• Title/Summary/Keyword: Cooperative learning ability

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The Effects of Jigsaw II Cooperative Learning upon the Academic Achievement and the Self-directed Learning Ability Applied to Earth Science (지구과학 I 의 Jigsaw II 협동학습이 학업성취도 및 자기 주도적 학습능력에 미치는 효과)

  • Kim, Sang-Dal;Kim, Soon-Shik;Kim, Eun-Jeong
    • Journal of the Korean Society of Earth Science Education
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    • v.1 no.1
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    • pp.28-40
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    • 2008
  • This study is the analysis of the effects of Jigsaw II Cooperative Learning upon the academic achievement and upon the ability of self-directed learning, compared to lecturing. It made it experimental target for two male and two female classes of students in the 2nd grade of humanity high school in Ulsan metropolitan area. One male and one female classes conducted Jigsaw II cooperative learning by making up a small group heterogeneously from the aspect of learning ability, and the other male and female classes carried out the lecturing focusing on a teacher. As for the academic achievement of science, Jigsaw II cooperative learning was shown to be effective compared to the lecturing. As for the ability of self-directed learning, Jigsaw II cooperative learning was indicated to be effective compared to the lecturing. As for the ability of self-directed learning for Jigsaw II cooperative learning, it was indicated to be effective compared to the lecturing. Given seeing this, it was identified the necessity for Jigsaw II cooperative learning to be applied to a school field as an alternative plan for the lecturing.

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The Effect of Jigsaw Model of Cooperative Learning on Self-directed Learning Ability, Self-efficacy, and Learning Outcomes (Jigsaw 협동학습을 적용한 수업이 자기주도적 학습능력, 자기효능감, 학습성과에 미치는 영향)

  • Kyoung-Ja, Kwon;Jeong-Ha, Yang
    • Journal of the Korean Society of School Health
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    • v.35 no.3
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    • pp.113-122
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    • 2022
  • Purpose: The purpose of this study was to identify the effects of applying jigsaw cooperative learning to basic nursing practicums on self-directed learning ability, self-efficacy, and learning outcomes. Methods: This study was based on a non-equivalent control group design, and the subjects were nursing students. The study allocated 30 people in the experimental group and 30 people in the control group, and jigsaw cooperative learning was applied to the experimental group for 2 hours every week for a total of 8 weeks. The traditional educational method was applied to the control group. The collected data were analyzed using SPSS v26.0. Results: The experimental group to which jigsaw cooperative learning was applied showed statistically significant differences in self-directed learning ability (F=4.49, p=.038), self-efficacy (F=6.15, p=.016), and learning outcomes (F=19.48, p<.001) compared to the control group. Conclusion: By applying jigsaw cooperative learning to basic nursing practicums, this study confirmed its effect not only on the effective domain such as self-directed learning ability and self-efficacy, but also on learning outcomes in the practical domain. We propose future studies apply jigsaw cooperative learning to various practice classes to achieve learning outcomes that focus on cultivating students' practical capabilities.

The effects of the online team project-based learning on problem solving ability, cooperative self efficacy and cooperative self regulation in students of department of physical therapy

  • Kim, Jung Hee;Lee, Woo Hyung
    • Journal of Korean Physical Therapy Science
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    • v.28 no.3
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    • pp.1-10
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    • 2021
  • Background: The purpose of this study is to investigate the effect of the online team project based learning on problem-solving, cooperative self-efficacy, and cooperative self-regulation of college students. Design: Single group pre-post design. Methods: The online team project based learning was conducted for a total of 92 college students for 8 weeks. A survey was conducted on problem-solving ability, cooperative self-efficacy, and cooperative self-regulation. In the online team project-based class, two projects were performed. It consists of video lectures and real-time video conferencing. Through the real-time video conference, the project was carried out based on discussion among learners and feedback was provided. Results: There was a significant difference in the change in problem-solving ability compared to before learning (p<0.05). As a result of the evaluation of cooperative self-efficacy, there was a significant difference (p<0.05). There was a significant differences in cooperative self-regulation compared to before learning (p<0.05). Conclusion: The online team project-based learning are effective in improving learners' problem-solving ability, cooperative self-efficacy, and cooperative self-regulation.

Effects of Cooperative Learning on Scientific Knowledge, Inquiry Ability and Science Related Attitudes of Primary School Students (자연과 수업에서 협동학습이 과학지식, 탐구능력 및 태도에 미치는 영향)

  • 이상희;권치순
    • Journal of Korean Elementary Science Education
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    • v.20 no.2
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    • pp.165-175
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    • 2001
  • The study aimed to examine the effects of cooperative learning in science teaching on scientific knowledge, inquiry ability, and science - related attitudes. This study has carried out LT strategy. The cooperative learning was applied to the experimental group for 8 weeks with worksheets developed for this study, The results were statistically analyzed by SPSS. The results are as follows: Students of cooperative learning made significant progress in scientific knowledge(p<.05), inquiry ability(p<.01), and science - related attitudes(p<.05). The students in the cooperative classes have shown that the cooperative learning was good for causing interest. inducing active participation, and helping students' learning. and students showed strong wish for the continuous cooperative loaming.

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Effect of Cooperative Learning on Problem Solving in Programming Learning (프로그래밍 학습에서 협동학습이 문제해결력에 미치는 효과)

  • Kwon, Boseob
    • The Journal of the Korea Contents Association
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    • v.14 no.6
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    • pp.491-498
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    • 2014
  • Programming learning tend to improve the high thinking ability by experiencing problem solving process through programming recently, There are the previous studies that small group cooperative learning has the effect of the learning that is based logical thinking and creativity, while programming learning has relied on individual learner's thinking and principles traditionally. In this paper, it was verified the effect on improving the problem solving ability to perform by the small cooperative learning group in a problem solving process of programming learning. For this, it was developed and applied a model that include small cooperative learning group based on the problem solving 5 steps. The results of this study showed that the small cooperative learning group has positive effect of the problem solving ability in programming learning and has no relationship with cognitive style.

A Study on the Methods of the Enhancement of Scholastic Achievement in Mathematics through Small Group Activities Based on the Students′ Ability Levels. (협력학습을 통한 수학과 학력신장에 관한 연구)

  • 이상구
    • Journal of the Korean School Mathematics Society
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    • v.1 no.1
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    • pp.197-205
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    • 1998
  • This study aims to examine how cooperative teaming of small ability level groups influences the enhancement of their scholastic achievement in mathematics. The conclusions are as follows; 1. The students which participate in cooperative learning in small ability level groups demonstrate academic improvement over those that participate in non-cooperative learning groups. 2. In particular, this method is more effective for high-level classes, than for middle or low-level students. 3. The learners' perception, interest and attitude towards mathematics has not changed through their placement in small ability groups involved in cooperative activities.

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The Effect of Cooperative Learning on Self-directed Learning Ability (협동학습이 자기주도학습 능력에 미치는 효과)

  • KIM KYUNG HEE;CHOI JOO YOUNG
    • The Journal of the Convergence on Culture Technology
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    • v.9 no.6
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    • pp.889-897
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    • 2023
  • This study attempted to examine how participation in a cooperative learning extracurricular program affects the improvement of college students' self-directed learning abilities. In order to operate a cooperative learning extracurricular program, students were recruited voluntarily through the school system. A total of 128 students were selected. They formed groups according to the number of participants and participated in the cooperative learning extracurricular program for 9 weeks. Before the program was implemented and after the program was terminated, a survey was conducted on the self-directed learning ability of participating students through a questionnaire. The effectiveness of the program was examined through pre-post tests of the experimental group. The results are as follow. First, the self-directed learning ability scores of students who participated in the cooperative learning extracurricular program significantly improved. Second, in order to closely analyze self-directed learning ability, the sub-elements of self-directed learning ability were examined, and the scores of self-awareness and learning strategy, which are sub-elements of self-directed learning ability, were found to have significantly increased. However, although scores for learning motivation and learning situations improved, the levels were not found to be statistically significant. Based on these results, we presented discussions for improving college students' self-directed learning ability and ways to revitalize cooperative learning in universities.

The Effect of Cooperative Learning-Oriented Teaching Methods by Subject on the Communication and Problem-Solving Ability of Pre-service Early Childhood Teachers (협동학습중심의 교과별교수법 수업이 예비유아교사의 의사소통능력과 문제해결능력에 미치는 영향)

  • Cho, Mi Young;Park, Eun Ju
    • The Journal of the Convergence on Culture Technology
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    • v.8 no.6
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    • pp.9-22
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    • 2022
  • The purpose of this study was to provide basic data on pre-service teacher's education based on cooperative learning-oriented teaching and learning methods by applying cooperative learning to verify the effectiveness of pre-service early childhood teacher's communication and problem-solving ability. In the first semester of 2021, 4th grade students who took the teaching method by subject class opened by department of early childhood education at C university were taught for 11 weeks from March 1st week to May 2nd week in 2021 for 4 hours a week. The results of this study were as follows: First, the average score of interpretive ability was the highest in the sub-areas of communication ability of pre-service early childhood teachers, followed by message conversion ability, role performance ability, self-presentation ability, and goal setting ability in the cooperative learning-oriented teaching method by subject class. Second, in terms of the overall average score of pre-service teacher's problem-solving ability, the average score of post-test was increased compared to the average score of pre-test. Through the cooperative learning-oriented class experience in the university's early childhood teacher training course, it is possible to cultivate the practical ability that can be used variously for the children such as communication ability and problem-solving ability in the early childhood education field. Therefore, it is necessary to provide opportunities for cooperative learning-oriented teaching methods in the teacher's education curriculum.

Effect of Cognitive Style on Collaborative Problem Solving Ability in Programming Learning

  • Kwon, Boseob
    • Journal of the Korea Society of Computer and Information
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    • v.23 no.9
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    • pp.163-169
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    • 2018
  • Problem solving by programming has a lot of influence on computational thinking improvement. Programming learning has been self-directed based on the individual's thoughts and principles. However, the revised informatics curriculum in 2015 puts importance on collaborative learning. Collaborative learning emphasizes results differently from cooperative learning, which emphasizes problem-solving processes. And cooperative learning leads to structured learning, such as role sharing and activity stages, within a small group, while collaborative learning leads to unstructured learning. Therefore, it is becoming more in collaborative learning that peer interaction can be affected by learners' cognitive style. In this paper, we propose the effect of cognitive style on problem solving ability in collaborative learning for problem solving by programming. As a result, collaborative learning was effective in improving problem solving ability and there was no significant difference in cognitive style.

The Relationship Between Cooperative Learning Competency and Personality in University Students: The Mediating Effects of Creativity (대학생의 협동학습역량이 인성에 미치는 영향: 창의성의 매개효과)

  • Kim, Sei-Kyung
    • The Journal of the Korea Contents Association
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    • v.21 no.5
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    • pp.746-754
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    • 2021
  • This study intended to identify the relationship between cooperative learning competency and personality, and to evaluate how creativity mediate this relationship. Participants were 123 university students in Busan, the collected data was analyzed using Model 6 of SPSS PROCESS Macro. The results indicated as follows. First, cooperative learning competency, creative ability, creative disposition, and personality all showed a significant positive correlation. Second, it was found that cooperative learning competency had a significant effect on personality. Third, the mediating effect of creative ability wasn't found to be significant in the relationship between cooperative learning competency and personality. Fourth, the mediating effect of creative disposition was found to be significant in the relationship between cooperative learning competency and personality. Fifth, in the relationship between cooperative learning competency and personality, the sequential mediating effect of creative ability and creative disposition was confirmed.