1. IMPROVING STUDENT TEACHERS’ PRACTICE
OF ALMs THROUGH COOPERATIVE
LEARNING (RAAYYAA): THE CASE
JTC BIOLOGY DEPARTMENT
3RD YEAR
GROUP 2
Action Research Proposal to be submitted to HDP Office
BY HDP Candidate of 2013
Chala Dandessa
Chalchisa Degu
Getachew Ayele
Jimma, January 2013
2. Table of Contents
Table of Contents........................................................................................................................................2
1.Introduction..............................................................................................................................................3
1.1Background of the study.........................................................................................................................3
1.2Statement of the problem......................................................................................................................4
1.3Basic research questions........................................................................................................................5
1.4Objective of the stud..............................................................................................................................5
1.5Significance of the study.........................................................................................................................6
1.6Delimitation of the study........................................................................................................................7
1.7Definition of key terms...........................................................................................................................8
2.Literature Review.....................................................................................................................................9
3.Research methodology...........................................................................................................................12
4.Time and budget planning......................................................................................................................14
5.Reference...............................................................................................................................................16
6.Appendixes.............................................................................................................................................17
2
3. 1.
Introduction
1.1 Background of the study
Cooperative learning represents the most carefully structured end of the collaborative learning
continuum. Defined as “the instructional use of small groups so that students work together to
maximize their own and each other’s learning” (Johnson et al. 1990), cooperative learning is
based on the social interdependence theories of Kurt Lewin and Morton Deutsch (Deutsch,
1949; Lewin, 1935).
This research will be conducted in Jimma Teachers’ College to improve the use cooperative
learning by provided raayyaa of students. This is not meaning that raayyaa is cooperative
learning. But if the structure of raayyaa managed, supported and responsibility is shared, the
result will be cooperative learning. Then it can improve the achievement of each student in
member of raayyaa. Raayyaa is a group of students which consists five members of students.
Even if the raayyaa is provided from a group of students still it is not useful as it was designed.
Therefore, in addition to the strategy of the government on raayyaa of students, this research will
add very important achievements into raayyaa systems. By taking the result of this research to
raayyaa of students, raayyaa will become more useful.
If implemented properly, cooperative learning can provide an ideal way to cultivate supportive
relationships between students. Regarding Jimma Teachers’ College biology third year group
two there is a group work but not cooperative learning since it is not managed and the individual
responsibility is not shared. If the groups are not managed and individuals have not shared
responsibility, the groups will become covered by few students and increase failing of many
students. Unless this problem is not solved it may cause the failing of many students.
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4. 1.2 Statement of the problem
Cooperative learning is collaborative work which needs to be well managed, supported and
responsibility shared. Unless the teacher fellow, support and manage the groups; group activity
will dominantly covered by active students and the others may become passive and only
listeners. In other case, if students have been taught in whole groups where the teacher talks 70%
of the time (Goodlad, 1984; Cuban, 1988; Sirotnick, 1983). Here the students have been
expected to sit and listen passively, without talking or engaging with their classmates. Yet,
studies have shown that students’ attention decreases as lectures progress (Stuart and
Rutherford, 1978).
In Jimma Teachers’ College all students have been grouped as raayyaa. But, the problem is on
the construction of this raayyaa; there is no shared responsibility which can make the raayyaa
more effective. Therefore, if it is managed, supported and responsibility shared raayyaa groups
can help as cooperative learning.
Cooperative learning is more than just groupwork. A key difference between cooperative learning
and traditional group work is that in the latter, students are asked to work in groups with no
attention paid to group functioning, whereas in cooperative learning, groupwork is carefully
prepared, planned, and monitored (Jacobs, 1997; Johnson & Johnson, 1994; Ng & Lee, 1996).
In biology third year group two all students have a group which formed from five students which
we call Raayyaa (tokko shanee). But they have no structured and shared responsibility to make it
inclusive to all members of the group. Group which has unshared responsibility between group
members can use only those who are active and make others passive.
.
4
5. 1.3 Basic research questions
What are the great challenges of practicing cooperative learning in this class?
What are the sources of those challenges?
How those problems can be solved?
1.4 Objective of the stud
To identify the stages of implementing share practices.
To prepare a manual consisting procedures of cooperative learning.
To identify the causes of problems for practicing cooperative learning.
To find solutions for the problems
To take action for identified problems
To give recommendation for users.
5
6. 1.5 Significance of the study
The main objective of this research is to improve the implementation of cooperative learning
(tokko shanee) which is in line with the current strategies of the government. Even if the
Raayyaa is inserted into educational progress it is not actually being implemented as it is
designed. Therefore, this research deals with implementation of Raayyaa which is strong power
of learning and teaching. Additionally, cooperative learning is one of the best types of active
learning to inclusively create participation of students in teaching and learning area. Therefore,
this research can be useful to practice implementation of cooperative learning.
Several conditions that promote cooperation are seen as criteria elements of cooperative learning
(Johnson & Johnson, 1990) - clearly perceived positive interdependence (the feeling among
group members that what helps one member helps all and what hurts one hurts all); face-to-face
promotive interaction (students need to be interacting with one another, not just members of the
same group);
individual accountability (each group member feels responsible for their own
learning and for helping their group mates learn); the teaching of collaborative skills; and group
processing (groups spending time discussing the dynamics of their interaction and how they can be
improved.
Communication is structured very differently in cooperative learning classes. Because students
learn in collaboration, they consequently engage in extensive verbal negotiations with their peers.
The cooperative group provides a more intimate setting that permits such direct and unmediated
communication (Shachar & Sharan, 1994). Such a context, proponents of cooperative learning
believe, is key to students engaging in real discussion and wrestling with ideas. In this context then,
students will be given opportunities to stretch and extend their thinking.
6
7. 1.6 Delimitation of the study
Because of lack of time, budget and classroom contact this research will be limited in JCTE third
year biology group two students.
7
8. 1.7 Definition of key terms
JCTE = Jimma College of Teachers Education
Raayyaa = a group of students consisting five members.
Tokko shanee = raayyaa of students consists five number members .
8
9. 2.
Literature Review
Cooperative learning is the instructional use of small groups so that students work together to
maximize their own and each other’s learning. (Johnson, Johnson, Smith, 1992)
Elements of cooperative learning
1. Positive interdependence.
Team members are obliged to rely on one another to achieve the goal. If any team members fail
to do their part, everyone suffers consequences.
One of the essential elements of cooperative learning is the notion that student accomplishments
are tied together. The success of one group member is connected with the success of the others
on the team. Johnson and Johnson (1999) identify this feature of collaborative group work as
positive interdependence. The authors contend, “It is positive interdependence that creates the
realization that group members have two responsibilities: to learn the assigned material and to
ensure that all members of their group learn the assigned material” (Johnson &Johnson, 1999,
p.75). As a result of positive interdependence, one student is not left doing all the work, while
others coast by. Assignments are designed in a way that makes it difficult for students to work
independently.
2. Individual accountability.
All students in a group are held accountable for doing their share of the work and for mastery of
all of the material to be learned.
3. Face-to-face promotive interaction.
9
10. Although some of the group work may be parceled out and done individually, some must be
done interactively, with group members providing one another with feedback, challenging one
another's conclusions and reasoning, and perhaps most importantly, teaching and encouraging
one another.
Another significant aspect of cooperative learning includes face-to-face interaction.
This
constituent insists that a substantial amount of time is arranged when students can meet with
each other in person. Johnson and Johnson (1999) advise, “The discipline of using cooperative
groups includes ensuring that group members meet face to face to work together to complete
assignments and promote each other’s success” (p.82). The researchers reveal that it is the
combination of both positive interdependence and face-to-face interaction which produce the
most powerful allegiances between learners, as well as the greatest commitment to each other’s
success (Johnson & Johnson, 1989).
4. Appropriate use of collaborative skills.
Students are encouraged and helped to develop and practice trust building, leadership,
decision-making, communication, and conflict management skills.
5. Group processing.
Team members set group goals, periodically assess what they are doing well as a team, and
identify changes they will make to function more effectively in the future. (Felder, 1994)
Lastly, it is important for students to reflect on what went well in their groups, as well as what
could be improved upon during future collaborative work. Johnson and Johnson (1999) define
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11. group processing as, “a) Reflecting on a group session to describe what member actions were
helpful and unhelpful and b) making decisions about what actions to continue or change” (p.85).
It is presumed that mulling over what worked and what did not work will help guide groups to
being increasingly productive. Hence, the rationale behind group processing is to improve the
group’s ability to efficiently reach their goals.
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12. 3.
Research methodology
3.1.
Site of the study
This research will take place in Jimma College of Teachers Education when the student teachers
are found in class.
3.2.
Participants
Participants of this research will be:
Teacher
Students
Advisor
3.3.
Sampling techniques
The sampling technique will be conducted by purposive to include the raayyaa (tokko shanee) of
the students.
3.4.
Instruments of data collection
In this research the researcher will use the following instruments to collect data from the
students. Those instruments are:
i)
Questionnaire. This instrument is selected to get the needed data from the student
teachers freely. That means it decreases the fearness of students.
ii)
Interview. This instrument is selected to information from students teachers those who
are not interested in questionnaire.
12
13. iii)
Observation of the class. By observing the class the researcher will also get some
information from the arrangements of the group.
3.5.
Data analysis
Data analysis will take place by triangulating collected data from the used instruments. After
data collected through the three instruments the information from all instruments will be
recorded. Then the problems will be analyzed by cross checking the information from all
instruments (i.e. questionnaire, interview and observation).
3.6.
Research approach
Due to the nature of its instruments this research include both qualitative (questionnaire) and
quantitative (observation and interview). Data that are from questionnaires will be expressed in
numerical values. Data that are from observation and interview will be expressed qualitative in
words.
3.7.
Action proposal
To make this research implementation use full the researchers will take the following actions.
These are:
•
Forming groups of five if not formed
•
Sharing responsibility for all members of the groups as group writer, time keeper,
presenter,
•
Giving clear instruction on what they are to do
•
Giving support for all groups
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14. 4.
Time and budget planning
4.1.
No.
Time planning
Activity
Date to be done
1.
Proposal first draft
25/04/2006
2.
Preparation of questionnaire
03/05/2006
3.
Report final proposal
06/05/2006
4.
Data collection
12/05/2006
5.
Data analyzing
15/05/2006
6.
Summit first draft of findings
16/05/2006
7.
Implementations of actions
17-20/05/2006
8.
Evaluation of actions
21-22/05/2006
9.
Summiting final report
10/06/2006
14
15. 4.2.
No.
Budget planning
Materials
Unit of
Unit Price
Total price
measurement
Birr.
1.
Paper
Pack
2.
Pen for three persons
No.
3.
4.
Printer cost
Birr.
Lunch for two days for three Birr.
5.
persons
Proposal cover page
Report cover page
6.
7.
8.
Cents
Birr.
cents
400
400
00
5
15
00
1
179
50
00
150
1,074
00
00
Birr.
10
00
10
00
Birr.
10
00
10
00
Total price
00
15
16. 5.
Reference
http://www.utexas.edu/academic/diia/research/projects/hewlett/cooperative.php
Johnson et al. 1990
Deutsch, 1949; Lewin, 1935
Johnson and Johnson, 1989
Goodlad, 1984; Cuban, 1988; Sirotnick, 1983
Stuart and Rutherford, 1978
Vermette, 1998
Cohen, 1994; Johnson & Johnson, 1989; Sharan, 1980, Slavin, 1990
Johnson & Johnson, 1990; Qin, Johnson, & Johnson, 1995
Marzano, 1992
Jacobs, 1997; Johnson & Johnson, 1994; Ng & Lee, 1996
Johnson & Johnson, 1990
Adams & Hamm, 1990; Kagan, 1994
Jacobs, 1997
Shachar & Sharan, 1994
Johnson, Johnson, Smith, 1992
Johnson and Johnson (1999)
Johnson &Johnson, 1999, p.75
Johnson and Johnson 1999,p.82)
Johnson & Johnson, 1989
Felder, 1994
16
17. Johnson and Johnson (1999
6.
Appendixes
A. Questionnaire on Improving ALMs through Cooperative Learning
I.
Personal Information
A. Sex: Female
Male
B. Age _________________________
C. Department _________________
II. Tokko shanee Information
a. Have you been grouped as students Raayyaa (Tokko shanee in your class?
Yes
No
b. Have you shared a role in your Raayyaa?
Yes
No
c. If ‘Yes’ for the above what is your role write it
_______________________________________________________________________
_______________________________________________________________________
__
d. If ‘No’ for question on ‘b’ why? Write the
reason__________________________________________________________________
_______________________________________________________________________
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18. III. Main Questions
1. Group organization.
a. Have you been organized according to tokko shanee? Yes
No
b. If ‘yes’ for the above question; is your group participation include all members?
Yes
No
2. Instruction
2.1. Is there clear instruction while using group work? -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------3. Group Support
III.1. Is there sufficient support from your instructor?
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------4. Groups members role assigning (group manager, writer, presenter and time keeper,)
4.1. Have you been assigned roles for each members of the group?
Yes
No
Another
----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------5. Any additional idea regarding group organizion, support and member responsibility in your
class .
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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20. 6. Observation Checklist
No.
Checklist
Yes
1. Are there organized groups in this
class?
2. Does each member of the group shared
responsibility?
3.
Is there clear instruction from instructor
while they work in groups?
4. Are all members participating?
5. Is there group writer?
6. Is there group time keeper?
7. Is there group presenter?
8. Is there support from instructor for all
groups?
9.
10.
20
No
Remark
