IMPROVING STUDENT TEACHERS’ PRACTICE OF ALMs THROUGH COOPERATIVE LEARNING

(RAAYYAA): THE CASE JTC BIOLOGY DEPARTMENT

3RD YEARGROUP 2

Action Research Proposal to be submitted to HDP Office

BY HDP Candidate of 2013Chala DandessaChalchisa DeguGetachew Ayele

Jimma, January 2013

Table of Contents1. Introduction.................................................................................................2

1.1 Background of the study............................................................................2

1.2 Statement of the problem.........................................................................3

1.3 Basic research questions............................................................................4

1.4 Objective of the study...............................................................................4

1.5 Significance of the study............................................................................5

1.6 Delimitation of the study...........................................................................7

1.7 Definition of key terms..............................................................................8

2. Literature Review.........................................................................................9

3. Research methodology...............................................................................12

4. Time and budget planning..........................................................................14

5. Reference...................................................................................................15

6. Appendixes................................................................................................ 16

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1. Introduction

1.1 Background of the study

Cooperative learning represents the most carefully structured end of the collaborative learning

continuum. Defined as “the instructional use of small groups so that students work together to

maximize their own and each other’s learning” (Johnson et al. 1990), cooperative learning is

based on the social interdependence theories of Kurt Lewin and Morton Deutsch (Deutsch,

1949; Lewin, 1935).

This research will be conducted in Jimma Teachers’ College to improve the use cooperative

learning by provided raayyaa of students. This is not meaning that raayyaa is cooperative

learning. But if the structure of raayyaa managed, supported and responsibility is shared, the

result will be cooperative learning. Then it can improve the achievement of each student in

member of raayyaa. Raayyaa is a group of students which consists five members of students.

Even if the raayyaa is provided from a group of students still it is not useful as it was designed.

Therefore, in addition to the strategy of the government on raayyaa of students, this research will

add very important achievements into raayyaa systems. By taking the result of this research to

raayyaa of students, raayyaa will become more useful.

If implemented properly, cooperative learning can provide an ideal way to cultivate supportive

relationships between students. Regarding Jimma Teachers’ College biology third year group

two there is a group work but not cooperative learning since it is not managed and the individual

responsibility is not shared. If the groups are not managed and individuals have not shared

responsibility, the groups will become covered by few students and increase failing of many

students. Unless this problem is not solved it may cause the failing of many students.

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1.2 Statement of the problemCooperative learning is collaborative work which needs to be well managed, supported and

responsibility shared. Unless the teacher fellow, support and manage the groups; group activity

will dominantly covered by active students and the others may become passive and only

listeners. In other case, if students have been taught in whole groups where the teacher talks 70%

of the time (Goodlad, 1984; Cuban, 1988; Sirotnick, 1983). Here the students have been

expected to sit and listen passively, without talking or engaging with their classmates. Yet,

studies have shown that students’ attention decreases as lectures progress (Stuart and

Rutherford, 1978).

In Jimma Teachers’ College all students have been grouped as raayyaa. But, the problem is on

the construction of this raayyaa; there is no shared responsibility which can make the raayyaa

more effective. Therefore, if it is managed, supported and responsibility shared raayyaa groups

can help as cooperative learning.

Cooperative learning is more than just groupwork. A key difference between cooperative learning

and traditional group work is that in the latter, students are asked to work in groups with no

attention paid to group functioning, whereas in cooperative learning, groupwork is carefully

prepared, planned, and monitored (Jacobs, 1997; Johnson & Johnson, 1994; Ng & Lee, 1996).

In biology third year group two all students have a group which formed from five students which

we call Raayyaa (tokko shanee). But they have no structured and shared responsibility to make it

inclusive to all members of the group. Group which has unshared responsibility between group

members can use only those who are active and make others passive.

.

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1.3 Basic research questions

What are the great challenges of practicing cooperative learning in this class?

What are the sources of those challenges?

How those problems can be solved?

1.4 Objective of the stud

To identify the stages of implementing share practices.

To prepare a manual consisting procedures of cooperative learning.

To identify the causes of problems for practicing cooperative learning.

To find solutions for the problems

To take action for identified problems

To give recommendation for users.

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1.5 Significance of the study

The main objective of this research is to improve the implementation of cooperative learning

(tokko shanee) which is in line with the current strategies of the government. Even if the

Raayyaa is inserted into educational progress it is not actually being implemented as it is

designed. Therefore, this research deals with implementation of Raayyaa which is strong power

of learning and teaching. Additionally, cooperative learning is one of the best types of active

learning to inclusively create participation of students in teaching and learning area. Therefore,

this research can be useful to practice implementation of cooperative learning.

Several conditions that promote cooperation are seen as criteria elements of cooperative learning

(Johnson & Johnson, 1990) - clearly perceived positive interdependence (the feeling among

group members that what helps one member helps all and what hurts one hurts all); face-to-face

promotive interaction (students need to be interacting with one another, not just members of the

same group); individual accountability (each group member feels responsible for their own

learning and for helping their group mates learn); the teaching of collaborative skills; and group

processing (groups spending time discussing the dynamics of their interaction and how they can be

improved.

Communication is structured very differently in cooperative learning classes. Because students

learn in collaboration, they consequently engage in extensive verbal negotiations with their peers.

The cooperative group provides a more intimate setting that permits such direct and unmediated

communication (Shachar & Sharan, 1994). Such a context, proponents of cooperative learning

believe, is key to students engaging in real discussion and wrestling with ideas. In this context then,

students will be given opportunities to stretch and extend their thinking.

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1.6 Delimitation of the study

Because of lack of time, budget and classroom contact this research will be limited in JCTE third

year biology group two students.

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1.7 Definition of key terms

JCTE = Jimma College of Teachers Education

Raayyaa = a group of students consisting five members.

Tokko shanee = raayyaa of students consists five number members.

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2. Literature ReviewCooperative learning is the instructional use of small groups so that students work together to

maximize their own and each other’s learning. (Johnson, Johnson, Smith, 1992)

Elements of cooperative learning

1. Positive interdependence.

Team members are obliged to rely on one another to achieve the goal. If any team members fail

to do their part, everyone suffers consequences.

One of the essential elements of cooperative learning is the notion that student accomplishments

are tied together. The success of one group member is connected with the success of the others

on the team. Johnson and Johnson (1999) identify this feature of collaborative group work as

positive interdependence. The authors contend, “It is positive interdependence that creates the

realization that group members have two responsibilities: to learn the assigned material and to

ensure that all members of their group learn the assigned material” (Johnson &Johnson, 1999,

p.75). As a result of positive interdependence, one student is not left doing all the work, while

others coast by. Assignments are designed in a way that makes it difficult for students to work

independently.

2. Individual accountability.

All students in a group are held accountable for doing their share of the work and for mastery of

all of the material to be learned.

3. Face-to-face promotive interaction.

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Although some of the group work may be parceled out and done individually, some must be

done interactively, with group members providing one another with feedback, challenging one

another's conclusions and reasoning, and perhaps most importantly, teaching and encouraging

one another.

Another significant aspect of cooperative learning includes face-to-face interaction. This

constituent insists that a substantial amount of time is arranged when students can meet with

each other in person. Johnson and Johnson (1999) advise, “The discipline of using cooperative

groups includes ensuring that group members meet face to face to work together to complete

assignments and promote each other’s success” (p.82). The researchers reveal that it is the

combination of both positive interdependence and face-to-face interaction which produce the

most powerful allegiances between learners, as well as the greatest commitment to each other’s

success (Johnson & Johnson, 1989).

4. Appropriate use of collaborative skills.

Students are encouraged and helped to develop and practice trust building, leadership,

decision-making, communication, and conflict management skills.

5. Group processing.

Team members set group goals, periodically assess what they are doing well as a team, and

identify changes they will make to function more effectively in the future. (Felder, 1994)

Lastly, it is important for students to reflect on what went well in their groups, as well as what

could be improved upon during future collaborative work. Johnson and Johnson (1999) define

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group processing as, “a) Reflecting on a group session to describe what member actions were

helpful and unhelpful and b) making decisions about what actions to continue or change” (p.85).

It is presumed that mulling over what worked and what did not work will help guide groups to

being increasingly productive. Hence, the rationale behind group processing is to improve the

group’s ability to efficiently reach their goals.

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3. Research methodology

3.1. Site of the study

This research will take place in Jimma College of Teachers Education when the student teachers

are found in class.

3.2. Participants Participants of this research will be:

Teacher

Students

Advisor

3.3. Sampling techniquesThe sampling technique will be conducted by purposive to include the raayyaa (tokko shanee) of

the students.

3.4. Instruments of data collectionIn this research the researcher will use the following instruments to collect data from the

students. Those instruments are:

i) Questionnaire. This instrument is selected to get the needed data from the student

teachers freely. That means it decreases the fearness of students.

ii) Interview. This instrument is selected to information from students teachers those who

are not interested in questionnaire.

iii) Observation of the class. By observing the class the researcher will also get some

information from the arrangements of the group.

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3.5. Data analysis

Data analysis will take place by triangulating collected data from the used instruments. After

data collected through the three instruments the information from all instruments will be

recorded. Then the problems will be analyzed by cross checking the information from all

instruments (i.e. questionnaire, interview and observation).

3.6. Research approach

Due to the nature of its instruments this research include both qualitative (questionnaire) and

quantitative (observation and interview). Data that are from questionnaires will be expressed in

numerical values. Data that are from observation and interview will be expressed qualitative in

words.

3.7. Action proposal

To make this research implementation use full the researchers will take the following actions.

These are:

Forming groups of five if not formed

Sharing responsibility for all members of the groups as group writer, time keeper,

presenter,

Giving clear instruction on what they are to do

Giving support for all groups

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4. Time and budget planning

4.1. Time planning

No. Activity Date to be done

1. Proposal first draft 25/04/2006

2. Preparation of questionnaire 03/05/2006

3. Report final proposal 06/05/2006

4. Data collection 12/05/2006

5. Data analyzing 15/05/2006

6. Summit first draft of findings 16/05/2006

7. Implementations of actions 17-20/05/2006

8. Evaluation of actions 21-22/05/2006

9. Summiting final report 10/06/2006

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4.2. Budget planning

No. Materials Unit of

measurement

Unit Price Total price

Birr. Cents Birr. cents

1. Paper Pack 400 400 00

2. Pen for three persons No. 5 15 00

3. Printer cost Birr. 1 50 150 00

4. Lunch for two days for three

persons

Birr. 179 00 1,074 00

5. Proposal cover page Birr. 10 00 10 00

6. Report cover page Birr. 10 00 10 00

7.

8.

Total price 00

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5. Referencehttp://www.utexas.edu/academic/diia/research/projects/hewlett/cooperative.php

Johnson et al. 1990

Deutsch, 1949; Lewin, 1935

Johnson and Johnson, 1989

Goodlad, 1984; Cuban, 1988; Sirotnick, 1983

Stuart and Rutherford, 1978

Vermette, 1998

Cohen, 1994; Johnson & Johnson, 1989; Sharan, 1980, Slavin, 1990

Johnson & Johnson, 1990; Qin, Johnson, & Johnson, 1995

Marzano, 1992

Jacobs, 1997; Johnson & Johnson, 1994; Ng & Lee, 1996

Johnson & Johnson, 1990

Adams & Hamm, 1990; Kagan, 1994

Jacobs, 1997

Shachar & Sharan, 1994

Johnson, Johnson, Smith, 1992

Johnson and Johnson (1999)

Johnson &Johnson, 1999, p.75

Johnson and Johnson 1999,p.82)

Johnson & Johnson, 1989

Felder, 1994

Johnson and Johnson (1999

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6. AppendixesA. Questionnaire on Improving ALMs through Cooperative Learning

I. Personal Information

A. Sex: Female Male

B. Age _________________________

C. Department _________________

II. Tokko shanee Information a. Have you been grouped as students Raayyaa (Tokko shanee in your class?

Yes No

b. Have you shared a role in your Raayyaa?

Yes No

c. If ‘Yes’ for the above what is your role write it ________________________________________________________________________________________________________________________________________________

d. If ‘No’ for question on ‘b’ why? Write the reason_________________________________________________________________________________________________________________________________________

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III. Main Questions

1. Group organization.a. Have you been organized according to tokko shanee? Yes No

b. If ‘yes’ for the above question; is your group participation include all members?

Yes No

2. Instruction2.1. Is there clear instruction while using group work? -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

3. Group SupportIII.1. Is there sufficient support from your instructor?--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

4. Groups members role assigning (group manager, writer, presenter and time keeper,)4.1. Have you been assigned roles for each members of the group?

Yes No

Another --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

5. Any additional idea regarding group organizion, support and member responsibility in your

class .

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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5. Interview questions

1. Is there organized group while using group work?

2. Is there shared responsibility between group members?

3. Is there clear instruction from a teacher while using group work?

4. Is there support from a teacher while using group work by tokko shanee?

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6. Observation Checklist

No. Checklist Yes No Remark

1. Are there organized groups in this class?

2. Does each member of the group shared responsibility?

3.Is there clear instruction from instructor while they work in groups?

4. Are all members participating?

5. Is there group writer?

6. Is there group time keeper?

7. Is there group presenter?

8. Is there support from instructor for all

groups?

9.

10.

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