Effect of Cooperative Learning Strategy on Students’ Acquisition and Practice of Scientific Skills in Biology

Year 2017, Volume: 3 Issue: 1, 88 - 99, 31.01.2017

Hanadi Chatila Fatima Al Husseiny

https://doi.org/10.21891/jeseh.280588

Cited By: 4

Abstract

Recent
research findings have shown that cooperative learning improves students’
thinking skills as it allows them to communicate actively with each other
(Johnson, Johnson and Smith, 2014). Therefore, cooperative learning has been
proposed by many educators to be implemented in classrooms to produce lifelong
learners and critical thinkers (Lunenburg, 2011). The current study
investigates the effect of cooperative learning in Biology classroom, on
students’ learning and achievement of scientific skills. A convenient sample of
120 students from two grade levels, seven and ten, participated in the study in a private school in Beirut, where biology was taught
to each class of the two different grades using two different teaching methods:
cooperative learning (experimental group) and individualistic-direct learning
(control group). Pre- and post- tests were administrated to both groups of each
grade to compare students’ achievement particularly in scientific skills items
before and after intervention. Results of the study show that cooperative
learning has a significant effect on students’ achievement in learning and
practicing scientific skills in grade ten, however no significant effect was
shown in the acquisition of new scientific skills for grade seven students.

Keywords

Scientific skills, Cooperative learning, Biology education

References

• Chatila, H. & Husseiny, F. (2017). Effect of cooperative learning strategy on students’ acquisition and practice of scientific skills in Biology. Journal of Education in Science, Environment and Health (JESEH), 3(1), 88-99.