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Effects of cooperative learning on English comprehension performance
Author
Shanti Govindasamy
Supervisor
Lim, Kam Ming
Abstract
The objective of this study is to examine the effects of cooperative learning on primary school pupils' reading comprehension performance and attitudes toward reading and writing. This study may help to improve the strategies used for cooperative learning by school teachers in Singapore. Pupils completed the questionnaires measuring their knowledge of their own reading capabilities and their opinions on cooperative learning and the use of metacognition before and after reading comprehension lessons (control and experimental groups). The questionnaire used for the pupils consisted of 4 parts which measure pupils' attitudes and motivation. Teachers were asked to complete the Teachers' Attitudes toward Cooperative Learning scale (Alhaidari, 2006). The 4 English language teachers of the 4 classes were briefed on the strategy for teaching comprehension. The experiment lasted for about five and a half months.
The results revealed that cooperative learning increases pupils' comprehension test scores. It also showed that cooperative learning enhances teachers' attitudes toward cooperative learning. However, the results did not support the hypothesis that cooperative learning enhances pupils' attitudes toward reading and writing or that cooperative learning enhances pupils' awareness of the comprehension strategies.
The results revealed that cooperative learning increases pupils' comprehension test scores. It also showed that cooperative learning enhances teachers' attitudes toward cooperative learning. However, the results did not support the hypothesis that cooperative learning enhances pupils' attitudes toward reading and writing or that cooperative learning enhances pupils' awareness of the comprehension strategies.
Date Issued
2008
Call Number
LB1032 Sha
Date Submitted
2008