The Implementation of Group- Based Cooperative Learning as a Method of Instruction in Teacher Education Colleges: the Case of Dessie College of Teacher Education
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Date
2007-07
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Addis Ababa University
Abstract
The main purpose of this study was to assess the implementation of group-based
cooperative learning in Ossie College of Teacher Education. To deal with the problem,
five basic research questions were formulated. The research questions were focused on
the extent to which group-based cooperative learning methods have been practiced,
practical experiences of teacher educators in applying GCL methods, knowledge about
group-based cooperative learning, attitudes toward GCL and factors inhibiting the
implementation of GCL. To conduct the study, descriptive survey method was employed. It was carried out in
teacher's College of Amhara Region and the sample covered only Oessie College of
Teacher Education. Purposive sampling was used in the selection of the college and the
training program (10+3 third year student teachers). By using random sampling 28
teacher educators and 145 student teachers were selected. The main instrument of
data collection was questionnaire. It was also substantiated with interview, focus group
discussions and observations. Mean, standard deviation, frequency and percentage
were used to analyze the closed ended data whereas qualitative data analysis was
used with the data obtained through open-ended questionnaire, interview and
observation. The result of the study showed that the magnitude of practicing a variety of group based
cooperative learning methods in Oessie CTE was low. Teacher educators found to
have less experience on the necessary skills to practice a variety of GCL activities
particularly, in preparing students to GCL, assigning students in appropriate groups,
designing relevant tasks, monitoring and evaluating GCL activities. Though the
knowledge of teacher educators on GCL is encouraging, student teachers do not have
adequate knowledge as much as expected. The attitude of teacher educators and
student teachers towards GCL is encouraging. The major factors perceived by the
teacher educators and student teachers as impediments to the utilization of GCL were
the tendency of teacher educators to the traditional lecture method, lack of well
developed training modules, problem of evaluating each trainee fairly, shortage of time,
lack of interdependent work among students and lack of adequate training were found
to have negative effect for the effective implementation of GCL in OCTE. Finally, the recommendations were given based on the major findings so as to
minimize and if possible to solve the problems encountered in the effective
implementation of group-based cooperative learning.
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