Second Presentation

594 views
529 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
594
On SlideShare
0
From Embeds
0
Number of Embeds
15
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Second Presentation

  1. 1. The relationship between cooperative learning, perception of social support, and academic achievement<br />Shing-Yu Lynn Tsai <br />Dr. Pi-Ying Teresa Hsu<br />Date: November 12, 2009<br />1<br />
  2. 2. Ghaith, G. (2002). The relationship between <br />cooperative learning, perception of social support, and <br />academic achievement. System, 30, 263-273. <br />2<br />
  3. 3. 2. Methodology<br />3. Results<br />4. Reflections<br />Contents<br />1. Introduction<br />3<br />
  4. 4. Introduction<br />Social support is one of the most important <br /> aspects of classroom climate that may <br /> influence learners’ academic achievement. <br />( Ghaith, 2002 )<br />4<br />
  5. 5. Introduction<br />A<br />B<br />C<br />Informational<br />aid<br />Emotional<br />aid<br />Appraisal<br />aid<br />( Johnson & Johnson, 1994 ) <br />5<br />
  6. 6. Introduction<br />Purposes<br />1. Learner’s perception<br /> of teacher and peer <br />academic and <br /> personal support <br />2. Feelings of alienation<br /> from school<br />3. Learning achievement<br />Text<br />Cooperative learning<br />connection<br />Text<br />6<br />
  7. 7. Introduction<br />Research Questions:<br />Q1: Is cooperative learning correlated with learners’ perceptions of social support, alienation from school and academic achievement? <br />7<br />
  8. 8. Introduction<br />Research Questions:<br />Q2: What is the role of cooperative learning, perception of social support, and alienation from school in academic achievement? <br />8<br />
  9. 9. Methodology<br />Participants<br />135 participants <br />Five times a week <br />for 3 hours each <br />Introductory English<br />course <br />Four skills<br />( L/S/R/W)<br />Lebanon<br />73 males (54.2%)<br />61 females (45.2%)<br />18-25 years old<br />9<br />
  10. 10. Lebanon <br />10<br />
  11. 11. Methodology<br />10 sections <br />SAT I, SAT II & TOEFL <br />11<br />
  12. 12. 1<br />Click to add Title<br />4 females & 1 male<br />2<br />Click to add Title<br />16 years teaching experience<br />1<br />Click to add Title<br />training in using CL<br />Methodology<br />Five instructors:<br />12<br />
  13. 13. Methodology<br />1<br />1<br />Positive interdependence <br />1<br />2<br />Individual accountability <br />3<br />Face to face interaction<br />4<br />Interpersonal group skills<br />5<br />Group processing <br />CL model of five elements <br />13<br />
  14. 14. Instrument<br />.<br />Adopted by Johnson & Johnson, 1983<br />A original version of the Classroom Life Measure <br />Established validity and reliability<br />90 items (5 Likert-point scale)<br />14<br />
  15. 15. Instrument<br />38 items ( factor analysis)<br />1-4 : Teacher academic support <br />A modified <br />version of the <br />Classroom Life <br />Measure<br />5-8: Teacher personal support<br />9-12: Peer academic support<br />13-17: Peer personal support <br />18-27: Cooperative learning<br />28-38: feelings of alienation<br />15<br />
  16. 16. Instrument<br />16<br />
  17. 17. Instrument<br />Table 2<br />Sample of classroom life measure questionnaire <br />Table 2<br />Sample of the classroom life measure <br />17<br />
  18. 18. Instrument<br />To locate and eliminate any ambiguous items: <br />3 students were from the population of the present study. <br />18<br />
  19. 19. 1<br />2<br />3<br />Data analysis <br />Descriptive statistic-Q1<br />Simple Pearson correlation-Q1<br />Stepwise multiple regression-Q2<br />19<br />
  20. 20. Data analysis <br />Descriptive statistic<br /> & Pearson correlation<br />1. Correlation between the scores <br />on the scale of CL and achievement<br />2. Scores on the sub-scales <br />20<br />
  21. 21. Results<br />Q1<br />Table 3<br />Pearson Product-Moment correlation coefficients <br />Cooperative learning is positively related to the academic achievement and the learners’ perception of the degrees of academic and personal support provided by the teachers and students. <br />However, cooperative learning is negatively related to the learners’ feeling of alienation. <br />Q1<br />21<br />
  22. 22. Results<br />Table 4 <br />Stepwise multiple regression variables<br />The variables of cooperative learning, teacher academic support from school are factors that significantly impact academic achievement. <br />Q2<br />22<br />
  23. 23. Reflection <br />?<br />The researcher didn’t provide the example of academic test. <br />?<br />The researcher didn’t provide <br />the example of the class activity.<br />23<br />
  24. 24. Thank You !<br />24<br />

×