This document summarizes a study that examined the relationship between cooperative learning, perceptions of social support, and academic achievement. The study involved 135 students in an introductory English course in Lebanon. It found that cooperative learning was positively correlated with academic achievement and perceptions of social support from teachers and peers, but negatively correlated with feelings of alienation. When analyzed through multiple regression, cooperative learning and perceptions of teacher academic support significantly impacted academic achievement.

1. The relationship between cooperative learning, perception of social support, and academic achievementShing-Yu Lynn Tsai Dr. Pi-Ying Teresa HsuDate: November 12, 20091

2. Ghaith, G. (2002). The relationship between cooperative learning, perception of social support, and academic achievement. System, 30, 263-273. 2

3. 2. Methodology3. Results4. ReflectionsContents1. Introduction3

4. IntroductionSocial support is one of the most important aspects of classroom climate that may influence learners’ academic achievement. ( Ghaith, 2002 )4

5. IntroductionABCInformationalaidEmotionalaidAppraisalaid( Johnson & Johnson, 1994 ) 5

6. IntroductionPurposes1. Learner’s perception of teacher and peer academic and personal support 2. Feelings of alienation from school3. Learning achievementTextCooperative learningconnectionText6

7. IntroductionResearch Questions:Q1: Is cooperative learning correlated with learners’ perceptions of social support, alienation from school and academic achievement? 7

8. IntroductionResearch Questions:Q2: What is the role of cooperative learning, perception of social support, and alienation from school in academic achievement? 8

9. MethodologyParticipants135 participants Five times a week for 3 hours each Introductory Englishcourse Four skills( L/S/R/W)Lebanon73 males (54.2%)61 females (45.2%)18-25 years old9

10. Lebanon 10

11. Methodology10 sections SAT I, SAT II & TOEFL 11

12. 1Click to add Title4 females & 1 male2Click to add Title16 years teaching experience1Click to add Titletraining in using CLMethodologyFive instructors:12

13. Methodology11Positive interdependence 12Individual accountability 3Face to face interaction4Interpersonal group skills5Group processing CL model of five elements 13

14. Instrument.Adopted by Johnson & Johnson, 1983A original version of the Classroom Life Measure Established validity and reliability90 items (5 Likert-point scale)14

15. Instrument38 items ( factor analysis)1-4 : Teacher academic support A modified version of the Classroom Life Measure5-8: Teacher personal support9-12: Peer academic support13-17: Peer personal support 18-27: Cooperative learning28-38: feelings of alienation15

16. Instrument16

17. InstrumentTable 2Sample of classroom life measure questionnaire Table 2Sample of the classroom life measure 17

18. InstrumentTo locate and eliminate any ambiguous items: 3 students were from the population of the present study. 18

19. 123Data analysis Descriptive statistic-Q1Simple Pearson correlation-Q1Stepwise multiple regression-Q219

20. Data analysis Descriptive statistic & Pearson correlation1. Correlation between the scores on the scale of CL and achievement2. Scores on the sub-scales 20

21. ResultsQ1Table 3Pearson Product-Moment correlation coefficients 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. However, cooperative learning is negatively related to the learners’ feeling of alienation. Q121

22. ResultsTable 4 Stepwise multiple regression variablesThe variables of cooperative learning, teacher academic support from school are factors that significantly impact academic achievement. Q222

23. Reflection ？The researcher didn’t provide the example of academic test. ？The researcher didn’t provide the example of the class activity.23

24. Thank You !24