Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15261
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dc.contributor.authorLee, Christine Kim-eng-
dc.contributor.authorLim, Tock Keng-
dc.contributor.authorNg, Maureen-
dc.date.accessioned2014-04-02T02:23:44Z-
dc.date.available2014-04-02T02:23:44Z-
dc.date.issued1996-11-
dc.identifier.citationLee, C. K. E., Lim, T. K., & Ng, M. (1996, November). Effects of cooperative learning structures on self-esteem and classroom climate in social studies. Paper presented at the ERA-AARE Joint Conference, Singapore.-
dc.identifier.urihttp://hdl.handle.net/10497/15261-
dc.description.abstractThis paper reports on a study which involves the implementation of cooperative learning in a social studies classroom. The effects of cooperative learning on the self-esteem of pupils and classroom climate were investigated. Interviews with pupils and the experimental teacher were also conducted. Results showed that there was no significant effect of cooperative learning on the self-esteem of the pupils in the experimental group. However, there was a significant effect on the Difficulty subscale of the classroom climate of the experimental group. Pupils' and teacher's interviews showed favourable attitudes among pupils towards the use of cooperative learning in social studies lessons.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleEffects of cooperative learning structures on self-esteem and classroom climate in social studiesen
dc.typeConference Paperen
item.grantfulltextOpen-
item.languageiso639-1en-
item.openairetypeConference Paper-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
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