Challenges in Cooperative Learning Approach in Secondary Social Studies Instruction, Zone 1, Department of Education, Division of Zambales, Philippines
DOI:
https://doi.org/10.11594/ijmaber.06.03.02Keywords:
Challenges, encourage, Cooperative learning approach, Well – managed classroom environmentAbstract
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.
Downloads
References
DepEd Discussion Paper on Kto12 (2010).
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.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
