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ERIC Number: EJ1060448
Record Type: Journal
Publication Date: 2014
Pages: 19
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1935-7869
Effects of Cooperative Learning on Learning Achievement and Group Working Behavior of Junior Students in Modern French Literature Course
Orprayoon, Soudaya
Journal of Effective Teaching, v14 n1 p80-98 2014
This study reported on the results of a quasi-experimental research to explore the effectiveness of using a cooperative learning method on students' academic achievement, their group working behavior and their perception and opinions towards cooperative learning in a Modern French Literature course. The sample included twelve junior students majoring in French who registered in Modern French Literature course in the second semester of 2010 at Rangsit University. The sample was further divided into three groups and each group contained four of more or less competent students. The Learning Together technique of the Cooperative Learning method was used as treatment to teach 12 topics of the 14 topics of the Modern French Literature Study Guide, written by the researcher for the 2010 academic year. For the last two topics of the Study Guide, each student was required to self-study the content prior to class. During the 11 weeks of the experiment period, the effects of using cooperative learning on students' learning achievement were examined through the results of the pre-tests and post-tests, administered to the class before and after each topic, and through the results of oral presentation and group work quality assessed by the teacher and by the audience after each session. The group working behavior was examined through the teacher's appraisals, and through the self-assessment of each member after group working. The results revealed that the use of Learning Together technique raised significantly the students' learning achievement at 0.01 statistical level. Especially, the students whose pre-test scores were rather low benefited the most from cooperative learning, as their post-test scores were apparently increased. The results also indicated that, according to the teacher's assessment, the students gained group working skills at a high level while they self-evaluated their group working skills from a high to the highest level. Regarding their perception of cooperative learning, the overall satisfaction with Learning Together technique was positive, ranking from a high level to the highest level. (The means are between 4.38-4.76).
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand