• Title, Summary, Keyword: cooperative grouping

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The Effects of Different Grouping in Elementary Science Cooperative Learning (초등학교 과학 협동 학습에서 소집단 구성을 달리한 효과)

  • Lee, Hyeng-Cheol;Moon, Joo-Young;Bae, Jin-Ho
    • Journal of Korean Elementary Science Education
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    • v.27 no.4
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    • pp.446-454
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    • 2008
  • The purpose of this study was to examined the effects of different grouping according to the levels of students' achievement in science cooperative learning on students' science academic achievements, science-related attitudes, perceptions of science learning environment and self-efficacies. The results of this study can be summarized as following. First, the homogeneous grouping was more effective than the heterogeneous grouping in improving the science academic achievements of high academic ability students. Second, the homogeneous grouping was more effective than the heterogeneous grouping in improving the science-related attitude of students, especially for low academic ability students. Third, both the homogeneous grouping and the heterogeneous grouping improved the perceptions of science learning environment of students. For low academic ability students, the homogeneous grouping was more effective. Fourth, the homogeneous grouping was more effective than the heterogeneous grouping in improving self-efficacies of students, especially for middle and low academic ability students.

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The effectiveness of English writing instruction using the cooperative learning approach in high schools (협동학습을 활용한 고등학교 영어 쓰기 지도 효과)

  • Min, Chan-Kyoo;Kim, Bo-Kyeong
    • English Language & Literature Teaching
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    • v.12 no.4
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    • pp.185-210
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    • 2006
  • This study has two purposes. First, it aims to suggest an appropriate approach to English writing education for Korean high school students in a cooperative learning situation. It also aims to suggest what type of learner grouping, either homogeneous or heterogeneous, is appropriate by comparing the learners' writing abilities and the changes of their affective factors after being exposed to cooperative EFL writing instruction. Two homogeneous classes were selected and instructed to write in English for 11 weeks. One was composed of homogeneous small groups based on the students' writing scores, and the other was composed of heterogeneous small groups, again based on the students' writing scores. The results showed that the improvement between the two class types was quite different across different proficiency levels. For example, although there is little difference between the homogeneous and the heterogeneous classes of low and intermediate-level learners in writing ability improvement, high-level students showed a significant difference between the classes. In addition, it was found that class participation correlated significantly to writing ability improvement. Cooperative learning was proved to be an effective writing instructional approach to encourage learners' interest and increase their self-confidence; however, the results did not show any significant differences in learners' affective domain between the homogeneous and the heterogeneous classes. Similarly, the learners' grouping preference was not affected by the grouping method.

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Effect of Gender Grouping on Cooperative Learning in Middle School Science (중학교 과학 영역에서 성별에 따른 소집단 구성방법의 협동학습에 대한 효과)

  • Lee, Yun-Mi;Yoo, Jung-Moon
    • Journal of the Korean earth science society
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    • v.24 no.3
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    • pp.141-149
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    • 2003
  • This study investigated the effect of gender grouping on cooperative learning on the basis of student achievement and science-teaming attitude. Homogeneous and heterogeneous gender groupings were used in the treatment groups for the learning strategies of earth science. Traditional instruction was performed for the control group. Three classes at a middle school were assigned to the groups. Before the treatment instruction, a questionnaire about science-learning attitude was administered to 144 students, and their scores were utilized as covariate. Then, the same questionnaire was given with a test of science achievement designed in this study. The changes in both achievement and attitude among the three groups were analyzed statistically. Significant differences were not shown in science achievement or in the difference of gender with respect to perceptions about science. There were significant changes between the homogeneous and heterogeneous gender grouping in their attitudes toward science instruction. Here the cooperative learning group, regardless of the gender grouping, tends to exhibit more positive perceptions towards their learning environment than the control group, particularly in female students.

The Effects of Grouping in Cooperative Learning Strategy (협동학습 전략에서 소집단 구성 방법의 효과)

  • Noh, Tae-Hee;Park, Soo-Youn;Lim, Hee-Jun;Cha, Jeong-Ho
    • Journal of The Korean Association For Science Education
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    • v.18 no.1
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    • pp.61-70
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    • 1998
  • This study investigated the effects of grouping (group composition) in cooperative learning strategy upon students' achievement, the attitude toward science instruction, the perception of learning environment, and the self-esteem. Three different groups were used in this study. For the two treatment groups with cooperative learning strategies, High-Medium-Low ability grouping (HML) and High-Low I Medium-Medium ability grouping (HL/MM) were used. For the control group, traditional instruction was used. Before the instructions, the short-version Group Assessment of Logical Thinking, the test of attitudes toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered, and their scores were used as covariates. Mid-term examination score was used as a blocking variable. After the instructions, a researcher-made achievement test consisting of three subtests (knowledge, understanding, and application), the test of attitude toward science instruction, the perception questionnaire of learning environment, and the questionnaire of self-esteem were administered. The ANCOVA results revealed that there were significant interactions between the instruction and the level of prior achievement although there were no significant differences in all subtest scores of the achievement test. The high-level students in the HL/MM cooperative group performed better than those in the control group and the HML cooperative group. The low-level students in the HL/MM cooperative group also performed better in the subtest of knowledge than those in the other groups. However, the medium-level students in the HML cooperative group scored better than those in the control group and the HL/MM cooperative group. Significant main effect was also found in the perception of learning environment but not in the attitude toward science instruction and self-esteem. The cooperative groups, regardless of grouping, exhibited more positive perception than the control group.

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A Student Grouping System for Cooperative Learning in Small-Groups (소집단 협력 학습을 위한 학생 그룹핑 시스템)

  • Jang, Hyowon;Kim, Myung
    • The Journal of Korean Association of Computer Education
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    • v.8 no.4
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    • pp.15-24
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    • 2005
  • The success of cooperative learning in small groups heavily depends on how the small groups are set up. When small groups are formed, the factors such as the objectives and characteristics of the work and the capabilities and interests of the group members should be considered to maximize the interaction among the group members. However, it is not easy for teachers to manually divide their class to small groups to satisfy such conditions. In this work, we developed and implemented a student grouping system that divides the class as appropriate as possible, when given multidimensional student data and a set of conditions for forming small groups. The grouping conditions can be heterogeneous, homogeneous, and both. The grouping system can easily be used by teachers since the system can be accessed by clicking a menu button embedded into Microsoft Excel. The system has also a wide range of application areas where object grouping by various conditions is needed.

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The Effect of Grouping Method in Cooperative Learning Strategy Applied to Concept Learning (개념 학습에 적용한 협동학습 전략에서 소집단 구성 방법의 효과)

  • Noh, Tae-Hee;Cha, Jeong-Ho;Jeon, Kyung-Moon;Jeong, Tae-Ho;Han, Jae-Young;Choi, Yong-Nam
    • Journal of The Korean Association For Science Education
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    • v.19 no.3
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    • pp.400-408
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    • 1999
  • This study investigated the effect of the grouping method in cooperative learning applied to chemistry concept learning. Two grouping methods used were the HML (High-Medium-Low) and the HL/MM (High-Low/Medium-Medium) ability grouping. Three classes (N = 136) at a high school in Seoul were randomly assigned to the control and the treatment groups. Before instruction. the test of attitude toward science instruction, the perception questionnaire of learning environment consisting of three subtests (participation, conflict, and competition), and the questionnaire of self-esteem were administered, and a mid-term examination score was obtained. These scores were used as covariates. After instruction, the three tests administered before instruction and the conceptions test were administered. Two-way ANCOVA results revealed that there was a significant interaction between the treatment and the level of previous achievement. The low-level students in the HL/MM cooperative group performed better than those in the other groups. The cooperative groups, regardless of the grouping methods, exhibited more positive perception than the control group at participation subtest of the perception questionnaire of learning environment.

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The Effect of Grouping by Students' Agreeableness in Cooperative Learning (협동학습에서 학생의 유화성에 따른 집단 구성의 효과)

  • Han, Jae-Young;Han, Su-Jin;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.22 no.4
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    • pp.717-724
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    • 2002
  • In this study. the effects of grouping by students' agreeableness in cooperative learning strategy applied to middle school science classes on their achievement. confidence, satisfaction, attitude toward science class, and cohesion of group members were investigated. One hundred and fifty-eight students were assigned to control group, homogeneous group and heterogeneous group, and taught about separation of mixture for 7 class hours. The results revealed that there was no significant difference in the achievement test scores. However, significant interaction between the instruction and the level of agreeableness were found in the satisfaction and the cohesion of group members. Students of higher agreeableness level in the homogeneous group were more satisfied with science class and cohesive. Students' attitude toward science class in the homogeneous group was also significantly higher than those in the other groups.

The Effect of Grouping on the Basis of Students' Agreeableness in Cooperative Elementary Science Classes (초등 과학 협동학습에서 유화성을 고려한 소집단 구성의 효과)

  • Kang, Suk-Jin;Seo, A-Young;Kwon, Hyeok-Soon
    • Journal of the Korean Chemical Society
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    • v.51 no.3
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    • pp.270-278
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    • 2007
  • In this study, we investigated the effects of grouping with respect to the level of students' agreeableness on 6th graders' science achievement, self-efficacy, and science learning motivation in cooperative learning. Three classes (72 students) from an elementary school were randomly assigned to a control group and treatment groups. An agreeableness test, self-efficacy test, and science learning motivation test were administered as pretests. The students of the treatment groups were grouped either homogeneously or heterogeneously on the basis of their agreeableness levels and were taught with a cooperative learning strategy, whereas the students of the control group were randomly grouped and were taught with a traditional method. The cooperative learning intervention lasted for 5 weeks (16 class periods). After the instructions, tests regarding achievement, self-efficacy, and science learning motivation were administered as posttests. The results indicated that the students of the homogeneous and/or the heterogeneous groups significantly outperformed those of the control group in the achievement test. However, students' achievement was not influenced by the grouping method on the basis of students' agreeableness. No significantly differences among the groups were found in the self-efficacy and science learning motivation.

The Effect of Grouping by Students' Communication Apprehension in Cooperative Learning (협동학습에서 학생의 의사소통 불안에 따른 소집단 구성의 효과)

  • Noh, Tae-Hee;Seo, In-Ho;Han, Jae-Young;Jeon, Kyung-Moon;Cha, Jeong-Ho
    • Journal of The Korean Association For Science Education
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    • v.20 no.1
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    • pp.174-182
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    • 2000
  • In this study, the effects of grouping by communication apprehension level in cooperative learning strategy applied to general science class and the difference between high and low communication apprehension levels were investigated. Three classes (N=112) were randomly assigned to two cooperative and one traditional learning groups. Students in two cooperative learning classes were grouped into homogeneous and heterogeneous groups with respect to their communication apprehension levels based on the test score of students' communication apprehension. After the instructions concerning the matter for 11 class hours, achievement, self-esteem, motivation to learn science. and student's perception to lack about communication ability and expectation about receiving help in cooperative learning processes were examined. Two-way ANOVA results revealed that there were no main and interactive effects in the scores of the achievement test. However, significant main effect of the treatment was found in the scores of the relevance and the satisfaction among four motivation sub-categories. In post-hoc comparison, the scores of the heterogeneous group were found to be significantly higher than those of the control group. For expectation about receiving help in cooperative learning processes, the scores of the heterogeneous group were significantly higher than those of the homogeneous group. Students in high communication apprehension level had significantly lower self-esteem and more perception to lack about communication ability than students in low level.

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The Effects of Grouping by Middle School Students' Collectivism in Science Cooperative Learning and Their Perceptions (과학 협동학습에서 중학생들의 집단주의 성향에 따른 집단구성의 효과 및 학생들의 인식)

  • Joo, Young;Kim, Kyungsun;Noh, Taehee
    • Journal of The Korean Association For Science Education
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    • v.32 no.10
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    • pp.1551-1566
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    • 2012
  • In this study, the effects of grouping by students' collectivism in cooperative learning strategy applied to middle school science classes on their academic achievement, science learning motivation, and perceptions of science learning environment were investigated. Students' perceptions of cooperative learning were also studied through survey and interview. The students were assigned to the control, heterogeneous, and homogeneous groups, and taught for 12 class hours. The analyses of results revealed that interactive effects between the instruction and the level of collectivism were found in the test scores of achievement, science learning motivation, and relevance, and that there were main effects in the test scores of confidence, perceptions of science learning environment, affiliation, and rule clarity. The achievement test scores of the students with low collectivism in the homogeneous group were significantly higher than those in the heterogeneous group. The test scores on science learning motivation and relevance of the students with high collectivism in the homogeneous and heterogeneous groups were significantly higher than those in the control group. In addition, the test scores of confidence and affiliation in the treatment groups were significantly higher than those in the control group. The test scores on perceptions of science learning environment and rule clarity in the homogeneous groups were significantly higher than those in the control group. There were also differences in the perceptions of science cooperative learning by students' collectivism.