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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/14739
Title: Teacliers ' knowledge, attitude and practice of Cooperative Learning the case of Alamata Town Administration Second Cycle Primary Schools
???metadata.dc.contributor.*???: Berhanu Abera (Dr)
Berhanu, Yayo
Keywords: students' simple random sampling
Issue Date: Jun-2013
Publisher: Addis Ababa University
Abstract: The purpose of this study was to describe the knowledge, attitude and practice of teachers towards cooperative learning. The study was conducted in Alamata Town Administration second cycle primary schools. ln the town there are five elementary schools. The researcher selected three schools through simple random sampling technique. Questionnaire, interview and observation were used to gather data. Participants of the study were teachers, students, supervisor and principals. Available sampling was used for teachers, supervisor and principals, Regarding selection of students' simple random sampling technic/ue was employed. Accordingly, 30 teachers, 1 supervisor, 212 students and 3 principals were included as respondents of the study. Regarding to the method ofresearch employed, the researcher used descriptive survey. This was due to the fact that descriptive survey method was more appropriate to collect adequate information fiom various participants. On the top of this, both qualitative and quantitative analysis techniques was employed. The study revealed that teachers did not know what cooperative learning really is. However, it was found that teachers seem to have a favorable attitude towards cooperative learning, though they did not properly practice it in classroom instructions. lt was also found that teachers in the study lack the necessary skills for implementing cooperative learning methodology. Seating arrangement and back ground of classrooms being observed was also found to be not suitable for practicing cooperative learning. Finally, based on the above findings, some recommendations have been forwarded. These are; adequate training time should be devoted to acquaint teachers with how and when to efiactively implement cooperative learning in classroom instructions. It has also been recommended that for the cooperative group learning to be more likely to work in the classroom, teachers' should get access to long term support and learn fiom one another. This long term support can be through mentors, peer coaching and sharing ideas.
URI: http://hdl.handle.net/123456789/14739
Appears in Collections:Thesis - Educational Research & Development

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