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to examine the effects of cooperative learning on the acquisition of ESL rules and mechanics by low-and high-achieving learners in comparison with equal counterparts studying the same content according to an individualistic method of instruction
Methodology Before During During After Instruments EG: cooperative learning ( Students’ Teams Achievement Division ) CG: individualistic approach Researchers’ observation during the period of experimentation Pre-test for fourth, fifth, sixth students Post-test for fourth, fifth, sixth students
(went) (well) ( themselves ) Fifth grade Ss: He plays the piano good. Sixth grade Ss: They bought theirselves a new reference book.
Pre-test & Post-test The teachers and researchers were matched. The researchers checked whether the test items match the objectives. Teachers assessed relevance of pre-test & post-test to the course objectives. Validity
Results Table 1 Analysis of Covariance Results Using the Post-Test Scores as a Dependent Variable and the Pre-Test Scores as Covariance There was no significantly interaction between the participants’ achievement level and their acquisition of ESL rules and mechanics.
Results Table 2 Comparison of the Relative Gains of Low Achievers and High Achievers in the Experimental Group Low-achieving students in the experimental group would gain relatively more than their high-achieving counterparts in the same group.
Results Table 3 Comparison of the Relative Gains of High Achievers Both in the Control and Experimental Groups High achievers in the experimental group gained at least as their high-achieving counterparts in the control group.
Reflection ？ How did the researchers divide students into high and low achievers? ？ Why did the researchers not interview the participants?
Reflection What did the researchers find out during the observation? ？ ？ Why did the researcher provide the units’ contents?