THE USE OF COOPERATIVE INSTRUCTIONAL STRATEGIES TO CATER FOR THE LEARNING STYLE DIFFERENCES AMONG HIGH SCHOOL SCIENCE LEARNERS
DOI:
https://doi.org/10.17501/icedu.2018.4102Keywords:
Academic Achievement, Cooperative Instructions, Electricity, Magnetism, Physical SciencesAbstract
The continuous use of the traditional method of teaching physical sciences in most senior secondary schools in South Africa and in particular schools in OR Tambo Inland District has contributed to the underperformance of learners in the subject. This has called for a shift from teacher-centered to a progressive learner-centered approach based on inclusiveness and collective learning to encourage diversity of reception and information processing. Therefore, this study investigated the use of Cooperative Instructional Strategy, considering learners learning style preferences to enhance learner’s achievement in electricity and magnetism. A pragmatic Mixed-methods sequential design was adopted for the study. The choice of mixed methodology was meant for both methods to complement each other for the purpose of data triangulation. Purposive sampling technique was used to select two high schools within the OR Tambo Inland District of Mthatha. Learning style questionnaire, physical sciences achievement test, interview, and observation schedules were the main instruments used to collect data. The quantitative data were analysed descriptively, while the qualitative aspect was analysed through thematic content analysis. It was found that cooperative instructional strategies improved learners’ performance in physical sciences. It is therefore recommended that teachers utilise appropriate instructional strategies that cater for all the differences learners bring to the classroom for effective teaching and learning to take.
Downloads
References
Abdisa, G., and Getinet, T., 2012, The effect of guided discovery on students’ Physics achievement. Journal of Physics Education, 4(6), 530-537.
Akinbobola, O.A., 2015, Effects of Learning Styles and Instructional Strategies on Students’ Achievement in Nigerian Senior Secondary School Physics. Advances in Physics Theories and Applications, 41 (1).
Alrayah, H., 2018, The Effectiveness of Cooperative Learning Activities in Enhancing EFL Learners’ Fluency. English Language Teaching, 11(4), 21
Amedu, O.I., and Gudi, K.C., 2017, Attitude of Students towards Cooperative Learning in Some Selected Secondary Schools in Nasarawa State. Journal of Education and Practice, 8(10), 29-34.
Asherson, C., 2008, Cooperative learning: We instead of me (California State University, Northridge).
Behroozizad, S., Nambiar, R.M., and Amir, Z., 2014, Sociocultural theory as an approach to aid EFL learners. Reading, Matrix 14(2), 217-226.
Bilesanmi, A. J., and Oludipe, D. I., 2012, Effectiveness of cooperative learning strategies on Nigerian secondary school students’ academic achievement in basic science. British Journal of Education, Society & Behavioral Science, 2 (3), 307-325.
Brad, H., 2000, An experiment using teacher-centered-instruction versus student-centered instruction as a means of teaching American government to high school seniors (seniors.www.secondary English.com).
Bukunola, B.A.J.. and Idowu, O.D., 2012, Effectiveness of cooperative learning strategies on Nigerian junior secondary students’ academic achievement in basic science. British Journal of Education, Society & Behavioural Science, 2(3), 307-325.
Department of Education., 2011, National Curriculum Statement Grades R - 12: Curriculum and Assessment Policy (CAPS) Physical Sciences. Pretoria: Department of Education. South Africa.
De- - Baz, T., 2001, The Effectiveness of the Jigsaw Cooperative Learning on Students' achievement and Attitudes towards Science. Science Education international. 12 (4), 6 – 11.
Doymus, K., 2008, Teaching chemical equilibrium with the jigsaw technique. Research in Science Education, 38(2), 249-260.
Effandi, Z., and Zanaton, I., 2007, Promoting cooperative learning in Science and Mathematics Education: A Malaysian perspective. Eurasia Journal of Mathematics, Science and Technology Education, 3 (1), 35-39.
Fengfeng, k., and Barbara, G., 2007, Game playing for mathematics learning: Cooperative or Not? British Journal of Education Technology, 38 (2), 249-259.
Göçer, A., 2010, A comparative research on the effectivity of cooperative learning method and jigsaw technique on teaching literary genres. Educational Research and Reviews, 5(8), 439.
Huang, Y.M., Liao, Y.W., Huang, S.H., and Chen, H.C., 2014, A Jigsaw-based Cooperative Learning Approach to Improve Learning Outcomes for Mobile Situated Learning. Journal of Educational Technology & Society, 17(1).
Huysamen, G.K., 1993, Methodology for social and behavioral sciences. (Halfweghuis: Southern Book Publishers).
Johnson, D.W., and Johnson, R.T., 2009, An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
Karacop, A., 2017, The Effects of Using Jigsaw Method Based on Cooperative Learning Model in the Undergraduate Science Laboratory Practices. Universal Journal of Educational Research, 5(3), 420-434.
Lan, W., and Skoog, G., 2003, The relationship between high school students’ motivational and metacognitive factors in science learning and their science achievement. Unpublished manuscript. Texas Tech University.
Lantolf, J.P., Thorne, S.L., and Poehner, M.E., 2015, Sociocultural theory and second language development. Theories in second language acquisition: An introduction, pp.207-226.
Lord, T.,2001, 101 reasons for using cooperative learning in biology teaching. The American Biology Teacher, 63 (1), 30-38.
Lukito, A., 2018, Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume. In Journal of Physics: Conference Series (Vol. 947, No. 1, p. 012052). IOP Publishing.
Mashile, E. O., 2002, Learning Area Didactics: Teaching Natural Sciences. Tutorial Letter 501. Pretoria, South Africa.
Melihan, U., and Sirri, A., 2011, The effect of cooperative learning method on the students’ success and recall levels of the 8th-grade students learning in permutation and probability subject. Journal of Kirsehir Education Faculty, 12, 1-16.
Mji, A., and Makgato, M., 2006, Factors associated with high school learners' poor performance: a spotlight on mathematics and physical science. South African Journal of Education, 26(2), 253-266.
Morgan, D.L., 2007, Paradigms lost and pragmatism regained methodological implications of combining qualitative and quantitative methods. Journal of Mixed Methods Research, 1(1), 48-76.
Parr, R., 2007, Improving science instruction through effective group interactions. Science Scope, (3), 21-23.
Sarah, M. W., and Cassidy, J., 2006. Cooperative learning in elementary school classrooms. Education Psychology, 393, 1-5.
Shadish, W.R., Cook, T.D., and Campbell, D.T., 2002. Construct validity and external validity: Experimental and quasi-experimental designs for generalized causal inference (Wadsworth: Cengage Learning).
Shimazoe, J., and Aldrich, H., 2010, Group work can be gratifying: Understanding and overcoming resistance to cooperative learning. College Teaching, 58(2), 52-57
Slavin, R.E., 2015, Cooperative learning in elementary schools. Education 3-13, 43(1), pp.5-14.
Van Dat, T., and Ramon, L., 2012, The Effects of Jigsaw Learning on Students’ Attitudes in a Vietnamese Higher Education Classroom. International Journal of Higher Education, 1 (2): 9.
Vygotsky, L. S., 1978, Mind in society (Cambridge, MA: Harvard University Press).
Weinburgh, M., 1995, Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387-398.
Yang, D., and Zheng, H., 2010, “Research on the Framework of New College English Teaching Mode Integrating Cooperative and Autonomous Learning in the Network Multimedia Environment.” In Proceedings of 2nd International Conference on Education Technology and Computer (ICETC), Shanghai, 3, 256–V3-259.
Zakaria, E., and Iksan, Z, 2007, Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective. Eurasia Journal of Mathematics Science and Technology Education, 3(1). 35 – 39.
