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The effects of cooperative learning as compared to the traditional direct instruction on students' academic achievement, motivation to learn and social development
Author
Ng, Melissa Mei Paoo
Supervisor
Tzuo, Pei-Wen
Abstract
A study which spanned a period of three weeks was conducted in a Singapore neighbourhood primary school. It aimed to discover the effects of cooperative learning as compared to the traditional direct instruction on students' academic achievement, motivation to learn and social development in Science.
A total of 398 students from ten classes of Primary Three in the same school participated in the study. Science topics were taught through cooperative learning activities for three classes of 127 students and the same topics were taught through the traditional method of instruction for the other seven classes of 271 students.
The study investigated the impact of using two different methods of teaching namely, cooperative learning and traditional direct instruction on pupils. Data was collected in order to investigate the effects of cooperative learning on students' academic achievement, their motivation to learn and social development in their group.
Pupils who were taught using cooperative learning activities indicated greater improvements in terms of academic achievement and expressed a higher level of motivation to learn. They were also more responsive to the needs of the group members as they work in a group.
A total of 398 students from ten classes of Primary Three in the same school participated in the study. Science topics were taught through cooperative learning activities for three classes of 127 students and the same topics were taught through the traditional method of instruction for the other seven classes of 271 students.
The study investigated the impact of using two different methods of teaching namely, cooperative learning and traditional direct instruction on pupils. Data was collected in order to investigate the effects of cooperative learning on students' academic achievement, their motivation to learn and social development in their group.
Pupils who were taught using cooperative learning activities indicated greater improvements in terms of academic achievement and expressed a higher level of motivation to learn. They were also more responsive to the needs of the group members as they work in a group.
Date Issued
2006
Call Number
LB1032 Ng
Date Submitted
2006