The effect of cooperative learning on science achievement and attitudes toward science in the third grade

النوع : Mémoire

Research findings have determined that teaching methods, among other factors, have an impact on elementary students' science achievement. Educators have been striving to devise teaching methods to improve science outcomes. A variety of teaching strategies that involve hands-on activities and that allow students to be more independent learners have been designed to be used in science classrooms. One of those methods is cooperative learning. Proponents argue that by working with others and sharing their experiences, one can see different points of view and can thereby maximize learning as well as developing interpersonal and communication skills. Many educators believe that this is an effective method because this is the way that scientists and engineers work.The review of the literature revealed unresolved disagreement concerning the effect of cooperative learning. Research showed that cooperative learning can have a positive, negative, or no effect on learners' academic achievement. In addition to that there was a scarcity of research on cooperative elementary science in general, and lower elementary science in particular. The purpose of this study was to investigate the effect of cooperative learning on elementary students' science achievement, attitudes towards science, and attitudes towards cooperative learning. In addition to that, the study investigated the challenges that the teachers face during cooperative learning.A sample of (34) students from two grade 3 classes in a private school in Beirut city participated in this experimental/descriptive study, whereby a science unit was taught to the two classes using two different methodologies: Cooperative learning (experimental group) and direct instruction (control group). Pre- and post- tests were administered to both groups to compare students' achievement before and after the intervention, and an attitude questionnaire was administered at the same time. Later, the focus group approach was used to investigate their attitudes towards science and cooperative learning. In addition to that, the teacher was interviewed to discuss her role and the challenges that she faces when cooperative learning is implemented. Results of the study showed that cooperative learning had no effect on students' science achievement. However, it had a significant effect on students' attitudes towards science and attitudes towards this teaching methodology. Results also showed that the science teacher who was involved in this study did no prefer using cooperative learning in her class. The study also provided recommendations for future research and practice.