Research & MethodologySKBI 6004

Cooperative learning as a teaching technique

Interaction will support the learning – providing efficient classroom environment (Lau & Habibah, 2011).

make students away from : not being confident and, isolated.

Modern cooperative learning has been used widely in all subject areas and institution levels (Felder & Brent, 2007).

Formal and informal cooperative learning

Formal - grouped for several weeks -working on extensive project

Informal :- organized during teaching & learning - engage students with materials

Reading class is uninteresting and dry : lectures and reading comprehension exercises done individually

Weak students concerns educators

Students find it is difficult to get organized and to begin independent activities (Wright, 2011)

Learning environment/support is negative/passive especially for weak students

The aim of this study is to investigate the involvement and responses towards cooperative learning amongst the weak students.

1.How do weak students react during cooperative learning activities in reading class?

2.What are the impact that they get from the cooperative learning activities in reading class?

3.What are the students’ responses towards cooperative learning in reading class?

It is intended to help weak students in learning the target language by providing an active and positive classroom environment.

Plus, perhaps, the finding will help educators in handling weak students in a different level of proficiency group.

Morgan (2012) & Wichadee (n.d.) have same framework : 5 basic elements of cooperative learning in their study

Marcus (2009) focuses on the grouping of the students in having cooperative learning activities in the classroom.

Heterogeneous groupings have some significant failings : stronger students become frustrated with weaker students

Most of the studies are on mixed ability students same issue of balancing good and weak students

5 elements of Cooperative Learning( Johnson & Johnson , 1995)

1. Positive Interdependence.

2. Face-to-face Interaction.

3. Personal responsibility.

4. Collaborative Skills.

5. Group processing.

Qualitative Research

Piloting for 10 weeks

Observations with video-tapping ( 1 hour)

Checklists are used while observing(focus on 5 elements)

Interview Protocol ( Asmussen & Craswell,1995)

Purposive Sampling

Semester 2 Diploma students in Uitm Pahang(Bel260)

30 students – different proficiency levels

Weak students were identified by looking at previous grade – (C )

Observation & Interviews

Checklist for observations constructed based on the 5 elements of Cooperative learning

Interview is semi-constructed also based on the 5 elements

Only for weak students

Observation( 1 hour)

Observation( 1 hour)

InterviewsInterviews

Checklist Observational F0rm

Checklist Observational F0rm

Video-tapedVideo-taped

Stage 1 : GeneralStage 2 : Low abilityStage 3 : check certain themes

Stage 1 : GeneralStage 2 : Low abilityStage 3 : check certain themes

4 participants 4 participants

Weak studentsWeak students

Semi-structured

Semi-structured

Audio recordAudio record

ObservationObservation

Checklist AnalysisChecklist Analysis

Thematic AnalysisThematic Analysis

InterviewInterview

TranscribeTranscribe

CodingCoding

Thematic AnalysisThematic Analysis

1. Most of them participated and engaged:- Positive interdependence, explain to each

other to solve problems, encourage & support others by giving others their time to complete task but too hard task makes them stress

2. Cooperative learning impacts weak students’ learning :

- Gain personal responsibility, manage to place themselves in the group work, gain confidence but they need times to finish up, broken English

3. Most of them give positive feedback on having cooperative learning ( task-oriented

learning) but need clear instruction

Research Questions

Research Design

Data collection

1. How do weak students react during cooperative learning activities in reading class?

ObservationsSeries of observationChecklistsVideo- tapedAnalyze

2. What are the impacts that they get from this cooperative learning activities in reading class?

Observations

Interviews

Series of observationChecklistsVideo- tapedAnalyze

3. What are the students’ responses towards cooperative learning in reading class?

InterviewsAfter observationsSemi-structured interview

Marcus, R,. (2009). Observations on Cooperative-Learning Group Assignments. Chauncey Truax Post-Doctoral Fellow, Department of Philosophy, Hamilton College 198 College Hill Road Clinton NY. From http://www.thatmarcusfamily.org/philosophy/Papers/groupings.pdf

Morgan, B. M. (2012). Teaching Cooperative Learning with Children’s Literature. National Forum of Teacher ducation Journal Volume 22, Number 3, http://www.nationalforum.com/Electronic%20Journal%20Volumes/Bobbette,%20Morgan%20Te aching%20Cooperative%20Learning%20with%20Children%20Literature%20NFTEJ%20V22%20 N3%202012.pdf

Mai Neo, (2004). Australasian Journal of Educational Technology. Cooperative learning on the web: A group based, student centered learning experience in the Malaysian classroom Multimedia University, Malaysia. From http://www.ascilite.org.au/ajet/ajet20/neo.html

Ornelas, (2004). Cooperative Learning. A Project Presented to the Faculty of the School of Education University of San Francisco. From http://www.inbetweenness.com/Lisa%20Ornelas's%20publications/COOPERATIVE%20 LEARNING.pdf

Syafini Ismail & Tengku Nor Rizan Tengku Mohamad Maasum (2008). The Effects of Cooperative Learning in Enhancing Writing Performance. From

http://pkukmweb.ukm.my/solls09/Proceeding/PDF/Shafini.pdf Wichadee, S. ( n.d.) The Effects of Cooperative Learning on English Reading Skills

and Attitudes of the First-Year Students at Bangkok University.