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The Effects of Teachers' Professional and Pedagogical Competencies on Implementing Cooperative Learning and Enhancing Students' Learning Engagement and Outcomes in Science: Practices and Changes

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Title: The Effects of Teachers' Professional and Pedagogical Competencies on Implementing Cooperative Learning and Enhancing Students' Learning Engagement and Outcomes in Science: Practices and Changes
Language: English
Authors: Geletu, Girma Moti (ORCID 0000-0002-4962-037X)
Source: Cogent Education. 2022 9(1).
Availability: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Teacher Competencies, Cooperative Learning, Science Instruction, Learner Engagement, Science Achievement, Lecture Method, Teacher Education, Faculty Development, Gender Differences, Intervention, Teaching Skills, Elementary School Teachers, Grade 7, Foreign Countries
Geographic Terms: Ethiopia
DOI: 10.1080/2331186X.2022.2153434
ISSN: 2331-186X
Abstract: The study evaluated the effects of teachers' professional and pedagogical competencies on implementing cooperative learning method and enhancing students' learning engagement and outcomes in science. The study employed randomized controlled trials method. The pretest-posttest data were analyzed by using two-tailed t-test and ANCOVA to either reject or not reject the formulated hypotheses at the p 0.05 level of significance. The findings indicated that the implementation of cooperative learning method resulted in students' authentic learning engagement and higher academic achievements in science compared to individualistic lecture method where the differences between the baseline, mid-line and end-line showed significant increase because of teachers' professional learning practices to develop and update competencies and skills. Proper utilization of cooperative learning in classrooms helps to accommodate heterogeneity of students from diverse background ahead of ensuring learning engagement. The natural science teachers exposed to cooperative learning method developed better professional competencies and skills like content-knowledge, pedagogical skills, beliefs and attitudes compared to those who were not exposed to it. Thus, there were direct relationships between utilization of cooperative learning method and students' learning engagement and outcomes in science. The finding summarized that teachers' professional learning interventions improve implementation of cooperative learning method in classrooms. Thus, cooperative learning method persuades students' learning collaboratively and individually to promote higher order thinking, learning and responsive creativity. Teachers' continuous professional development practices should be implemented to improve their professional and pedagogical competencies and students' interdependence, individualistic accountability, communication skills, group processing skills and students' learning engagement.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1378747
Database: ERIC
FullText Text:
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PubType: Academic Journal
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IllustrationInfo
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  Label: Title
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  Data: The Effects of Teachers' Professional and Pedagogical Competencies on Implementing Cooperative Learning and Enhancing Students' Learning Engagement and Outcomes in Science: Practices and Changes
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Geletu%2C+Girma+Moti%22">Geletu, Girma Moti</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4962-037X">0000-0002-4962-037X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cogent+Education%22"><i>Cogent Education</i></searchLink>. 2022 9(1).
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  Data: Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Achievement%22">Science Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Lecture+Method%22">Lecture Method</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Skills%22">Teaching Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/2331186X.2022.2153434
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2331-186X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study evaluated the effects of teachers' professional and pedagogical competencies on implementing cooperative learning method and enhancing students' learning engagement and outcomes in science. The study employed randomized controlled trials method. The pretest-posttest data were analyzed by using two-tailed t-test and ANCOVA to either reject or not reject the formulated hypotheses at the p 0.05 level of significance. The findings indicated that the implementation of cooperative learning method resulted in students' authentic learning engagement and higher academic achievements in science compared to individualistic lecture method where the differences between the baseline, mid-line and end-line showed significant increase because of teachers' professional learning practices to develop and update competencies and skills. Proper utilization of cooperative learning in classrooms helps to accommodate heterogeneity of students from diverse background ahead of ensuring learning engagement. The natural science teachers exposed to cooperative learning method developed better professional competencies and skills like content-knowledge, pedagogical skills, beliefs and attitudes compared to those who were not exposed to it. Thus, there were direct relationships between utilization of cooperative learning method and students' learning engagement and outcomes in science. The finding summarized that teachers' professional learning interventions improve implementation of cooperative learning method in classrooms. Thus, cooperative learning method persuades students' learning collaboratively and individually to promote higher order thinking, learning and responsive creativity. Teachers' continuous professional development practices should be implemented to improve their professional and pedagogical competencies and students' interdependence, individualistic accountability, communication skills, group processing skills and students' learning engagement.
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  Data: As Provided
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  Data: 2023
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  Data: EJ1378747
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        Value: 10.1080/2331186X.2022.2153434
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Science Achievement
        Type: general
      – SubjectFull: Lecture Method
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Grade 7
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Ethiopia
        Type: general
    Titles:
      – TitleFull: The Effects of Teachers' Professional and Pedagogical Competencies on Implementing Cooperative Learning and Enhancing Students' Learning Engagement and Outcomes in Science: Practices and Changes
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