Post on 26-May-2015
The relationship between cooperative
learning, perception of social support,
and academic achievement
Shing-Yu Lynn Tsai Dr. Pi-Ying Teresa Hsu
Date: November 12, 2009
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Ghaith, G. (2002). The relationship between cooperative learning, perception of social
support, and academic achievement. System, 30, 263-
273.
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Contents
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1. Introduction
2. Methodology
3. Results
4. Reflections
Introduction
Social support is one of the most important
aspects of classroom climate that may
influence learners’ academic achievement.
( Ghaith, 2002 )
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Introduction
A B C
Informationalaid
Appraisalaid
Emotionalaid
( Johnson & Johnson, 1994 )
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Introduction Purposes
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Text
Text
Cooperative learning
1. Learner’s perception
of teacher and peer
academic and personal support 2. Feelings of
alienation from school3. Learning
achievement
connection
Introduction Research Questions:
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Q1: Is cooperative learning correlated with learners’ perceptions of social support, alienation from school and academic achievement?
Q1: Is cooperative learning correlated with learners’ perceptions of social support, alienation from school and academic achievement?
IntroductionResearch Questions:
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Q2: What is the role of cooperative learning, perception of social support, and alienation from school in academic achievement?
Q2: What is the role of cooperative learning, perception of social support, and alienation from school in academic achievement?
Methodology
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135 participants Five times a week for 3 hours each
Introductory Englishcourse
Lebanon
Four skills( L/S/R/W)
73 males (54.2%)61 females (45.2%)18-25 years old
Participants
Lebanon
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Methodology
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10 sections
SAT I, SAT II & TOEFL
Methodology
Click to add Title1 4 females & 1 male
Click to add Title2 16 years teaching experience
Click to add Title1 training in using CL
Five instructors:
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Methodology CL model of five elements
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Interpersonal group skills
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Group processing 5
1 Individual accountability
2
Positive interdependence
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Face to face interaction
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Instrument
..
Adopted by Johnson & Johnson, 1983
Established validity and reliability
90 items (5 Likert-point scale)
A original version of
the Classroom
Life Measure
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Instrument
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38 items ( factor analysis)
1-4 : Teacher academic support
5-8: Teacher personal support
9-12: Peer academic support
13-17: Peer personal support
A modified version of the Classroom Life
Measure
18-27: Cooperative learning
28-38: feelings of alienation
Instrument
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Instrument
Table 2
Sample of classroom life measure questionnaire
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1. TAS: My teacher cares about how much I learn.
1 2 3 4 5
2. TPS: My teacher cares about my feelings.
1 2 3 4 5
3. PAS: In this class other students like to help me learn.
1 2 3 4 5
4. PPS: In this class other students like me the way I am.
1 2 3 4 5
5. CL: When we work together in small groups,
we try to make sure that everyone in the group
learns the assigned material.
1 2 3 4 5
6. AL: I often get discouraged in school.
1 2 3 4 5
Table 2Sample of the classroom life measure
Instrument To locate and eliminate any ambiguous items:
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3 students were from the population of the present study.
Data analysis
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Descriptive statistic-Q1
Simple Pearson correlation-Q1
Stepwise multiple regression-Q2
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Data analysis
Descriptive statistic & Pearson correlation
1. Correlation between the scores on the scale of CL and achievement
2. Scores on the sub-scales
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Results
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Table 3Pearson Product-Moment correlation coefficients
Cooperative learning is positively related to the academic achievement and the learners’ perception of the degrees of academic and personal support provided by the teachers and students.
Q1However, cooperative learning is negatively related to the learners’ feeling of alienation.
Q1
Results
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Table 4 Stepwise multiple regression variables
The variables of cooperative learning, teacher academic support from school are factors that significantly impact academic achievement.
Reflection
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? The researcher didn’t provide the example of academic achievement test.
? The researcher didn’t provide the example of the class activity and procedure.
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