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Implementing cooperative learning : a case study of teachers' concerns and levels of use in a primary school in Singapore
Author
Wong, Ting Ting
Supervisor
Lee, Christine Kim-eng
Abstract
A case study was conducted in a co-ed primary school in Singapore to find out teachers' concerns and their levels of use of cooperative learning in their classrooms. Ten primary school teachers, teaching all levels from primary one to primary six classes, participated in this study. These teachers who also included Mother-Tongue teachers were selected from a pool of 76 teachers in the school.
The design of this study consisted of a qualitative method of measurement with a descriptive measure. The instrument used involved the Stages of Concern Questionnaire (SoCQ) and Levels of Use (LoU) Interviews from the Concerns-Based Model Approach (CBAM) components. The aim is to find out the concerns and levels of use on the individual user of cooperative learning.
From the analysis of the SoCQ, most teacher participants were found to be concerned about management issues associated with the implementation of cooperative learning (Stage 3-Management of the SoCQ). This is followed by the teachers' concerns about the demands of the use of cooperative learning on their roles and well-being as teachers (Stage 2-Personal of the SoCQ).
Based on ratings on the LoU interviews, half of the teachers were at Level III, the mechanical use of cooperative learning. These teachers were still attempting to make changes that would make their roles easier, indicating that they were somewhat occupied with actively implementing the use of cooperative learning. The other half of the participants were at LoU-IVA Routine and LoU-IVB Refinement levels, indicating they were more at ease with the implementation of cooperative learning in their lessons. These teachers were the ones who had used cooperative learning more frequently and for a longer period of time. Teachers at the LoU-IVA Routine level had established a routine pattern of use whereas teachers at the LoU-IVB Refinement level had moved from the routine pattern to making changes in cooperative learning to increase the impact on students.
The findings revealed teachers were implementing cooperative learning in school but varied in their levels of use. Many were still concerned with managing the implementation of cooperative learning. The underlying implication that emerged from this study is that teacher concerns affect their pedagogical practices. The support they receive from the school and higher authorities and a good professional development programme are the essential factors that facilitate the implementation of an innovation, i.e., cooperative learning in the classrooms.
The design of this study consisted of a qualitative method of measurement with a descriptive measure. The instrument used involved the Stages of Concern Questionnaire (SoCQ) and Levels of Use (LoU) Interviews from the Concerns-Based Model Approach (CBAM) components. The aim is to find out the concerns and levels of use on the individual user of cooperative learning.
From the analysis of the SoCQ, most teacher participants were found to be concerned about management issues associated with the implementation of cooperative learning (Stage 3-Management of the SoCQ). This is followed by the teachers' concerns about the demands of the use of cooperative learning on their roles and well-being as teachers (Stage 2-Personal of the SoCQ).
Based on ratings on the LoU interviews, half of the teachers were at Level III, the mechanical use of cooperative learning. These teachers were still attempting to make changes that would make their roles easier, indicating that they were somewhat occupied with actively implementing the use of cooperative learning. The other half of the participants were at LoU-IVA Routine and LoU-IVB Refinement levels, indicating they were more at ease with the implementation of cooperative learning in their lessons. These teachers were the ones who had used cooperative learning more frequently and for a longer period of time. Teachers at the LoU-IVA Routine level had established a routine pattern of use whereas teachers at the LoU-IVB Refinement level had moved from the routine pattern to making changes in cooperative learning to increase the impact on students.
The findings revealed teachers were implementing cooperative learning in school but varied in their levels of use. Many were still concerned with managing the implementation of cooperative learning. The underlying implication that emerged from this study is that teacher concerns affect their pedagogical practices. The support they receive from the school and higher authorities and a good professional development programme are the essential factors that facilitate the implementation of an innovation, i.e., cooperative learning in the classrooms.
Date Issued
2005
Call Number
LB1032 Won
Date Submitted
2005