The effect of cooperative learning on primary-elementary pre-service teachers’ academic achievement in Turkey: A systematic review

Abstract

The aim of this study is to depict the effect of Cooperative Learning (CL) on primary-elementary pre-service teachers’ academic achievement in Turkey in a systematic review. With respect to this aim, as Turkey adopted Constructivism in education in 2005 which is the major theory underlying CL, as a time span the search was confined to the literature between 2005 and 2018. Major search data bases scanned were ULAKBİM, ERIC, Metulib, MetUnique, J-STOR, Google Scholar, EPÖDER and DergiPark, tezYÖK (national database for accessing theses). As a result of this search, based on pre-determined criteria, twelve (13) studies are included into the review. The themes emerging are as (a) comparison of cooperative learning (CL) with traditional methods (TMs), (b) comparison of different methods of CL, (d) Jigsaw as a CL method. As a result of the review, CL is found to have a significant effect on primary-elementary pre-service teachers’ academic achievement in Turkey.

Keywords

• Cooperative learning,Academic achievement,Primary-elementary pre-service teachers,Systematic review

References

1. References
2. Akçay, N. O. & Doymuş, K. (2014). The effect of different methods of cooperative learning model on academic achievement in physics. Journal of Turkish Science Education, 11(4), pp. 17-30. DOI: 10.12973/tused.10124a.
3. Alyar, M. & Doymuş, K. (2015). The effects of cooperative learning methods on the understanding of the particulate nature of matter. Ahi Evran University Journal of Kırşehir Faculty of Education, 16(2), pp. 371-389.
4. Baydar, A. & Şimşek, U. (2018). The impact of Jigsaw and STAD on social studies pre-service teachers' academic achievement. Studies in Educational Research and Development, 2(1).
5. Artut, P. D. & Tarim, K. (2007). The effectiveness of jigsaw II on prospective elementary school teachers. Asia-Pacific Journal of Teacher Education, 35(2), pp. 129-141. DOI: 10.1080/13598660701268551.
6. Çınar, O., Teyfur, E. & Teyfur, M. (2006). Primary school teachers and administrators views about constructivist education approach and programs. İnönü University Journal of Faculty of Education, (7)(11), pp. 47-64.
7. Demirtaş, M., Bozdoğan, A. E. & Taşdemir, A. (2008). The effect of cooperative learning on the development of students’ academic achievement in the physics laboratory course. OMU Journal of Education, 26, pp. 25-34.
8. Doymuş, K. (2008). Teaching chemical bonding through Jigsaw cooperative learning. Research in Science & Technological Education, 26(1), pp. 47-57. DOI: 10.1080/02635140701847470.

9. Erkoç, A., & Dinç Artut P. (2016). The effect of the Team-Assisted Individualization technique on eighth grade students’ geometry achievement and retention. H. U. Journal of Education, 31(1). DOI: 10.16986/HUJE.2015013972.
10. Gündoğdu, K., Ozan, C., & Taşgın, A. (2013). The effect of the Jigsaw technique implementation on prospective teachers' academic achievements. International Journal of Psycho-Educational Sciences, 4(4), pp. 61-74.
11. Haryono (2015). Learning achievement improvement efforts course learn and learning using the Jigsaw Method and Card Media in stkip pgri ngawi 2014/2015 academic year. Journal of Education and Practice, 6(30), pp. 94-102.
12. Johnson, D. W. & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
13. Johnson, D. W. & Johnson R. T. (2017). The use of cooperative procedures in teacher education and professional development. Journal of Education for Teaching, 43(3), pp. 284-295, DOI: 10.1080/02607476.2017.1328023
14. Jolliffe, W. & Snaith, J. (2017) Developing cooperative learning in initial teacher education: indicators for implementation. Journal of Education for Teaching, 43(3), pp. 307-315, DOI: 10.1080/02607476.2017.1319507
15. Kagan, S. (1994). Cooperative Learning, Resources for Teachers. San Juan Capistrano, CA: Kagan Cooperative Learning.
16. Karababa, Z. C. C. (2009). Effects of coopeartive learning on prospective teachers’ achievement and social interactions. H.U. Journal of Education, 36, pp. 32-40.
17. Karaçöp, A. (2017). The effects of using jigsaw method based on cooperative learning model in the undergraduate science laboratory practices. Universal Journal of Educational Research, 5(3), pp. 420-434. DOI: 10.13189/ujer.2017.050314.
18. Karaçöp, A. (2016). Effects of student teams-achievement divisions Cooperative Learning with models on students’ understanding of electrochemical cells. International Education Studies, 9(11), DOI:10.5539/ies.v9n11p104.
19. Millis, B. J. (Ed.) (2010). Cooperative learning in higher education: across the disciplines, across the academy. Sterling, Virginia: Stylus Publishing, LLC.
20. MoNE (2012). 12 years of compulsory education: Questions and Answers. (Retrieved from) http://www.meb.gov.tr/duyurular/duyurular2012/12Yil_Soru_Cevaplar.pdf
21. Najmonnisa & Saad, I. (2017). The role of cooperative learning method in teaching of science subject at elementary school level: An experimental study. Bulletin of Education and Research, August, 39(2), pp. 1-17.
22. Orprayoon, S. (2014). Effects of cooperative learning on learning achievement and group working behavior of junior students in modern french literature course. The Journal of Effective Teaching, 4(1), pp. 80-98.
23. Slavin, R. E., (1980). Cooperative learning. Review of Educational Research, 50(2), pp. 315-342. DOI: 10.3102/00346543050002315.
24. Slavin, R. E. (2008). Cooperative learning, success for all, and evidence-based reform in education. Éducation et didactique, 2(2), pp. 151-159, DOI: 10.4000/ educationdidactique.334
25. Slavin, R.E. (2011). Instruction Based on Cooperative Learning. In R. Mayer (Ed.), Handbook of research on learning and instruction. London: Taylor & Francis.
26. Şimşek, U., Yılar, B. & Küçük, B. (2013). The effects of cooperative learning methods on students’ academic achievements in social psychology lessons. International Journal on New Trends in Education and Their Implications, 4(3), pp. 4-9.
27. Şimşek, Ü., Doymuş, K., Doğan, A. & Karaçöp, A. (2009). Effects of two different cooperative laerning techniqueson students’ academic achievement of chemical equilibrium topics. GÜ Journal of Education, 29(3), pp. 763-791.
28. Tran, V. D. & Lewis, R. (2012). Effects of cooperative learning on students at an giang university in vietnam. International Education Studies, 5(1), pp. 86-99. http://dx.doi.org/10.5539/ies.v5n1p86
29. Varışoğlu, B. (2016). Influence of cooperative integrated reading and composition technique on foreign students’ reading and writing skills in Turkish. Education Research and Reviews, 11(12), pp. 1168-1179. DOI: 10.5897/ERR2016.2744.
30. Yılar, M. B., Şimşek, U., Topkaya, Y. & Balkaya, İ. S. (2015). Effects of cooperative learning methods on social studies undergraduate students’ academic achievement. Uşak University Journal of Social Sciences, 8(4), pp. 297-315.