##plugins.themes.academic_pro.article.sidebar##
Downloads
Main Article Content
Abstract
This study examines the challenges encountered in implement-ing the cooperative Learning (CL) approach in Secondary Social Studies instruction in Zone 1, Division of Zambales, Philippines. using descriptive research design, survey data were collected from 101 randomly selected Social Studies teachers. Findings indicate that teacher sometimes utilize the CL approach and face challenges related to student engagement, teacher preparation, and assessment methods. The study recommends that teachers explore alternative cooperative learning strategies such as the Tea Party, Carousel, CO-OP CO-OP, and Round Robin methods. Additionally, structured planning and classroom management techniques should be prioritized to enhance the effectiveness of cooperative learning.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
DepEd Order No. 8, s. 2015. Policy Guidelines on Classroom Assessment for the Kto12 Basic Education Program.
Iyer, R. B. (2013). Relation between Coopera-tive Learning and Student Achievement. International Journal of Education and In-formation Studies, 3(1).
Jayapraba, J. L. (2013). Metacognitive Instruc-tion and Cooperative Learning Strategies for Promoting Insightful Learning in Sci-ence. P.S.N. College of Education &Research scholar M.S. University Tiru-nelveli; India. International Journal on New Trends in Education and Their Im-plications. January 2013; Volume 4; Issue 1; Article 15 p.165.
Johnson, D. W., Johnson, R. T. & Holubec, E. J. (1998). Cooperation in the Classroom. Edina, MN: Interaction Book Company.
Laguador, J. M. (2014). Industry-Partners’ Preferences for Graduates: Input On
Curriculum Development. Journal of Edu-cation and Literature.
Nunnery, J. A., Chappell, S., Arnold, P. (2013). A Meta-analysis of a Cooperative Learn-ing Model’s Effects on Student Achieve-ment in Mathematics. Cypriot Journal of Educational Sciences, 8(1):34‐48.
Tabago, L. C. (2012). The Effectiveness of Con-structivist Approach-Based Experiments in Teaching Selected Physics Concepts. Isa-bela State University Cauayan City, Isabela, Philippines.
Terenzini, P., Cabrera, A., Colbeck, C., Parente, J., and Bjorklund S., et al. (2010). Collab-orative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains. Jour-nal of Engineering Education, Vol. 90, No. 1, 2010.
Tejada, C. (2012) Research on Cooperative Learning, [Online] [2012, March 22].
Tran V. D. (2014). The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention. Faculty of Ed-ucation, An Giang University, Vietnam, An Giang, Vietnam. International Journal of Higher Education. Vol. 3, No. 2; 2014
Velázquez, C. (2010). Aprendizaje Cooperativo en Educación Física. Fundamentos y aplicaciones prácticas. Barcelona: INDE.
Wang, T. P. (2007). The Comparison of the Dif-ficulties between Cooperative Learning and Traditional Teaching Methods in Col-lege English Teachers. The Journal of Human Resource and Adult Learning, 3(2), 23-30.
Woolfolk, A. (2007) Educational Psychology. 10th Ed. Pearson: New York.
Xuan, L. (2015). Application of Cooperative Learning Approach: Teachers’ and Stu-dents’ Perceptions towards Cooperative Learning. A Master’s Thesis/Capstone Project. State University of New York at Fredonia, New York.