2010 teresa's report2003
TRANSCRIPT
The effect of cooperative learning techniques on college students’ reading
comprehension
Presenter: York Chi
Instructor: Dr. Pi-Ying Hsu
Date: May 5, 2010
1
Jalilifar, A. (2010). The effect of cooperative
learning techniques on college students’
reading comprehension. System, 38, 96-108.
2
Reflection
Results & Conclusion
Methodology
Introduction
Contents
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Introduction
One of the main problems confronting English as a
Foreign Language (EFL) learners is how to improve
their reading comprehension achievement.
(Jalilifar, 2010)
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Introduction
Researchers have been interested in investigating
strategies that help students have better understanding
when they read.
(Al Haidari, 2006; Hollingsworth et al., 2007)
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Introduction
Different approaches such as Cooperative learning
(CL) and Conventional Instruction (CI) have been
generally used in classroom.
(Jalilifar, 2010)
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Introduction
There is still doubt that CL techniques such as
Student Team-Achievement Divisions ( STAD) and
Group Investigation (GI) can promote reading
comprehension.
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Purpose of the study
-to investigate the effectiveness of STAD and GI in
improving college students’ reading comprehension
achievement
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Research Questions
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If so, which one is more effective?
Are there any differences in terms of reading comprehension quality between EFL learners who are instructed according to the CI and those with whom the techniques CL are utilized?
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2
Research Questions
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Would the use of STAD or GI yield any
differences in students’ gains in reading
comprehension?
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Conceptual Framework
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2
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4 STADSTAD STADSTAD
Listen to teacher’s explanation of material
Work in mixed groups to complete activities or worksheets
Take individual quizzes
Recognize the team achievement
(Ghaithe, 2004)11
Conceptual Framework
Group Investigation enables students to work actively
and collaboratively in small groups and allows them
to take and active role in determining their own
learning goals and processes.
(Huhtala, 1994)
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Conceptual Framework
Students form small interest groups
Plan and implement their investigation
Synthesize information to produce a final product
Participate in the class presentation
GI
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Methodology
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Subjects
Instruments
Procedure
Participants
Participants Participants
BB
EE
CC
DD
AA
90 female students chosen from 140 students in Dehdasht
Taken from General English course
DehdashtSouth West of Iran
College level students Level: Pre-
intermediate15
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Instruments
Nelson Battery-section 300A(r= .75)
Standardized reading comprehension test( r= .73)
Teacher-made test 1 Teacher-made test 2
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Procedure of the study
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Nelson English Language Proficiency TestNelson English Language Proficiency Test
STAD group ( 30 subjects)
GI group( 30 subjects)
CI group( 30 subjects)
Procedure of the study
STAD group STAD group
GI group GI group
CI groupCI group
1. Instructed by the same teacher
2. Two month experiment(16 sessions)
3. 45 minutes reading period for each session
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Procedure of the study
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STAD group GI group CI group
Receive STAD instruction
Receive GI instruction
Teachers’ lecture
Individual quizzes Individual practice
Post-test
Nelson English Language Proficiency TestNelson English Language Proficiency Test
Group presentation
Methodology
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One-way ANOVAOne-way ANOVA
to examine the difference among the participants’ score on the Nelson English Language Proficiency Test
to examine the difference among the participants’ score on the Nelson English Language Proficiency Test
to examine whether or not the observed differences among the participants’ mean on the post-test were statistically significant
to examine whether or not the observed differences among the participants’ mean on the post-test were statistically significant
Methodology
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Post hoc Scheffe test Post hoc Scheffe test
to determine where precisely the significance lay
to determine where precisely the significance lay
Results
The groups’ mean were approximately similar on the Language Proficiency Test before the treatment
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Results
Better performance of students who received instruction through STAD technique
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Results
The differences among the participants’ means on the post test were statistically significant
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Results
Significant differences was found between the experimental group A and the control group C
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Results
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The difference between the achievement mean of experimental group B and control group C was not statistically meaningful
Results
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No significant difference was found comparing the achievement means of the STAD and GI groups
Conclusion
It is important for students to receive explicit
instruction in specific reading comprehension
strategies such as summaries, headings, identifying
main ideas, and self regulation skills.
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Conclusion
Simply putting students in groups does not guarantee
positive results.
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Reflection
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The researcher provides sample items about the teacher- made quizzes and worksheets.
The researcher did not provide detail information about the reading materials.
Reflection
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The Nelson English Proficiency Test seems to be old (Fowler and Coe, 1976)
The researcher did not provide sample item about the Nelson English Proficiency Test.
Reflection
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The researcher only recruited 90 female students as participants in this study. Why?
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