The Effect of Cooperative Learning in English Language on the Ninth Grade Student's Attitudes and Academic Achievement at UNRWA Schools in Nablus District
Date
1996
Authors
Samar Deeb Jabr
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Abstract
This study aims at investigating the effect of cooperative learning method in English language on the ninth grade students' (boys and girls) attitudes and academic achievement as compared to the traditional method .
The sample of the study consisted of (138) male and female students in the ninth grade at two schools: Askar Basic Boys School No. 1, and Askar Basic Girls School No.1 which belong to UNRWA in Nablus Area during the scholastic year (1995-1996). The sample of the study was systematically randomly selected as follows:
1. (75)male students were distributed into two sections (A & B ) at Askar Basic Boys School No. I: one section was taught by the cooperative learning method to represent the experimental group, the other one taught by the traditional method to represent the controlled group.
2. ( 63 )female students were distributed into two sections (A&B) at Askar Basic Girls School No. I: one section was taught by the cooperative learning method to represent the experimental group and the other one taught by the traditional method to represent the control group.
Before carrying out the experiment, the equivalence of both sections was tested by counting the means and Standard Deviation (SD) of student scores (males and females) in English Language in the second midyear exam in (1995 - 1996 ) .
The instruments which were used the Achievement Test in English. and the other was the attitude inventory which was adapted by AL. Kilanv (1976) on the basis of Brown and Holtsman's inventory (1967).
One way analysis of variance and two way analysis of variance (ANOVA) were used to examine the effect of the treatment on the dependent variables. One way analysis of variance and Repeated Measures Design (R.M .D) were used to measure the differences between the pre-and post tests in the students' attitudes. The findings showed that First: There were significant differences in the students' achievement (males and females) of English due to the teaching method for the benefit of experimental group.
Second: There were significant differences in the boy’s achievement and girls achievement.
Third: The findings also showed that there were no significant differences in the students' attitudes in English for both boys and girls due to the teaching method.
Fourth: There were no significant differences between the pre-and post attitudes test for the experimental group .
Fifth: There were no significant differences between the pre-and post attitude test for control group. The findings of both groups didn't show significant differences of pre-and post attitudes inventory.
Based on the results of this study, it is recommended to encourage teachers to adopt the cooperative learning method for its effectiveness in improving. Students' academic achievement.
This study aims at investigating the effect of cooperative learning method in English language on the ninth grade students' (boys and girls) attitudes and academic achievement as compared to the traditional method . The sample of the study consisted of (138) male and female students in the ninth grade at two schools: Askar Basic Boys School No. 1, and Askar Basic Girls School No.1 which belong to UNRWA in Nablus Area during the scholastic year (1995-1996). The sample of the study was systematically randomly selected as follows: 1. (75)male students were distributed into two sections (A & B ) at Askar Basic Boys School No. I: one section was taught by the cooperative learning method to represent the experimental group, the other one taught by the traditional method to represent the controlled group. 2. ( 63 )female students were distributed into two sections (A&B) at Askar Basic Girls School No. I: one section was taught by the cooperative learning method to represent the experimental group and the other one taught by the traditional method to represent the control group. Before carrying out the experiment, the equivalence of both sections was tested by counting the means and Standard Deviation (SD) of student scores (males and females) in English Language in the second midyear exam in (1995 - 1996 ) . The instruments which were used the Achievement Test in English. and the other was the attitude inventory which was adapted by AL. Kilanv (1976) on the basis of Brown and Holtsman's inventory (1967). One way analysis of variance and two way analysis of variance (ANOVA) were used to examine the effect of the treatment on the dependent variables. One way analysis of variance and Repeated Measures Design (R.M .D) were used to measure the differences between the pre-and post tests in the students' attitudes. The findings showed that First: There were significant differences in the students' achievement (males and females) of English due to the teaching method for the benefit of experimental group. Second: There were significant differences in the boy’s achievement and girls achievement. Third: The findings also showed that there were no significant differences in the students' attitudes in English for both boys and girls due to the teaching method. Fourth: There were no significant differences between the pre-and post attitudes test for the experimental group . Fifth: There were no significant differences between the pre-and post attitude test for control group. The findings of both groups didn't show significant differences of pre-and post attitudes inventory. Based on the results of this study, it is recommended to encourage teachers to adopt the cooperative learning method for its effectiveness in improving. Students' academic achievement.
This study aims at investigating the effect of cooperative learning method in English language on the ninth grade students' (boys and girls) attitudes and academic achievement as compared to the traditional method . The sample of the study consisted of (138) male and female students in the ninth grade at two schools: Askar Basic Boys School No. 1, and Askar Basic Girls School No.1 which belong to UNRWA in Nablus Area during the scholastic year (1995-1996). The sample of the study was systematically randomly selected as follows: 1. (75)male students were distributed into two sections (A & B ) at Askar Basic Boys School No. I: one section was taught by the cooperative learning method to represent the experimental group, the other one taught by the traditional method to represent the controlled group. 2. ( 63 )female students were distributed into two sections (A&B) at Askar Basic Girls School No. I: one section was taught by the cooperative learning method to represent the experimental group and the other one taught by the traditional method to represent the control group. Before carrying out the experiment, the equivalence of both sections was tested by counting the means and Standard Deviation (SD) of student scores (males and females) in English Language in the second midyear exam in (1995 - 1996 ) . The instruments which were used the Achievement Test in English. and the other was the attitude inventory which was adapted by AL. Kilanv (1976) on the basis of Brown and Holtsman's inventory (1967). One way analysis of variance and two way analysis of variance (ANOVA) were used to examine the effect of the treatment on the dependent variables. One way analysis of variance and Repeated Measures Design (R.M .D) were used to measure the differences between the pre-and post tests in the students' attitudes. The findings showed that First: There were significant differences in the students' achievement (males and females) of English due to the teaching method for the benefit of experimental group. Second: There were significant differences in the boy’s achievement and girls achievement. Third: The findings also showed that there were no significant differences in the students' attitudes in English for both boys and girls due to the teaching method. Fourth: There were no significant differences between the pre-and post attitudes test for the experimental group . Fifth: There were no significant differences between the pre-and post attitude test for control group. The findings of both groups didn't show significant differences of pre-and post attitudes inventory. Based on the results of this study, it is recommended to encourage teachers to adopt the cooperative learning method for its effectiveness in improving. Students' academic achievement.