Cooperative Learning and the Development of Constructivism amongst Undergraduate Students of the University of Bamenda

Dr. Angu Roland  Nji

doi:10.47494/mesb.v28i.1529

(1) Dr. Angu Roland Nji Lecturer of the University of Bamenda, Cameroon
Cameroon
(*) Corresponding Author

DOI:

https://doi.org/10.47494/mesb.v28i.1529

Keywords:

Cooperative Learning, Constructivism, group processing, positive interdependence

Abstract

Cooperative learning has been hypothesized to promote constructivism in the classroom. This study aimed at investigating the influence of cooperative learning on the development of constructivism in learners. The researcher sought to provide answers to two vital research questions, stated, taking into cognizance the indicators of cooperative learning. These research questions are: 1) How does Positive interdependence influence the development of constructivism in learners?; 2) How does effective group processing influence the development of constructivism in learners? Tchombe’s Mediated Mutual Reciprocity Theory and Vygotsky’s theory of Social Constructivism provided the theoretical starting point for this research. A descriptive survey design was considered necessary whereby close ended questionnaires in a Likert scale format were given to 75 students randomly selected from some schools and faculties of The University of Bamenda. Data were analyzed by using simple frequencies and percentages. Findings of the study revealed that positive interdependence promotes constructivism in learners. It was also revealed that effective group procession promotes constructivism amongst undergraduate students.

Downloads

Download data is not yet available.

References

Álvarez, C., Salavati, S., Nussbaum, M., & Milrad, M. (2013). Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards. Computers & Education, 63, 368-379.

Archer-Kath, J., Johnson, D. W., & Johnson, R. (1994). Individual versus group feedback in cooperative groups. Journal of Social Psychology, 134, 681–694.

Artut, P. D. (2016). Effect of Cooperative Learning Method on Prospective Teachers’ Non-routine Problem-Solving Skills and Their Views About the Method. Cukurova University

Baloche, L. (1998). The Cooperative Classroom: Empowering Learning. Prentice Hall.

Gillies, R. M., & Ashman, A. (2003). Co-Operative Learning: The Social and Intellectual Outcomes of Learning in Groups. Routledge Falmer.

Holtham, C. W., Melville, R. R., & Sodhi, M. S. (2006). Designing student group work in management education: Widening the palette of options. Journal of Management Education, 30, 809-817.

Hossain, A., & Tarmizi, R. A. (2013). Effects of cooperative learning on students’ achievement and attitudes in secondary mathematics. Procedia - Social and Behavioral Sciences, 93, 473-477

Hussain, I., Inamullah, H. M., & NaseerUd Din, M. (2008). Teacher-students verbal interaction at the secondary level. Journal of College Teaching & Learning, 5(9), 41-43.

Jacobs, G. M., Power, M. A., Loh, W. I. (2002). The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions. Corwin Press.

Jalilifar, A. (2010). The Effects of Cooperative Learning Techniques on College Students’ Reading Comprehension. System, 38(1): 96 108.

Johnson, D. W., & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning (4th ed.). Allyn and Bacon

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. George Washington University.

Kagan, S. (2013). Kagan Cooperative Learning Structures. Kagan Publishing.

Khodabandelou, R., & Karimi, L. (2011). The effect of cooperative and individual learning on academic achievement in information technology fundamental. World Applied Sciences Journal, 13(7), 1730-1734

Mvududu, N. H. & Thiel-Burgess, J. (2012). Constructivism in Practice: The Case for EnglishLanguage Learners. International Journal of Education,4(3), p108-p118

Nam, C.W. & Zellner, R.D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers & Education, 56(3), 680-688.

Onwuegbuzie, A. J., Collins, K. M. T. and Jiao, Q. G. (2009). Performance of cooperative learning groups in a postgraduate education research methodology course. Active Learning in Higher Education, 10 (3), 265-277.

Quitadamo, I. J., Brahler, C. J., & Crouch, G. J. (2009). Peer-led team learning: A prospective method for increasing critical thinking in undergraduate science courses. Science Educator, 18(1), 29-39.

Slavin, R. E. (1996). Research on Cooperative Learning and Achievement: What We Know, What We Need to Know. Contemporary Educational Psychology, 21, 43-69. http://dx.doi.org/10.1006/ceps.1996.0004

Slavin, R. E. (2015). Cooperative learning in elementary schools. International Journal of Primary, Elementary and Early Years Education, Volume 43.

Tchombe, T. M. S. (2019). Mediated mutual reciprocity in the process of African children’s social ontogenesis, Journal of Psychology in Africa, 29:4, 301-308, DOI:10.1080/14330237.2019.1647493

Terwel, J. (2003). Cooperative learning in secondary education: a curriculum perspective. In R.M. Gillies & A. F. Ashman (Eds, 2003). Cooperative Learning: The social and intellectual outcomes of learning in groups. [pp. 54-68]. Routledge Falmer. http://hdl.handle.net/1871/32858

Tripathy, H.H. (2004). Cooperative learning: A strategy for teaching science. Indian Journal of Psychometry and Education, Vol.35 (1), 3-8.

Vygotsky, L. (1986). Thought and language. The MIT Press

Yamarik, S. (2007). Does Cooperative Learning Improve Student Learning Outcomes? The Journal of Economic Education, 38, 259-277. https://doi.org/10.3200/JECE.38.3.259-277