Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia.
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| Title: | Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia. |
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| Authors: | Kebede, Yidnekachew Awraris1 awrarisyidnekachew@gmail.com, Zema, Firew Kebede1, Geletu, Girma Moti2, Zinabu, Samuel Assefa2 |
| Source: | Science Education International. 2024, Vol. 35 Issue 3, p229-239. 11p. |
| Subject Terms: | *Group work in education, *Secondary schools, Key performance indicators (Management), Regression analysis, Multivariate analysis |
| Abstract: | The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success. [ABSTRACT FROM AUTHOR] |
| Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180242499 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kebede%2C+Yidnekachew+Awraris%22">Kebede, Yidnekachew Awraris</searchLink><relatesTo>1</relatesTo><i> awrarisyidnekachew@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Zema%2C+Firew+Kebede%22">Zema, Firew Kebede</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Geletu%2C+Girma+Moti%22">Geletu, Girma Moti</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Zinabu%2C+Samuel+Assefa%22">Zinabu, Samuel Assefa</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Science+Education+International%22">Science Education International</searchLink>. 2024, Vol. 35 Issue 3, p229-239. 11p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Key+performance+indicators+%28Management%29%22">Key performance indicators (Management)</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+analysis%22">Multivariate analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to assess the relative effectiveness of cooperative learning (CL) strategies on learners’ peer relatedness, academic support (AS), and learning gains in Biology. A quasi-experimental non-equivalent group pre-test post-test design was employed, involving a sample of 81 students. Both quantitative and qualitative data were collected, and analyses were conducted using t-tests, one-way MANOVA, bivariate correlation, and regression analysis. As anticipated, the t-test and MANOVA results revealed that participation in CL strategies had a moderate to substantial effect on the measured variables, with Partial η2 values ranging from 0.471 to 0.722. In addition, regression analysis indicated that peer relationships and AS together accounted for 43.2% of the variance in overall learning gains. Qualitative findings highlighted significant challenges to the effective implementation of CL, including students’ unfamiliarity with the method, resource constraints, and teacher resistance. The findings provide preliminary evidence that shifting classroom instruction from a content-centric approach to a learner-centered approach can enhance not only the quality of teaching but also the quality of learning and key indicators of student success. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Science Education International is the property of Science Education International and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180242499 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33828/sei.v35.i3.6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 229 Subjects: – SubjectFull: Group work in education Type: general – SubjectFull: Secondary schools Type: general – SubjectFull: Key performance indicators (Management) Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Multivariate analysis Type: general Titles: – TitleFull: Unlocking the Power of Togetherness: Exploring the Impact of Cooperative Learning on Peer Relationships, Academic Support, and Gains in Secondary School Biology in Gedeo Zone South Ethiopia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kebede, Yidnekachew Awraris – PersonEntity: Name: NameFull: Zema, Firew Kebede – PersonEntity: Name: NameFull: Geletu, Girma Moti – PersonEntity: Name: NameFull: Zinabu, Samuel Assefa IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 1450104X Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Science Education International Type: main |
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