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A Descriptive Study of the Effects of an In-A Descriptive Study of the Effects of an In-

Service Cooperative Learning Training Service Cooperative Learning Training Seminar to Train Teachers to Use Cooperative Seminar to Train Teachers to Use Cooperative

Learning Strategies at a High School in Learning Strategies at a High School in ManchesterManchester

JamaicaJamaica

Presented byPresented by

Marrie Wilson-McLaughlinMarrie Wilson-McLaughlinMA Candidate MA Candidate

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Background to the StudyBackground to the Study

Although cooperative learning is so well Although cooperative learning is so well researched and documented, only one researched and documented, only one

teacher was using it at the selected research teacher was using it at the selected research site.site.

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Statement of the ProblemStatement of the Problem

The problem is the lack of use ofThe problem is the lack of use ofcooperative learning as an appropriatecooperative learning as an appropriate

teaching/learning strategy to promote student learning.teaching/learning strategy to promote student learning.

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Purpose of the StudyPurpose of the Study

1.1. Examine and analyze the effects of a cooperative Examine and analyze the effects of a cooperative learning training seminar on in-service teachers’ attitude learning training seminar on in-service teachers’ attitude toward cooperative learning.toward cooperative learning.

2.2. Examine and analyze participants’ knowledge of the Examine and analyze participants’ knowledge of the academic and social benefits of cooperative learning.academic and social benefits of cooperative learning.

3.3. Examine participants’ perceptions regarding the Examine participants’ perceptions regarding the implementation of cooperative learning in their implementation of cooperative learning in their classrooms.classrooms.

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Significance of the StudySignificance of the Study

1.1. This research will contribute to the extension of This research will contribute to the extension of knowledge in the area studied.knowledge in the area studied.

2.2. This researchThis research will equip participants with a will equip participants with a research validated strategy to support student research validated strategy to support student learning.learning.

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Ethical ConsiderationsEthical Considerations Ethical considerations were observed at all Ethical considerations were observed at all

stages of the research:stages of the research:

1.1. Permission was sought and obtained from principal Permission was sought and obtained from principal & participants.& participants.

2.2. Research site was honoured.Research site was honoured.

3.3. Findings were reported entirely & honestly.Findings were reported entirely & honestly.

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Research QuestionsResearch Questions Three research questions provided focus for the study.Three research questions provided focus for the study.

1.1. What are the effects of a cooperative learning training What are the effects of a cooperative learning training seminar on in-service teachers’ attitude toward cooperative seminar on in-service teachers’ attitude toward cooperative learning?learning?

2.2. What are the effects of a cooperative learning training What are the effects of a cooperative learning training seminar on in-service teachers’ knowledge of the academic seminar on in-service teachers’ knowledge of the academic and social benefits of cooperative learning?and social benefits of cooperative learning?

3.3. What are teachers’ perceptions regarding the What are teachers’ perceptions regarding the implementation of cooperative learning in their classrooms?implementation of cooperative learning in their classrooms?

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Limitations of the StudyLimitations of the Study

The research was limited by the following factors.The research was limited by the following factors.

1.1. Only selected cooperative learning strategies, Only selected cooperative learning strategies, structures, and techniques were used in the training structures, and techniques were used in the training seminar.seminar.

2.2. The research was confined to one non-traditional The research was confined to one non-traditional high school.high school.

3.3. Only eight teachers were used in the study.Only eight teachers were used in the study.

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Design Design

The research is an Action Research The research is an Action Research which utilizes the qualitative traditionwhich utilizes the qualitative tradition

(Cresswell, 2008).(Cresswell, 2008).

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Description of the PopulationDescription of the Population

1.1. The total number of teachers on staff is 39, The total number of teachers on staff is 39, including the principal.including the principal.

2.2. There are eleven males and twenty-eight There are eleven males and twenty-eight females.females.

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SamplingSampling

Participants were selected purposefully.Participants were selected purposefully.

In purposeful sampling researchers intentionally select In purposeful sampling researchers intentionally select individuals and sites to learn and understand the individuals and sites to learn and understand the

central phenomenon.central phenomenon.

(Creswell, 2008).(Creswell, 2008).

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Description of the SampleDescription of the Sample

The sample group was comprised of eight in-The sample group was comprised of eight in-service teachers -5 females and 3 males.service teachers -5 females and 3 males.

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Description of the Training SeminarDescription of the Training Seminar

1.1. The seminar was held at the school for 11/2hrs each The seminar was held at the school for 11/2hrs each day, for 4 days.day, for 4 days.

2.2. Selected cooperative learning strategies, techniques, Selected cooperative learning strategies, techniques, and structures developed by David & Roger and structures developed by David & Roger Johnson, Spencer Kagan, & Elliott Aronson were Johnson, Spencer Kagan, & Elliott Aronson were emphasized in the seminar.emphasized in the seminar.

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Content of The Training SeminarContent of The Training Seminar

1.1. Definition & theoretical framework of cooperative Definition & theoretical framework of cooperative learninglearning

2.2. Models of cooperative learningModels of cooperative learning

3.3. The academic and social benefits of cooperative The academic and social benefits of cooperative learninglearning

4.4. The role of the teacher in the cooperative learning The role of the teacher in the cooperative learning classroomclassroom

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Data Collection InstrumentsData Collection Instruments

1.1. Pre-post Likert (2001) Attitude SurveyPre-post Likert (2001) Attitude Survey

2.2. Pre-post Test Of KnowledgePre-post Test Of Knowledge

3.3. Informal Group Interview ScheduleInformal Group Interview Schedule

4.4. Teachers’ JournalsTeachers’ Journals

5.5. ObservationObservation

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Triangulation MatrixTriangulation Matrix

Research QuestionResearch Question Data SourcesData SourcesWhat are the effects of a cooperative learning What are the effects of a cooperative learning training seminar on in – service teachers’ training seminar on in – service teachers’ attitude toward cooperative learning?attitude toward cooperative learning?

InterviewsInterviews Teachers’Teachers’JournalsJournals

AttitudeAttitudeSurveySurvey

ObservationObservation

What are the effects of a cooperative learning What are the effects of a cooperative learning training seminar on participants’ knowledge of training seminar on participants’ knowledge of the academic and social benefits of cooperative the academic and social benefits of cooperative learning? learning?

Attitude Attitude SurveySurvey

PretestPretest PosttestPosttest LiteratureLiteratureReviewReview

What are teachers’ perceptions regarding theWhat are teachers’ perceptions regarding the use of cooperative learning in their classrooms?use of cooperative learning in their classrooms?

Teachers’Teachers’JournalsJournals

AttitudeAttitudesurveysurvey

PosttestPosttest Observation Observation

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Data Collection ProcessData Collection Process

1.1. The attitude survey & pre-post test of knowledge were The attitude survey & pre-post test of knowledge were administered before the commencement of the seminaradministered before the commencement of the seminar

2.2. Teachers’ journals were reviewed daily. Teachers’ journals were reviewed daily.

3.3. The attitude survey, pre-post test of knowledge, & teachers’ The attitude survey, pre-post test of knowledge, & teachers’ interview were administered at the end of the seminar. interview were administered at the end of the seminar.

4.4. Observation was carried out daily.Observation was carried out daily.

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Data AnalysisData Analysis

1.1. Data collected were sorted and codedData collected were sorted and coded (Glatthorn & (Glatthorn & Joyner 2005).Joyner 2005).

2.2. Data analysis consisted largely of text analysis and Data analysis consisted largely of text analysis and descriptions which conveyed the larger meanings of descriptions which conveyed the larger meanings of findingsfindings (Creswell, 2008).(Creswell, 2008).

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Findings - Research Question 1Findings - Research Question 1

Participants indicated a positive attitude toward Participants indicated a positive attitude toward cooperative learning techniques, structures, cooperative learning techniques, structures,

strategies and classroom atmosphere.strategies and classroom atmosphere.

Participants indicated that seminar was fun, interactive,Participants indicated that seminar was fun, interactive, stimulating, too short.stimulating, too short.

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Findings - Research Question 2Findings - Research Question 2 Participants’ responses on posttest, interview schedule, and Participants’ responses on posttest, interview schedule, and journals indicated a significant increase in their knowledge journals indicated a significant increase in their knowledge of the academic and social benefits of cooperative learning.of the academic and social benefits of cooperative learning.

In at least one case the increase was as In at least one case the increase was as high as 80%.high as 80%.

Participants indicated that they have gained valuable Participants indicated that they have gained valuable knowledge about the academic and social benefits of knowledge about the academic and social benefits of

cooperative learning.cooperative learning.

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Findings - Research Question 3Findings - Research Question 3

All members of the sample group expressed All members of the sample group expressed a desire and commitment to use cooperativea desire and commitment to use cooperative

learning in their future classes.learning in their future classes.

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ConclusionConclusion This study has provided empirical evidence This study has provided empirical evidence

that eight teachers at a high school in that eight teachers at a high school in Manchester, Jamaica have benefited from an in-Manchester, Jamaica have benefited from an in-service cooperative learning training seminar service cooperative learning training seminar to train teachers to use cooperative learning to train teachers to use cooperative learning

techniques and strategies.techniques and strategies.

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RecommendationsRecommendations

1.1. A cooperative learning training seminar or seminars A cooperative learning training seminar or seminars be conducted at the site of the research to train all be conducted at the site of the research to train all teachers there to use cooperative learning techniques, teachers there to use cooperative learning techniques, structures and strategies.structures and strategies.

2.2. A teacher study group be initiated at the site of A teacher study group be initiated at the site of research to provide long term support in cooperative research to provide long term support in cooperative learning to the teachers who participated in the learning to the teachers who participated in the research.research.

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Further ResearchFurther Research

1.1. This study may be replicated to include various This study may be replicated to include various high schools, using a larger sample size.high schools, using a larger sample size.

2.2. This research may be broadened to include a study This research may be broadened to include a study of the implementation of cooperative learning in the of the implementation of cooperative learning in the classroom.classroom.

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The EndThe End

“ “Student learning is not likely to improve Student learning is not likely to improve without a change in educators’ knowledge, without a change in educators’ knowledge,

skills, practices, and ultimately their skills, practices, and ultimately their attitudes and beliefs (Gusky 1986).”attitudes and beliefs (Gusky 1986).”