Investigating the weak students’ participation in Cooperative Learning SITI FAIRUZ ADENAN P61631
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Research & MethodologySKBI 6004
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Cooperative learning as a teaching technique
Interaction will support the learning – providing efficient classroom environment (Lau & Habibah, 2011).
make students away from : not being confident and, isolated.
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Modern cooperative learning has been used widely in all subject areas and institution levels (Felder & Brent, 2007).
Formal and informal cooperative learning
Formal - grouped for several weeks -working on extensive project
Informal :- organized during teaching & learning - engage students with materials
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Reading class is uninteresting and dry : lectures and reading comprehension exercises done individually
Weak students concerns educators
Students find it is difficult to get organized and to begin independent activities (Wright, 2011)
Learning environment/support is negative/passive especially for weak students
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The aim of this study is to investigate the involvement and responses towards cooperative learning amongst the weak students.
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1.How do weak students react during cooperative learning activities in reading class?
2.What are the impact that they get from the cooperative learning activities in reading class?
3.What are the students’ responses towards cooperative learning in reading class?
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It is intended to help weak students in learning the target language by providing an active and positive classroom environment.
Plus, perhaps, the finding will help educators in handling weak students in a different level of proficiency group.
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Morgan (2012) & Wichadee (n.d.) have same framework : 5 basic elements of cooperative learning in their study
Marcus (2009) focuses on the grouping of the students in having cooperative learning activities in the classroom.
Heterogeneous groupings have some significant failings : stronger students become frustrated with weaker students
Most of the studies are on mixed ability students same issue of balancing good and weak students
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5 elements of Cooperative Learning( Johnson & Johnson , 1995)
1. Positive Interdependence.
2. Face-to-face Interaction.
3. Personal responsibility.
4. Collaborative Skills.
5. Group processing.
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Qualitative Research
Piloting for 10 weeks
Observations with video-tapping ( 1 hour)
Checklists are used while observing(focus on 5 elements)
Interview Protocol ( Asmussen & Craswell,1995)
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Purposive Sampling
Semester 2 Diploma students in Uitm Pahang(Bel260)
30 students – different proficiency levels
Weak students were identified by looking at previous grade – (C )
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Observation & Interviews
Checklist for observations constructed based on the 5 elements of Cooperative learning
Interview is semi-constructed also based on the 5 elements
Only for weak students
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Observation( 1 hour)
Observation( 1 hour)
InterviewsInterviews
Checklist Observational F0rm
Checklist Observational F0rm
Video-tapedVideo-taped
Stage 1 : GeneralStage 2 : Low abilityStage 3 : check certain themes
Stage 1 : GeneralStage 2 : Low abilityStage 3 : check certain themes
4 participants 4 participants
Weak studentsWeak students
Semi-structured
Semi-structured
Audio recordAudio record
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ObservationObservation
Checklist AnalysisChecklist Analysis
Thematic AnalysisThematic Analysis
InterviewInterview
TranscribeTranscribe
CodingCoding
Thematic AnalysisThematic Analysis
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1. Most of them participated and engaged:- Positive interdependence, explain to each
other to solve problems, encourage & support others by giving others their time to complete task but too hard task makes them stress
2. Cooperative learning impacts weak students’ learning :
- Gain personal responsibility, manage to place themselves in the group work, gain confidence but they need times to finish up, broken English
3. Most of them give positive feedback on having cooperative learning ( task-oriented
learning) but need clear instruction
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Research Questions
Research Design
Data collection
1. How do weak students react during cooperative learning activities in reading class?
ObservationsSeries of observationChecklistsVideo- tapedAnalyze
2. What are the impacts that they get from this cooperative learning activities in reading class?
Observations
Interviews
Series of observationChecklistsVideo- tapedAnalyze
3. What are the students’ responses towards cooperative learning in reading class?
InterviewsAfter observationsSemi-structured interview
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Marcus, R,. (2009). Observations on Cooperative-Learning Group Assignments. Chauncey Truax Post-Doctoral Fellow, Department of Philosophy, Hamilton College 198 College Hill Road Clinton NY. From http://www.thatmarcusfamily.org/philosophy/Papers/groupings.pdf
Morgan, B. M. (2012). Teaching Cooperative Learning with Children’s Literature. National Forum of Teacher ducation Journal Volume 22, Number 3, http://www.nationalforum.com/Electronic%20Journal%20Volumes/Bobbette,%20Morgan%20Te aching%20Cooperative%20Learning%20with%20Children%20Literature%20NFTEJ%20V22%20 N3%202012.pdf
Mai Neo, (2004). Australasian Journal of Educational Technology. Cooperative learning on the web: A group based, student centered learning experience in the Malaysian classroom Multimedia University, Malaysia. From http://www.ascilite.org.au/ajet/ajet20/neo.html
Ornelas, (2004). Cooperative Learning. A Project Presented to the Faculty of the School of Education University of San Francisco. From http://www.inbetweenness.com/Lisa%20Ornelas's%20publications/COOPERATIVE%20 LEARNING.pdf
Syafini Ismail & Tengku Nor Rizan Tengku Mohamad Maasum (2008). The Effects of Cooperative Learning in Enhancing Writing Performance. From
http://pkukmweb.ukm.my/solls09/Proceeding/PDF/Shafini.pdf Wichadee, S. ( n.d.) The Effects of Cooperative Learning on English Reading Skills
and Attitudes of the First-Year Students at Bangkok University.