Cooperative Learning in High Schools: Practices, Benefits and Challenges in Focus

Abstract

The main purpose of this research was to examine the practices, benefits and challenges of cooperative learning in high schools of Yeka  Sub-city, Addis Ababa. Descriptive survey design was used, and data were collected from 263 participants who were recruited using  simple random-lottery sampling technique by using questionnaire. Quantitative data were analyzed using percentage, mean, standard deviation and independent sample t-test whereas content analysis was employed to analyze the qualitative data which were collected  using an open-ended questionnaire. The result of the study showed that the response of both teachers’ and students’ towards the  practice of cooperative learning were concentrated on the middle value of the scale of measurement. That is, respondents often rate ‘unable to decide’ about the practice of cooperative learning in relation to its basic elements. But, their responses were far below the  center of the scale on group processing element. On the other hand, teachers were significantly higher than students on group  processing, and on the role of teachers in cooperative learning implementation. Regarding the perceived benefits of cooperative  learning, the responses of both teachers and students showed that they were positioned around the midpoint of the scale. That means,  they were not sure whether to agree or not to agree about the academic, social and psychological benefits of cooperative learning for  students. Concerning demographic variables, female teachers scored significantly greater mean than male counter parts in responding  to the practice of cooperative learning as per its basic elements, and on the role of teachers in facilitating the process. In addition,  statistically significant difference was found between grade 11 and grade 12 students where the latter group of students scored better  acknowledged the involvement of teachers in cooperative learning practices. Uncomfortable time schedule; lack of interest and  motivation and lack of awareness about the importance of cooperative learning were identified as the major challenges which affect i the  practice of cooperative learning. The researchers recommended that preparing awareness raising training and discussion forums for  both teachers and students and integrating the program as part of the regular class are salient for effective implementation of  cooperative learning.