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1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERADE LICENCIATURAEN LAENSEÑANZADELINGLÉS
TESIS DE GRADUACIÓN PARA OPTARAL GRADO DE LICENCIATURAEN LA
ENSEÑANZADELINGLÉS
“A DESCRIPTIVE STUDY ON THE EFFECTS OF COOPERATIVE
LEARNING IN THE ACHIEVEMENT OF ENGLISH TEACHING IN 7TH
GRADERS AT COLEGIO TÉCNICO PROFESIONAL DE POCOCÍ,
GUÁPILES, LIMÓN 2018”
JOHANY MÉNDEZ SOZA
SAN JOSÉ, MAYO 2018

2. BACKGROUND OF THE STUDY
Cooperative learning is characterized by
positive interdependence, where students
perceive that better performance by
individuals produces better performance by
the entire group (Johnson, 2014). It can be
formal or informal, but often involves
specific instructor intervention to maximize
student interaction and learning.

3. JUSTIFICATION
Its uses and goals interdependence and
resource interdependence to ensure
interaction and communication among group
members. Changing the role of the instructor
from lecturing to facilitating the groups helps
foster this social environment for students to
learn through interaction.

4. PROBLEM STATEMENT
Nowadays learning English as a foreign
language is difficult for many students, so
some of them do not know how to work in
the classroom; based on the problem
presented the following question is arises.
What are the effects of Cooperative
Learning Method when 7th graders learn
English as a Foreign Language (EFL)?

5. GENERAL OBJECTIVE
To determine the effects of the Cooperative
Learning Method on the process of learning
English as a Foreign Language EFL, integrated in
the curriculum of 7th graders at Colegio Técnico
Profesional de Pococí, Limón 2018.

6. SPECIFIC OBJECTIVES
• To analyze the effectiveness of the Cooperative
Learning Approach with the aim of contributing
with English language learners.
• To relate the Cooperative Learning Approach
and the achievement of academic students who
require different cognitive processes with the
purpose of improving their performance.
• To state the difference between Cooperative and
Competitive Learning for improving the
knowledge in students.

7. SPECIFIC OBJECTIVES
• To list the positive and negative effects of
Cooperative Learning for establishing the
dynamic of it in the classroom.
• To analyze the English strategies used in
English teaching developed in the classroom for
achieving the English goals of students.
• To propose the implementations Cooperative
Learning Method through teamwork of different
level in the classroom aiming to students the
English goals.

8. VARIABLES
• The effectiveness of Cooperative Learning
on the contribution of English language
learners.
• Relation between Cognitive processes of
English learners and achieve of academic
students.

9. VARIABLES
• Difference between Cooperative and
competitive learning.
• Positive and negative effects of Cooperative
Learning.

10. INSTITUTIONAL FRAMEWORK

11. THEORETICAL FRAMEWORK
• English teaching in Costa Rica
• Cooperative Learning Method
• Strategies
• Activities

12. THEORETICAL FRAMEWORK
• Cooperative Learning in America and Latin
America
• In the classroom
• Types of Cooperative Learning
• Advantages and disadvantages

13. TYPE AND APPROACH OF
RESEARCH
• Descriptive Research: The term descriptive
research refers to the type of research question,
design, and data analysis that will be applied to
a given topic. Descriptive statistics tell what is,
while inferential statistics try to determine cause
and effect.
• Exploratory Research: Exploratory research is
research conducted for a problem that has not
been studied more clearly, intended to establish
priorities, develop operational definitions and
improve the final research design.

14. SUBJECTS AND SOURCES OF
INFORMATION
• Subjects: 7th graders and English Teachers
from CTPP.
• Sources:
Primary = 7th graders and English Teachers.
Secondary = Some books, internet and thesis.

15. ANALYSIS AND INTERPRETATION OF
THE RESULT
• Population: 240 students and 15 English
Teachers.
• Sample: 25 students and 2 English Teachers.
• The observation is the first instrument and it is
going to put into practice to a group of
students and teachers observed in a directly
way with the intention to find out different
feelings, ideas, toward the Cooperative
Learning Process.

16. INSTRUMENTS
• Observation: 2 groups and 2 teachers.
• Interview: 2 teachers. It has 6 questions.
• Questionnaire: 25 students. It has 15
questions.

17. ANALYSIS OF THE INTERVIEW
The interview included six open questions
regarding the effectiveness of the Cooperative
Learning Process and its effects of English
Teaching The interview collected information
from the Colegio Técnico Profesional de Pococi.

18. THE EFFECTIVENESS OF COOPERATIVE LEARNING ON THE
CONTRIBUTION OF ENGLISH LANGUAGE LEARNERS
• The teachers said that Cooperative Learning Method
contributes and help to students in the classroom
through the teamwork.
RELATION BETWEEN COGNITIVE PROCESSES OF ENGLISH
LEARNERS AND ACHIEVE OF ACADEMIC STUDENTS
• The teachers said that the communication process is
something very important that teachers and students
must to improve every day in order to develop a high
level of the cognitive target.
ANALYSIS OF THE OBSERVATION

19. PREFERENCE OF THE STUDENTS IN
REGARDS TO GROUP WORK
Source: Chart 1
ANALYSIS OF THE QUESTIONNAIRE

20. POSITIVE EFFECTS OF WORKING IN
GROUPS
Source: Chart 5

21. NEGATIVE EFFECTS ON WORKING IN
GROUPS
Source: Chart 7

22. EFFECTIVE STRATEGIES USED BY THE
TEACHER TO ACHIEVE THE OBJECTIVE OF
THE CLASS
Source: Chart 8

23. DIFFERENCE BETWEEN COOPERATIVE AND
COMPETITIVE
Source: Chart 9

24. COST OF THE STUDY
CHART No 16 COST OF THE STUDY
DESCRIPTION QUANTITY COST PER UNIT
(COLONES)
TOTAL COST
(COLONES)
TOTAL COST
(DOLLARS)
Copies 30 25 750 0.74
Printing 100 10 1000 560
Transportation 2.400 1.200 2.400 4
Total 4.150 8.64
Fuente: Méndez,Johany (2018)
Exchange Rate:BCCR February 10,2018.Sell₵ 565,17 /Purchase ₵ 575,87

25. CONCLUSIONS
• English is a great tool nowadays because in
order to get better jobs people have to be well
trained, to be able to work well in this language
and thus to obtain a better quality of life.
• Therefore, it is the responsibility to give them a
teaching process as appropriate as possible. In
order to achieve this, teachers must know what
they are doing in the classroom and, above all,
how they should do it.

26. CONCLUSIONS
• Many educators feel that is has positive effects on
academic performance; with Cooperative Learning
students are finally not alone during the class time.
Teachers often find that students become scared or
embarrassed to ask questions during lecture or
another skill, so working in groups help to students
to feel more confidence and comfortable through the
process.
• There are 25 students in this group. Students think
that the size of the classroom is appropriate for
them. However, at the same time, they think that the
classroom should be decorated

27. CONCLUSIONS
• The teachers believe that Cooperative
Learning Process is very important tool in
the process of learning English. The
teachers must use this method in order to
help their students at the moment to present
and develop contents. At the same time
teachers face problems in the classroom
while students are working, one of them is
the distraction of some students, this make
that some of them do not work very well in
groups, and others work more than others.

28. RECOMMENDATIONS
• It is necessary for the Learning Process of the
students to have a teacher who speaks in English all
the time, also work in group in order to process it
and learn it. That is why the teacher must speak in
English more often during the classes.
• The teacher must be aware of the class all the time,
especially when the class has different type of
students with different needs. He should take in
count all the time the quantity of students and the
level they have to encourage the use of the
language. Also, is important that teachers seek for
effective strategies and method

29. RECOMMENDATIONS
• In addition, one of the best way how students can learn
is the work group, student learn how to share with other
not just individually. To achieve the effectiveness of the
process is relevant that the teacher organize better his
lesson plans, in order to achieve all the objectives in the
time established taking in count the thirty-five minutes
lessons. All work in class should be checked to reinforce
the subject and because the students need to know if
they are processing the information correctly.
• The classroom must be in a specific room all the time.
When the place for classes is constantly change this,
disturb the organization of the time. Moreover, it
produces discomfort in the students.

30. RECOMMENDATIONS
• Teacher should assigns more oral activities like
presentations, role-plays, games and even though
when it is a written practice student can read the
questions and answers to practice the oral skill, it
help the learners in their environment. At the same
time, on line tasks should not be given without first
ensuring that all students have the facility to use
internet in the homes.
• It is important for the teachers to be always in constant
training to get new ideas to implement in their classes to
achieve the Learning Process of students.

31. RECOMMENDATIONS
• To correct mistakes especially in pronunciation is a
part of the process of the students to improve the
oral production. In this type of students, it is
important to control anxiety and embarrassment; as
well as, work with motivation and some kind of
regard
• It is important to take in count the English level of
students to adequate each content to their needs as
beginners; motivation in during the Learning
Teaching Process in order to catch their attention
and avoid lack of attention and desertion

32. PROPOSAL OF A FACEBOOK PAGE
CALLED “WORK TOGETHER”, USING
THE COOPERATIVE LEARNING FOR THE
REINFORCEMENT OF ENGLISH
LEARNING PROCESS IN THE
CLASSROOM

33. GENERAL OBJECTIVE
To include the teamwork technique in a
Facebook page for the reinforcement of
English Learning Process in the classroom.

34. SPECIFIC OBJECTIVES
• To create a Facebook page for 7th graders and
teachers, for the improvement of English
Learning through the team work in the
classroom.
• To develop Cooperative Learning strategies for
the reinforcement of English skills.
• To integrate authentic strategies and ideas for
the achievement the teamwork based on
English develop in the class.

35. DEVELOPMENT OF THE PROPOSAL
• This proposal includes and consists of the
design of a Facebook page in called: Work
Together for teachers and students, using two
users, one for students and another one for
teachers; using cooperative learning strategies.
• The Facebook page will be created by the
investigator who will take all the information
from the internet. With the idea of developing
this proposal the following stages must be
covered:

36. DEVELOPMENT OF THE PROPOSAL
• Stage N° 1: To search information with some
ideas and techniques that could be used in
the design of the Facebook page for teachers
and students in the Learning Process.
• Stage N° 2: To propose training for teachers
and students through ideas, activities,
advices, comments and techniques shared
for the achieving of the team work.

37. ROLE OF THE STUDENT
Since Facebook is the most popular social
network in Mexico, known by 97 percent of
Internet users, it can be used to develop new
digital skills and more complex levels of
participation; its potential allows users to be
equally literate in the use of networks,
regardless of whether they are digital natives
or not (Ciuffoli, 2010).

38. • Regarding the role of the student in social
networks, and being the one who represents the
central axis of the Teaching Learning Process.
• it is necessary to develop knowledge linked to the
possibility of accessing the sources of information
supported by technologies and, in addition, show
technological competences that allow you to
consume, use and produce more information.

39. ROLE OF THE TEACHERS
• Teachers may feel that integrating technology into the
already overloaded curriculum is like trying to copy a
page in a photocopier that has jammed paper. Others
wonder if their technological skills will allow them to
take a class where they integrate technology.
• Some teachers will wonder if technology will not
distract students from learning the important concepts
necessary to obtain successful results on
standardized tests. Teachers who reflect and wonder
about the relationship between technology and the
curriculum, technology and the teacher, technology
and students are cautious.

40. COST OF THE PROPOSAL
CHART 16. COST OF THE PROPOSAL
DETAILS QUANTITY PRICE PER
UNIT
(COLONES)
TOTAL
AMOUNT
(COLONES)
TOTAL
AMOUNT
(DOLLARS)
DESIGN OF
A FACEBOOK
PAGE
Travel 2 4780 4780 8,50
Photocopies 2 2000 2000 3,55
Snack 2 5000 10000 17,79
FACEBOOK
PAGE
Photocopies 5 photocopies 100 500 0,88
Pencil 3 pencil 450 1000 1,77
Folder 1 Folder 50 150 0,26
Tea 2 box of tea 2000 2000 3,55
Other drinks 5 liters 1200 1200 2,13
Food 5 1000 1000 1,77
Plastic Supplies 5 600 600 2,29
Total 17180 23230 42.49
Source: Source: Méndez, Johany (2018)
Exchange Rate: BCCR April 11, 2018. Sell ₵ 568, 87 / Purchase ₵ 575, 17

41. IMPACTS OF THE PROPOSAL
• By using a Cooperative Learning technique,
teachers and students can share ideas,
comments, strategies and tips regarding to the
team work goal, as well as perform more
dynamic in the English classroom.
ACADEMIC IMPACTS
• At the same time, the students are going to
share and post individually their ideas
related to this important method; in where
students and teachers can deal with some
unprepared real life situation

42. SWOT OF THE PROPOSAL
STRENGTHS
 Innovation learning technology
 Different way to teach English
 Better preparation of students and teachers
 Teamwork development
WEAKNESSES
 Lack of time
 Lack of technological resources
 Lack of money

43. OPPORTUNITIES
 High quality of education through social networks
 Improve of communication skills
 High interaction between professors and students
 Development of leaders abilities
THREATS
• Lack of training of teachers
 Low economic resources in the area
 Lack of time

44. INSTITUTIONAL IMPACT
Within the use of Cooperative Learning
strategies, the English teacher can reinforce
the method about team work, developing the
skills which are:
• Listening
• Reading
• Spoken interaction
• Spoken production
• Writing

45. STUDIES TO BE DEVELOPED THROUGH
COOPERATIVE LEARNING STRATEGIES
• Educators use these types of cooperative learning
strategies in their classrooms because first, they
get the students to work together in a team, and
second because they are an effective way for
students to learn.
• Cooperative learning is an organized and
structured way to use small groups to enhance
student learning and interdependence. Students
are given a task, better known as an assignment,
and they work together to accomplish this task.

46. • Each individual has responsibilities and is held
accountable for aiding in the completion of the
assignment; therefore, success is dependent on
the work of everyone in the group.
• In addition to learning from each other, students
also learn how to work as part of a team and have
others depend on them. In this method important
aspects can be use too as a:
• Technology: English for communication can be
developed.
• As well as ideas, comments, tips, though, games
and some others activities.
• Communication online through the Facebook page.