Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement
The study investigated the effects of three experimental conditions on prospective teachers’ learning experience and achievement in the course of Educational Psychology. The conditions comprised (a) Traditional Instruction (TI) (b) Cooperative Learning Loosely Structured (CLLS) and (c) Cooperative L...
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| Format: | Article |
| Language: | English |
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Ankara University
2010-05-01
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| Series: | Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi |
| Subjects: | |
| Online Access: | http://dergipark.gov.tr/auebfd/issue/38388/445183?publisher=ankara |
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| _version_ | 1841563917907656704 |
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| author | Zaheer AHMAD Nasir MAHMOOD |
| author_facet | Zaheer AHMAD Nasir MAHMOOD |
| author_sort | Zaheer AHMAD |
| collection | DOAJ |
| description | The study investigated the effects of three experimental conditions on prospective teachers’ learning experience and achievement in the course of Educational Psychology. The conditions comprised (a) Traditional Instruction (TI) (b) Cooperative Learning Loosely Structured (CLLS) and (c) Cooperative Learning Students Team Achievement Division (CL STAD) model. The study explored change in students’ scores on learning experience and difference in achievement under these experimental conditions. Thirty-two student teachers enrolled in master degree program were the subjects of the study. Repeated measure design was used for the study. Thirty intervention lessons (ten in each condition) were delivered during the whole semester. Learning experience measure and Achievement test were administered at the end of each phase. The results of repeated measure analyses of variance (ANOVA) reveal that there is statistically significant difference between prospective teachers’ scores on learning experience measure across three experimental conditions. ANOVA results also reveal that there is a statistically significant difference in achievement scores favoring both CL conditions. The study concludes that cooperative learning enhances perspective teachers’ academic achievement as compared to traditional instruction and promotes enriched, enjoyable and interactive learning experience. The study has implications for teacher educators to prefer innovative instructional strategies as CL while teaching to prospective teachers |
| format | Article |
| id | doaj-art-6b9e1aa67287417597fa8766a0443a9a |
| institution | Kabale University |
| issn | 1301-3718 2458-8342 |
| language | English |
| publishDate | 2010-05-01 |
| publisher | Ankara University |
| record_format | Article |
| series | Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi |
| spelling | doaj-art-6b9e1aa67287417597fa8766a0443a9a2025-01-02T23:20:16ZengAnkara UniversityAnkara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi1301-37182458-83422010-05-0143115116445Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and AchievementZaheer AHMADNasir MAHMOODThe study investigated the effects of three experimental conditions on prospective teachers’ learning experience and achievement in the course of Educational Psychology. The conditions comprised (a) Traditional Instruction (TI) (b) Cooperative Learning Loosely Structured (CLLS) and (c) Cooperative Learning Students Team Achievement Division (CL STAD) model. The study explored change in students’ scores on learning experience and difference in achievement under these experimental conditions. Thirty-two student teachers enrolled in master degree program were the subjects of the study. Repeated measure design was used for the study. Thirty intervention lessons (ten in each condition) were delivered during the whole semester. Learning experience measure and Achievement test were administered at the end of each phase. The results of repeated measure analyses of variance (ANOVA) reveal that there is statistically significant difference between prospective teachers’ scores on learning experience measure across three experimental conditions. ANOVA results also reveal that there is a statistically significant difference in achievement scores favoring both CL conditions. The study concludes that cooperative learning enhances perspective teachers’ academic achievement as compared to traditional instruction and promotes enriched, enjoyable and interactive learning experience. The study has implications for teacher educators to prefer innovative instructional strategies as CL while teaching to prospective teachershttp://dergipark.gov.tr/auebfd/issue/38388/445183?publisher=ankaraCooperative learning STAD model traditional instruction learning experience prospective teachers |
| spellingShingle | Zaheer AHMAD Nasir MAHMOOD Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi Cooperative learning STAD model traditional instruction learning experience prospective teachers |
| title | Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement |
| title_full | Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement |
| title_fullStr | Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement |
| title_full_unstemmed | Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement |
| title_short | Effects of Cooperative Learning vs. Traditional Instruction on Prospective Teachers’ Learning Experience and Achievement |
| title_sort | effects of cooperative learning vs traditional instruction on prospective teachers learning experience and achievement |
| topic | Cooperative learning STAD model traditional instruction learning experience prospective teachers |
| url | http://dergipark.gov.tr/auebfd/issue/38388/445183?publisher=ankara |
| work_keys_str_mv | AT zaheerahmad effectsofcooperativelearningvstraditionalinstructiononprospectiveteacherslearningexperienceandachievement AT nasirmahmood effectsofcooperativelearningvstraditionalinstructiononprospectiveteacherslearningexperienceandachievement |