategies to positive learning outcomes
such as academic motivation and academic engagement, it is recommended that teachers undergo
extensive training workshops on cooperative learning strategies. Through this training, appropriate
skills and correct knowledge of cooperative learning are honed. 5.) Further studies may also be
pursued, such as path analysis involving these strategies and whole-brain thinking, higher-order
thinking skills, and academic achievement. Jocelyn Tacla Andrews

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Importance of cooperative learning activities

Angeles City National High School

Philippine Normal University

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